NCTI
PROCEEDING
1ST NATIONA L CONFERENCE
S
PROCEEDINGS The 1st NATIONAL CONFERENCE ON TEACHING INNOVATION 2019
“EMPOWERING TEACHERS FOR INDUSTRY 4.0 ERA” Surabaya, September 14, 2019
Organizer: English Language Teacher Education
ENGLISH LANGUAGE TEACHER EDUCATION DEPARTMENT STKIP AL HIKMAH 2019
PROCEEDINGS THE 1ST NATIONAL CONFERENCE ON TEACHING INNOVATION ‘Empowering Teachers for Industry 4.0 Era’
Steering Committee 1. Achmad Anang Darmawan, M.Pd. 2. Prof. Dr. Lies Amien Lestari, M.Pd. Editor Committee 1. Haris Dibdyaningsih, M.Pd. 2. Rizki Ramadhan, M.Pd. 3. Faishol Hadi, M.Pd. Divisions 1. Papers and Sessions : Abdul Basith 2. Secretariat : Rihza Galih Faturrochman 3. Ceremony and Entertainment : Abdullah Azzam Akbar 4. Publication and Documentation : Musthafa Kamal 5. Food and Beverages : Khoironi 6. Decoration and Properties : Ahmad Jazuli 7. Public Relations : Muhamad Azizul Chakim
Reviewers Prof. Dr. Lies Amien Lestari, M.Pd.
Setting and Typeset Rizki Ramadhan Haris Dibdyaningsih Musthafa Kamal Rihza Galih Faturrochman Cover Muhamad Azizul Chakim Publisher:
Bina Guru ISBN: 978-623-7563-00-6
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means: electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without prior written permission from the writers
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Preface
This first National Conference Proceeding is published with sincere motivation specifically to accommodate the ideas of the teachers, lecturers, researchers, and students in their participation in developing innovation in teaching and technology. The proceeding is the output of the 1st National Conference on Teaching Innovation 2019 that was held on September 14, 2019, in Surabaya.
The proceeding is consisting of 19 full papers from 11 different topics, such as: 1. Language policy and Curriculum 2. Material development in Language Education 3. Technology-enhanced Language Learning 4. Language Assessment 5. Teacher Assessment Development 6. English for Young Learner 7. Multiliteracies in Applied Linguistics 8. Learner or Teacher Identity 9. Linguistics and Literature in Language Learning 10. Multilingual Education, and 11. Teacher Professional Development.
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Foreword
Dear Presenters and Participants
On behalf of the organizers and committees, it is pleasure to welcome you to the National Conference on Teaching Innovation 2019 hosted by English Education Department, STKIP Al Hikmah. This conference was conducted to provide an opportunity for the teachers, students, lecturers to take part in academic forum as presenters and participants
The theme of this conference is ‘Empowering Teachers for Industry 4.0 Era’. It was chosen to accommodate thoughts and experiences of English Education Students, teachers, and lecturers in developing their knowledges and skills to compete with other in the Industry 4.0 Era. Besides, it can equip the students to build their pedagogical knowledge and research so that they can contribute in national and international academic forum, and also prepare themselves to survive in the challenge in the future. Thus, the sub-theme of this conference were language policy and curriculum; materials development in language educations; technology-enhanced language learning; language assessment; teacher assessment development; English for young learners; multiliteracies in applied linguistics; learner or teacher identity; linguistics and literature in language learning; multilingual education; and teacher professional development.
Your presence and contribution for the National Conference on Teaching Innovation 2019 is helping to further develop this meaningful forum and National Proceeding is published. This collection of articles involves theoretical review and research based related to the issues of NCTI themes.
Finally, we would like to express our sincere gratitude and appreciation to all presenters for the willingness to share the latest research and experienced related to the English Language Teaching. Without your effort this conference and the proceeding would not be possible to hold. We look forward to join the next conference on the following year.
Bina Guru STKIP Al Hikmah
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Table of Contents
Table of Contents ______iv USING LITERARY TEXTS FOR TEACHING EFL IN SECONDARY SCHOOLS Lies Amin Lestari ______1 CONTENT LANGUAGE INTEGRATED LEARNING (CLIL) IN PANJI STORY TEXT’S TEACHING MATERIAL Sri Utami, M.Pd.1, Lailatus Sa’diyah, M.Pd.2 ______9 MODIFYING BLOCKS-C GAME AS MEDIA FOR TEACHING SIMPLE PAST Luluk Susanti1, Adi Yusuf2 ______16 CONTINUOUSLY PROFESSIONAL DEVELOPMENT OF INDONESIAN TEACHERS Vivi Vellanita Wanda Damayanti ______27 INDONESIAN STUDENTS’ PERSPECTIVE IN LEARNING ENGLISH PRONUNCIATION Tyas Alhim Mubarok1, Ahmad Saifudin2, Siti Rofi`ah3 ______35 INVESTIGATING TEACHERS’ ATTITUDES TOWARD LEARNER SELF-ASSESSMENT: A CASE STUDY OF INDONESIAN EFL Teachers Andri Suherman ______Error! Bookmark not defined. BLENDED LEARNING AND STUDENTS SPEAKING ABILITY Rizka Safriyani, Aditya Herwanda Riswan ______48 TECHNOLOGY FOR TODAYS ENGLISH LEARNING IN INDONESIA Ela Rosyida ______56 E-PORTFOLIO: AN INVENTIVE ASSESSMENT IN AUTONOMOUS LEARNING SOCIETY Ika Lasmiatun1 , Andhika Ariastuti2 , Ani Fitria Nurkhasanah3 ______64 EFL TEACHING AND LEARNING IN MULTIMEDIA LANGUAGE LABORATORY Wiwiet Eva Savitri ______81 LEARNING ENGLISH FOR AGRICULTURE THROUGH ONLINE CULTURAL EXCHANGE PROGRAM: WHAT MAKES IT FUN Putri Gayatri ______92 THE APPLICATION OF FLIPPED LEARNING APPROACH TO TEACH ENGLISH FOR SPECIFIC PURPOSES (ESP) OF NURSING Tiyas Saputri ______98 "SPEAK UP AND APPRECIATE!" GAME: TEACHING ENGLISH FOR ELEMENTARY SCHOOL STUDENT Adhy Putri Rilianti, Ahmad Haikal Asy Syauqi ______111
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TEACH READING COMPREHENSION AMONG EFL LEARNERS Abdul basith1, Haris Dibdyaningsih2 ______Error! Bookmark not defined. The Obstacles of produce writing; Between Vocabulary enrichment and Student’s creativity trough PBL (Project Based Learning) Abdullah Azzam Akbar1, Faishol Hadi2 ______127 THE ANALYSIS OF GENRE BASED APPROACH IN TEACHING READING FOR SENIOR HIGH SCHOOL STUDENTS Khoironi1, Rizki Ramadhan 2, Feby Anggita S.3 ______Error! Bookmark not defined.
NEW OPPORTUNITIES IN LANGUAGE LEARNING: MOBILE-ASSISTED LANGUAGE LEARNING IN INDONESIAN YOUTH CONTEXT Musthafa Kamal1, Adinda Aura Salsabil 2 ______142 READING STRATEGIES IN EFL READING CLASSROOM Muhamad Azizul Chakim1, Hendra Sudarso2 ______Error! Bookmark not defined. TEACHING VOCABULARY METHODS FOR ENHANCING WRITING SKILL FOR FOREIGN LANGUAGE LEARNERS: A LITERATURE RESEARCH Rihza Galih Faturrochman1, Achmad Anang Darmawan2 ____ Error! Bookmark not defined.
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USING LITERARY TEXTS FOR TEACHING EFL IN SECONDARY SCHOOLS
Lies Amin Lestari Universitas Negeri Surabaya [email protected]
Abstract: Literary texts are considered ‘difficult’ by most EFL students. That is why they are hardly ever chosen as teaching materials in the EFL classroom, especially at the secondary schools. However, the fact that both language and society (Wardaugh, 2006) are intertwined and literature is the mirror of the society (http://baltimorepostexaminer.com/essay-literature-mirror-society/2017/11/09) makes it impossible for teachers to neglect literary works. This paper will discuss the importance of using literary works for teaching EFL and the advantages of using literary works for teaching English as a foreign language in secondary school, and using literary works to teach EFL.
Key words: Literary works, EFL, secondary schools.
The issue of education in the from education to teaching. At school, disruptive era of industrial 4.0 makes students are taught science and knowlegde. educators think about preparing students to Those who earn high scores on tests are be competitive human resources. This is considered to be successful learners, while due to the fact that the development of under-achievers are losers. The technology has revolutionary changed the phenomenon of ‘pass’ and ‘fail’ in the world into a global village in which borders national examination is one of the among countries no longer exist. The indicators that students are demanded to be consequence is that work-force competition high achievers if they are to succeed in is no longer a local or national affair, but it schooling. This condition makes both has become an international affair. To be students and parents think that they must competitive, both job-seekers and job- work hard to achieve the goal to be high providers should not only possess hard- achievers by doing whatever they can. This skills to do their day-to-day tasks, but also might due to the fact that schooling is seen soft-skills. This is due to the fact that one’s as formal education in which teachers success in life is not only determine by his instruct students in courses of study within ability in executing the day-to-day routine, institutions. As a consequence, schooling but more often by his ability in coping with has lost its primary function, education, i.e., non-technical matters. to acquire knowledge and skills needed to Unfortunately, the emphasis of function in one’s culture. schooling in Indonesia has now shifted
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The fact that in order to function in of language components, but also other a culture one not only needs hard skills, i.e., aspects of language, i.e., culture since science and knowledge but also soft skills, language and culture cannot be separated i.e., the ability to interact in both socially (Lestari, 2010). The fact that literature is the and culturally acceptable and appropriate mirror of the society (Wardaugh, 2006) and manner, teachers are now encouraged to culture encompasses religion, food, what to include character building education in wear, how to wear it, language, marriage, their classrooms. It means that nowadays music, what is believed to be right or English teachers are expected not only to wrong, how to sit at the table, how to greet teach English but also character to their visitors, how to behave with loved ones, students. and a million other things" (De Rossi, 2017), it is worth considering the use of Why using literary works for teaching literary work as alternative material for EFL teaching English as a second or foreign The objective of the teaching of English in language. secondary school nowadays is, in general, One the reasons for not using to enable the students to communicate in literary work in English classroom is the the target language properly and difficulty of the language. It can be appropriately in a variety of text-types as understood as normally authors write stated in the curriculum (Kemendiknas, literary works from the targeted audience, 2013). That is why, the emphasis of the i.e., the speakers of the language. However, English lesson to make the students practice nowadays, literary works are not only using English for both receptive, i.e., available in unabridged format. Simplified listening and reading, and productive skills, readers are also available in the market, i.e., speaking and writing. May be that is both in hard and soft copy formats, online one of the reasons English textbooks and offline, free-accessed and recommended by the government shows paid/subscribed. There are a number of most of the materials presented in the major EFL book publishers have launched textbooks are of language components such publication. The gradation of the (vocabulary and structure) and skills materials has also been made in such a way, (reading, listening, speaking, and writing) from the lowest level until the more exercises. To enable the students to advanced one, so that teachers can choose communicate properly and appropriately, the ones suitable for the students. Hopefully, however, ones do not only need the mastery after the students can reach the highest level
2 | National Conference on Teaching Innovation 2019 of the simplified collection, they will be society are intertwined and literature is the able to read authentic books. mirror of the society. In literary works, Character is defined as a set of there must be conflicts the characters try to qualities which make somebody or solve. There must also be protagonist(s) and something distinctive, especially antagonist(s) in it and each character tries to somebody’s qualities of mind and feeling ends the conflict(s) using his/her own way. (Encarta Dictionary, 2009). It is the That is why when reading literary works, personal trait of individual and molded readers will see that there are people who since young age. The word ‘character’ is can be models in their lives. originated from charassein, a Greek word, In addition, when learning a which means ‘to engrave.’ Ki Hajar language, students need to be exposed to Dewantoro, one of the most prominent the society where the language is used. Indonesian educators, once said that Using literary work as alternative materials “…pendidikan adalah daya upaya untuk will make the students aware of how the memajukan bertumbuhnya budi pekerti language is used by the society who speaks (kekuatan batin, karakter), pikiran the language. Indirectly, it will also (intellect), dan tubuh anak. Bagian-bagian introduce the students to the English culture itu tidak boleh dipisahkan agar kita dapat since culture is closely intertwined with the memajukan kesempurnaan hidup anak- language. As a result, the students’ insight anak kita.” In order that one can become a on the existence of other cultures which are man of character, a kind of guidance how to different from that of theirs also develops behave and act appropriately in the society which in the end will increase tolerance. is needed. Unfortunately, an early observation Character is not studied, lectured, on English textbooks for both Junior and nor discussed. But it is learned and Senior High Schools shows that literary practiced through models (Dahlan Iskan in works are not used as teaching materials. ‘Leaders with Character’, a talk show on Hence, it is the duty of teachers of English Metrotv 5 February 2012). When talking to intertwine the teaching of English with about models for character building, character building so that the mission of literature is the place where readers can find education, i.e., to make students become the miniature of a society where a number good and smart individual who can function of characters interact with each other to in their culture can be materialized. solve conflicts. This is in line with Wardaugh’s (2006) idea that language and
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The advantages of using literary works match students’ developing linguistic for teaching English as a foreign ability have been used to teach EFL since language in secondary school the beginning of the last century. However, As mentioned previously, that the when the communicative approach was emphasis of the teaching of English in beginning to reach its popularity, they were Secondary Schools in Indonesia is to enable considered inappropriate for classroom use the students to communicate properly and for inauthenticity (Bamford and Day, 1997 appropriately in the target language. It does in Zoreda and Vivaldo-Lima, 2008). mean that in addition to the mastery of the However, by the end of the 20th century language components (grammatical there has been a reappraisal of graded competence), the students also need to literary readers’ potential to promote master other aspects of language such as language learning (Day and Bamford, sociolinguistic, discourse, strategic, and 1998). It is reported that the use of EFL actional competence (Celce Murcia, 1995 graded readers supports the linguistic and in Depdiknas, 2003). In order that the psychological benefits to the EFL students, students can achieve the goals, it is including increased motivation, reading important that the materials provided speed, vocabulary development, discourse should cover all those aspects, one of which awareness, and meaning-focused input and is literature. This is due to the fact that output (Waring, 1997 and Nation, 2004 in literature offers the potential to create an Zoreda and Vivaldo-Lima, 2008). interesting multimedia experience and to Promoting enthusiastic and introduce variety and more extensive independent reading among students is exposure to English (Zoreda and Vivaldo- important since there is a link between Lima, 2008). However, unabridged extensive reading and success in language literature is typically appropriate for learning (Krashen ,2004). Simplified advanced learners only because of the literary texts can help fulfill this need by difficulty of the language in it. That is why, making content comprehensible and getting to minimize the difficulty, graded literary students excited about reading a large readers can be an excellent choice since amount of interesting material. Fortunately, simplified novels are especially created for nowadays a number of graded literary students of beginning and intermediate readers which offer longer, interesting levels. reading selections in different genres and at Graded literary readers which are different levels have been published. Those carefully adapted from the original text to materials are sometimes completed with
4 | National Conference on Teaching Innovation 2019 support materials such as lesson plans, affective and pedagogical support, activities, background information on the including materials, experiences, peer author, and complete pedagogical guides interaction, and teacher-student interaction, for using simplified novels and their film through activities of increasing difficulty adaptation which make it easier for the but are still achievable (McMahon, 1996 in teacher to use them in the classroom. Zoreda and Vivaldo-Lima, 2008) could Language can be best acquired when challenge the students to learn better. The meaningful comprehensible input is concept of scaffolding can be used as an received (Krashen and Terrel, 1983). The essential consideration for teaching EFL use of graded literary readers with simpler using simplified novels and it can hopefully language and vocabulary is very relevant result in solid language gains and increased with this hypothesis. intercultural awareness in the learning of In addition to grammar and EFL. That is why it is salient that the vocabulary, the use of graded readers can teacher carefully prepares the scope and be optimized when they are completed with sequence of materials and activities so that the audio recording to maximize the they are engaging, appropriately amount of comprehensible input in challenging, and supported by collaborative educational program. The use of audio efforts of the teacher and students. recordings of simplified novel will Using (graded) literary works to teach strengthen linguistic skills—e.g., better EFL pronunciation, faster reading speed, and It has been elaborated previously, improved retention of vocabulary and that graded readers have a number of grammatical structures—that enhances advantages for EFL teaching. Therefore it future readings (Prowse, 2002 and Taguchi, is recommended that teachers use them as Takayasu-Maass, and Gorsuch, 2004). alternative materials for teaching English as Combination of graded readers with their a foreign language. At present, in addition audio recording is recommended since it to the hardcopy version publication, can vary classroom activities with publishers also provide the softcopy version interesting discussions, reading aloud in CD format or online version. The hard activities, recreational listening, listening to and softcopy version can be purchased in tapes, and watching films. This is in line both conventional and online stores, while with Vygotsky’s idea that scaffolding is a the online version will be available when very important concept in any learning users subscribe to the web providers. In activities. It is believed that creating
5 | National Conference on Teaching Innovation 2019 terms of price, the softcopy version will countries. However, teachers of English (or normally be cheaper than the hardcopy one any language) can make use of the materials even though for Indonesians they are still to teach English as a foreign language considered expensive. provided that they follow the following However, teachers should not worry steps (Canfield, nd): if they do not have enough money to Stage one: warmer purchase or to subscribe the graded readers. Prior to the reading lesson, teacher There are some free of charge websites can start the lesson by presenting a warmer providing graded readers with audio activity. It can be in the form of a short program for learners of any level. British discussion that students do in pairs or a council’s website whole class discussion, guessing game (http://learnenglishteens.britishcouncil.org/ between the teacher and the class, or a study-break/graded-reading) is one of them. brainstorming of vocabulary around that In this website, various activities for pre-, topic. Another activity that can be done as a whilst, and post-reading activity have been warmer is to have a glance at the source of provided in this website so that students can the literature that will be used. For example, work on their own. Another website which the teacher may ask the students about the provide graded materials is Letsread.org, a author or the times he/she was writing in. website for those who learn to read. In this Other activity for this step is giving some website, readers are provided with texts for brief background information about the reading from different part of the world document to read, i.e., why this piece of with various languages, including English, literature is well-known. Thai, Tamil, bahasa Indonesia, Javanese, Stage two: before reading and Minang. One story can be available in Prepare the students to read by (1) several languages so that readers may introducing the students to very difficult choose the ones suitable for them. It can be words that might be obstacles for the that one story is available in several students to understand the text, (2) Giving languages so that readers can always have a the students some words from the extract look at the document written in the and ask them to predict what happens next. language he knows (if available) when finding difficulties with the English version. Stage three: understanding the text, One of the objectives of this website is general comprehension actually to provide graded readers for Read the whole text to the students so that children of disadvantage in developing they can general information about the text.
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After that, let the students read the text improvise a role play between two individually without giving them specific characters in the book. task to do. This is because one of the Closing remarks objectives of teaching literature is to arouse The use of graded literary work for their interest and pleasure from the teaching EFL offers a number of language. After that, ask the students to advantages. That is why it is recommended read the text again, ask them some that teachers try to make use of them as comprehension questions or some key alternative materials. They can also try to words used in the text. The teacher may also make the students read graded literary texts ask the students to explain their peers what as extensive reading activities since it offers they understand about the text. some advantages for the students, i.e., to Stage four: understanding the language acquire not only both language elements Discuss the unfamiliar words students can and skills, but also introduce them to the get from context. Certain elements of style context when and where the language is used by the author can be discussed as used and to learn characters. sometimes some non-standard forms of Since graded literary texts are now language is used in literary work. Teacher available not only in hard copy but also in can also look at the connotation of words the digital format, teachers can also teach which the author has chosen, if they are their students digital literacy while teaching available. English. In this way, teachers not only Stage five: follow up activities teaching English as a subject, but they too After discussing the content of the story, the teach the students how to search language, and the diction, the teacher can information from the internet which now finish the lesson by providing follow up has become one of the skills that should be activities, i.e., (1) ask the students to write mastered by students. Throwing two birds what they think will happen to the main with one stone is the perfect proverb for character or the other characters in the story, such an action since in this way teachers (2) Ask the students to write why certain also teach the students to learn touse the character(s) do things as presented in the internet wisely. story, (3) ask students to imagine what they will do if they are to make a film based on the story read, (4) ask students that they would be doing if anything similar has happened to them, or (5) ask the students to
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References Prowse, P. 2002. Top Ten Principles for Teaching Extensive Reading: A Clandfield, L. n.d. response. Reading in a Foreign http://www.onestopenglish.com/meth Language 14 (2): 142-145. odology/ methodology/teaching- materials/teaching-materials-using- Pusat Kurikulum, Badan Penelitian dan literature-in-the-efl/-esl- Pengembangan Departemen classroom/146508.article accessed on 21 July 2019 Pendidikan Nasional. 2003. Kompetensi Dasar Mata Pelajaran Day, R.R. dan J. Bramford. 1998. Extensive Bahasa Inggris SMA & MA, - Reading in the Second Language Jakarta: Pusat Kurikulum, Classroom. Cambridge: Cambridge Balitbang Depdiknas: 2003 University Press. Taguchi, E., M. Takayasu-Maass, dan G.J. De Rossi, C. 2017. What is Culture: Gorsuch. 2004. Developing Reading Definition, meaning, and examples. In: Fluency in EFL: How Assisted https://www.livescience.com/21478- Repeated Reading and Extensive what-is-culture-definition-of- Reading Affect Fluency Development. culture.html accessed on 29 July 2019 Reading in a Foreign Language 16(2): 70-96. Iskan, D. 2012. Leaders with Characters. A television talk show broadcasted in Wardaugh, R. 2006. Metrotv on 5 February 2012. http://baltimorepostexaminer.com/essa y-literature-mirror-society/2017/11/09 Krashen, S. D. dan T.D. Terrel. 1983. The Natural Approach: Language Zoreda, M.L. dan J. Vivaldo-Lima. 2008. Acquisition in the Classroom. Scaffolding Linguistic and Englewood Cliffs, NJ: Intercultural Goals in EFL with Regents/Prentice Hall. Simplified Novels and Their Film Adaptations. Forum 46 (3): 22-29. Krashen, S. 2004. Free Voluntary Reading: New Research, applications, and http://learnenglishteens.britishcouncil.org/ Controversies. Paper presented at the study-break/graded-reading accessed RELC Conference, Singapore. on 20 July 2019 www.sdkrashen.com/articles/singapor e/singapore.pdf.
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CONTENT LANGUAGE INTEGRATED LEARNING (CLIL) IN PANJI STORY TEXT’S TEACHING MATERIAL
Sri Utami, M.Pd.1, Lailatus Sa’diyah, M.Pd.2 Indonesian Language Education, Universitas Nahdlatul Ulama Blitar [email protected]
Abstract: Content Language Integrated Learning (CLIL) is a language learning approach that combines content and language. This approach is used for folklore learning in Vocational Schools through Panji stories that develop in the archipelago, especially in Kediri, East Java. Panji story is a classic story or oral literary work from East Java which is thought to have emerged since the golden era of Kadiri (Daha) which was then very popular during the Majapahit era. So that, it grew and developed throughout the archipelago, even to the Malay, Thai, Laos, Myanmar, and Cambodia regions. Panji is an exemplary figure of the past. Panji’s example as someone predicted by the “Heroes of Culture” of the past was transformed into local art. By presenting Panji story as a text genre’s teaching material in SMK as an effort to perfect the learning of vocational literature. Vocational students can expand their cultural knowledge, then apply the values of life that contain their culture in accordance with the identity of the Vocational School with the spirit of entrepreneurship. The local culture learned will be embedded in each individual as a cultural heritage of the community. This approach prioritizes the integration of Indonesian culture with the theory of language development that has been applied in the world. The content that is integrated in the teaching material of Panji story text is in the form of 4C as the application of CLIL, namely content, communication, cognition, culture (Community / citizenship). Keywords: CLIL, Panji Stories, vocational schools
Introduction The Panji story with all its cultural Panji Story text is an innovation of activities has been widely discussed in learning material that exists in Indonesian various cultural and scientific activities. language learning for X grade of vocational However, efforts to strengthen cultural school with folklore text in the form of tale attitudes towards the Panji Stories that have as its genre. Learning folklore texts with the developed have not been so apparent in main material in the form of tale reflects learning activities in schools. Vocational people's lives based on fictional stories schools in the Kediri region, East Java have illustrated in the past. Reflections on life not shown local culture-based learning such through the tale can shape the culture of a as Panji Stories. In fact, local culture-based particular society. This is similar to the learning by presenting Panji Stories can Panji Story which has been entrenched in provide creative industry opportunities for the Kediri region, East Java, as well as students who can practice entrepreneurial being a heritage owned by East Java. skills from a young age. In addition, the characteristics and values of life in the
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Panji Story can contribute in forming Program, a concrete manifestation of a student’s character in Indonesia. series activities with a Panji story theme Panji Story text learning is structured considered to be an heirloom of Indonesia's through activities that asking students to be cultural heritage. independent and team learning activities. Learning local culture for vocational The presence of the Panji Story as literary schools can fill academic needs towards a learning material in SMK is an effort to competitive corporate world. Vocational refresh literary learning in SMK. The students can expand their cultural innovation of teaching materials is an effort knowledge, then apply the values of life to foster students' character and improve the that contain their culture in accordance with quality of human resources in East Java, the identity of a vocational entrepreneurial specifically realizing Nawacita through the spirit. The local culture that is learned will development of education and culture. be embedded in each individual as a The Panji story also continues to be cultural heritage of the community. received by readers of the wider community into a form of cultural art work, so that it Panji Story Text Learning develops and has a large influence on the Indonesia's latest curriculum at the creation of cultural art work in Java, Vocational School includes literary Indonesia, and even in Southeast Asia. This learning based on the genre of text in the classic story not only concerns local form of folklore texts. Some literary literature but also involves aspects of research says folklore affects the character history, archeology, anthropology, development of students in accordance with agriculture, politics, and broad aspects of the values developed. The government has culture (Manuaba, 2013: 57). The universal also provided teaching materials for values contained are also worth studying to optimizing the learning of folklore texts in improve the quality of students' traits and X grade of vocational schools. However, behaviors, foster a love for place of birth, the teaching materials have not been and foster a love of the motherland. This is oriented to the corporate world and the in line with the aim of literary learning at growth of students' character. The teaching SMK which involves students in assessing materials available have not touched the personality, culture, social, and aesthetic local wisdom values of vocational students values (Kemendikbud, 2016: viii). The in East Java. Minimal vocational literary Panji story also became an icon in East Java content requires an innovation that elevates through the Panji Cultural Conservation a culture to a global society. In addition, the
10 | National Conference on Teaching Innovation 2019 content of language competence needs to be Manuaba (2013: 62) mentions five strengthened in every learning, especially fundamentals of Panji Culture. First, the integrated in teaching materials. complexity of the Panji’s exemplary. Panji story learning is an innovation Second, the transformation stories from the in literary learning at vocational school Panji story are in the form of folktales that (SMK). The Panji story is a classic are told orally, such as Ande-ande Lumut, Javanese original and is considered as Timun Mas, Keong Mas, Thotok Kerot, and Indonesian cultural heritage (Manuaba, Utheg-utheg Ugel. Third, the story of Panji 2013: 57). In line with Robson's statement originating from the Kingdom of Kediri (1996) that the starting point of interest in (Daha) and Jenggala (Kahuripan) turned the Panji stories was, and is, the recognition out to spread throughout Java, Bali, Nusa that they represent a portion of the original Tenggara, Sumatra, Kalimantan even to creative production of the Javanese in the Malaysia, Thailand, Cambodia, and field of literature. Precisely as this classic Myanmar. Fourth, the history of Panji Javanese story, the Panji story becomes a occurred during the Kediri Kingdom, long research study of various points of view by before the emergence of the Majapahit world researchers. Kingdom. Fifth, German archaeologists The Panji story is a story about Raden discovered the existence of the Panji story Panji Asmarabangun. This story has in twenty temple reliefs in East Java. The existed since before the Majapahit five basic Panji cultures become Kingdom. However, this story was innovations in vocational literary learning. popularized during the Majapahit Kingdom. The Panji Story text in the form of the Cahyono (in Manuaba, 2013: 59) states that tale used is titled Hikajat Panjdi Kuda the Panji figure is a skilled figure in the arts, Semirang which is contained in the book a Javanese maecenas of the past. Banners Understanding the Culture of Banner by are told as musicians, dancers, drama Henri Nurcahyo. The standard story text performers and poets. He is a role model of has been through spelling corrections. The the past, and his behavior is a wise example text is suitable for vocational students with in developing the environment in ways that a complete story composition. are loaded with ecological values. The exemplary of Panji as a person predicted by Content Language Integrated Learning the "Cultural Heroes" of the past, was (CLIL) Approach transformed into local art. The Panji Story text learning is integrated with the Content Language
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Integrated Learning (CLIL) approach. links language competence in the form of CLIL has become the basis for developing Content Language Integrated Learning language curricula in various developed (CLIL) is needed through the learning of countries, as well as the basis for folklore texts. developing Indonesian language curricula CLIL is an approach that combines in the latest curriculum in Indonesia. content and language. Richard & Rodgers Kampen (2018) explains that the use of (in Vasquez, 2013) emphasized that CLIL CLIL has spread greatly in the past two is a dual-focused educational initiative decades, especially in Europe, and is most which advocates the learning of academic often used in schools offering a form of content and a foreign language bilingual education. These schools offer simultaneously. Garcia (in Vasquez, 2013) students the opportunity to study some also explained that CLIL programs have subjects through a language other than their always been tended to include the target first language. CLIL can be applied in language as a parallel subject to its being bilingual education, where the teacher can used as a vehicle for content-matter play a dual role in using language while learning [...]. In many cases in secondary learning. education, although not all, this involves CLIL is an approach that combines different teachers who work in tandem, a content with language. Indonesian language language teacher and a subject teacher who teachers can involve other subject teachers conveys the content through the same or resource persons to learn the content of language as that used by the language the material. Furthermore, delivered teacher. Indonesian language teachers can through language that aims to develop involve other subject teachers or resource communicative competence. The Coyle (in persons to learn the content of the material. the Ministry of Education and Culture, ix) Furthermore, delivered through language proposed 4C as the application of CLIL, that aims to develop communicative namely content, communication, cognition, competence. The Coyle (in the Ministry of culture (Community / citizenship). This Education and Culture, ix) proposed 4C as teaching material is expected to be strategic the application of CLIL, namely content, learning, able to improve 21st century skills communication, cognition, culture (basic literacy, competence, and character), (Community / citizenship). These elements and support the government to develop are combined with High Order Thinking competitive for vocational school. Thus, the Skills (HOTS). development of teaching materials that
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Indonesia's newest curriculum evaluating by providing critical mandates HOTS to be included in folklore assessments. text learning activities. Higher order thinking skills are significant in teaching Learning Scenarios and learning. Thinking skills are Learning activities are based on the fundamental in the educational process Content Language Integrated Learning (Nourdad, 2018). The statement became the (CLIL) approach to the learning of Panji basis for the application of the Panji story story text genre. CLIL was adapted by teaching material preparation by training integrating scientific-based learning in high-level skilled thinking students. accordance with the learning references in Nourdad (2018) added, defining six the 2013 Curriculum. The design of story different levels in the cognitive domain in text learning activities with the CLIL Bloom’s taxonomy. The mention of approach is contained in the following chart. taxonomy in divided in to two parts. The first three levels are called lower order thinking and the second three levels are called higher order thinking. The three levels referred to by Nourdad include: (1) which is the starting phase of the higher order level, is analysis. In this stage, learners are able to break down the information into component parts that Learning Activities with CLIL Design require calculations and classifications; (2) known as synthesis. During this phase, The chart above is a design stage of learners can assemble components together learning with CLIL that integrates genre in order to form a new whole such as pedagogy with science in learning folklore formulation of a new pattern or creative texts (Panji Stories). The CLIL approach is behavior; and (3) called education. HOTS contained in Panji story text teaching integration in the preparation of this materials by integrating science-based teaching material begins with analyzing the pedagogy and learning elements. Learning Panji story, synthesizing text, that is by stages consist of initial, core, and final collecting components to form new activities. formulations by behaving creatively, and The initial activities on basic competencies 3.7 and 3.8 are contained in
13 | National Conference on Teaching Innovation 2019 content descriptions which basically cover activities gathering information, reasoning four main points. The material begins by and communicating. Task activities are presenting the text of the Panji Story oriented to HOTS-based activities. entitled Hikajat Pandji Kuda Semirang for observation through intensive reading. This Conclusions activity aims to construct (constructivism) Learning folklore texts (hikayat) understanding and build the context of contained in the latest curriculum in learners in connecting content and being Indonesia in class X vocational school. linked to the daily lives of students. After Literature learning content in vocational observing the content presented, students schools provides an opportunity to are asked to discuss through question and introduce students to local culture. The answer activities on the contents of the text. Panji Story text used in this learning This discussion activity aims to stabilize the scenario is Hikajat Pandji Kuda Semirang content towards training activities. Finally, which is contained in the book the delivery of teaching materials, there are Understanding the Culture of the Panji by instructions for students to make teachers as Henri Nurcahyo. Through Panji Stories, active partners to ask questions students can maximize literary activities (questioning). Second, practice or through literary works that contain culture assignment. In the exercise or assignment in their region,that is Kediri, East Java. The the Panji story text is presented. teaching of the Panji Story text is prioritized The text of the Panji story contains for vocational students to be able to meet the values of the character and culture of the the needs of creative industries or community. The exercises are presented in entrepreneurship in the field of local culture. individual and group activities. Individual Learning is arranged by integrating activities aim to make students formed into the Content Language Integrated Learning independent individuals with critical and (CLIL) approach. This approach includes creative thinking (inquiry) through 4C activities as the application of CLIL, independent construction. Whereas group namely content, communication, cognition, learning activities aim at making students culture (Community / citizenship). formed into cooperative individuals (learning community) through guided construction. The steps in this training activity are aligned with indicators of competency achievement with learning
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REFERENCES
Manuaba, Ida Bagus Putera, Adi Setijowati, dan Puji Karyanto. 2013. Keberadaan Bentuk Transformasi Cerita Panji. LITERA: Jurnal Penelitian Bahasa, Sastra, dan pengajarannya. Volume 12 Nomor 1 April 2013.
Kampen, Evelyn Van, Wilfried Admiraal, & Amnda Berry. 2018. Content and Language Integrated Learning in the Netherlands: Teachers’ self-reported Pedagogical Practices. International Journal of Billingual and Billingualism, Volume 21 Nomor 22, 222-236, DOI: 10.1080/13670050.2016.1154004.
Vasquez, Victor Pavon dan Ellison Maria. 2013. Examining Teacher Roles and Comepetence in Content and Language Integrated Learning (CLIL). Lingvarvm Arena: Volume 4-ano 2013 hal. 65-78.
Nourdad, Nava, Sanam Masoudi, & Parisa Rahimali. 2018. The Effect of Higher Order Thinking Skill Instruction on EFL Reading Ability. International Journal of Applied Linguistics & English Literature: Volume 7 Issue 3 March 2018
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MODIFYING BLOCKS-C GAME AS MEDIA FOR TEACHING SIMPLE PAST
Luluk Susanti1, Adi Yusuf2 English Education Department University of Pesantren Tinggi Darul ‘Ulum Jombang, Indonesia [email protected], [email protected]
Abstract: In studying English, grammar is an important component that must be learnt by students. However, students often find difficulty in learning grammar, more specifically in learning the verb forms which are used to construct simple past. In this case, the teacher needs the media used to support the teaching-learning process in order that it is more effective. The purpose of this study was to promote the media of game for the students as an alternative teaching material. Blocks-C game was the modified game from Uno stacko game. This game was used to assist the students in learning simple past. The developing of the media was based on students need identification in learning simple past. This study was conducted based on Design- Based Research as proposed by Akker. To gain the data, this study used the interview and questionnaire. In addition, the implementation of the media was to assess the Blocks-C game through the students' responses to the media. Based on the students' responses the result showed that the Blocks-C game had assisted the students in learning simple past.
Keywords: need analysis, teaching simple past, Blocks-C game
grammatical categories which express INTRODUCTION location in time (p. 9). Furthermore, Bache Grammar is the primary component (2000) mentions that tense is defined as of language which facilitates students to grammatically expressed to situations of build grammatical sentences. Through location in time (p. 125). Both of the theory grammar, students will be able to construct explain that tenses are a part of grammar, sentences in the good way that which specifically regulates the form of corresponded to English grammar. Brown time. There are three basic tenses that have (2001) explains that grammar is about how been defined, they are present tense, past to construct the sentences including word tense, and future tense (Comrie, 1985, p. order, verb and noun system, modifiers, 36). Past tense is one of the tenses that is phrases, clauses, etc (p. 326). important to be learnt. Students need to English grammar consists of several understand past tense to tell about their materials that must be learnt. One of experience or in text type that is used in significant materials of grammar is tenses. narrative text. Parrott (2000) claims that the Comrie (1985) defines that tense refers to narrative text provides generic structure
16 | National Conference on Teaching Innovation 2019 that lead them to practice simple past (p. called “Block-C game”. It is expected that 226). the result of this research be beneficial to Simple past explains that situations help students learn simple past. and actions in the past are expressed (Ansell, 2000, p. 65). In addition, the used of simple REVIEW OF RELATED past requires the ability to transfer grammar LITERATURE knowledge about changing the time use into 1. Need Analysis the past. However, it seems not easy for The term of need analysis describes many students to change the sentences into the collection of information about past form. For instance, in the case of problems experienced by learners changing the present verb into past form. (Richards, 2001, p. 52). Furthermore, Understanding simple past is needed in Nation & Macalister (2010) explain that mastering verbs, mainly the second form of needs analysis is to find out what the the verb. In fact, the common problem learners already know and what they need faced by the students is mostly related to to know (P. 24). Need analysis can be change the verb into past form. They do not identified about the learners’ problem and know about how to change it and they do what the learners require when they are not memorize it. studying. It is needed to guide the The same case occurred at the researcher to know about the necessity, lack, eighth grade students in SMP Islam and want of the learners to develop the Miftahul Khoir. It was found that the language curriculum. students felt hard to change the simple There are various sources for forms into the past forms. Besides, a gathering information in conducting a need preliminary study found that the teacher analysis. Nation & Macalister (2010) never used media in teaching the tenses. mention that gathering the information of The teacher focused on explaining the needs can be through personal interviews (P. material, then he provided worksheets for 25). Interviews allow to find out more in- the students. Therefore, this research depth information about the issues proposed a media for teaching simple past (Richards, 2001, p. 61). Need analysis are at eighth-grade students in SMP Islam important to help the researcher to provide Miftahul Khoir. the information of the students that use to Concerning the need for teaching guide for the course design, syllabus design media used to teach the simple past, the or curriculum development and it’s very purpose of this research is to modify a game useful for teacher and students.
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2. Teaching Grammar are five cards with the same colors as the Teaching grammar is a part of blocks. The cards contain the rule to teaching English. Teaching grammar is construct past tense; the pattern of simple required to mastering English. Grammar past that asks the player to change the teaching requires interesting techniques to sentence in the block into the form of attract students' attention for certain simple past. The cards contains negative grammatical forms so that students easily to and interrogative forms as well as the time understand grammar lessons (Ellis, 2006, p. signal. There are different instructions 84). between Uno stacko and this modified Harmer (2007) states that teaching game. This game mainly focuses on simple grammar can be presented in various ways past. If the player can do the instruction, she and games make the practice of grammar or he will get some points and the game will lesson more engaging (p. 210). The teacher be over when the blocks are collapses. This can frame the teaching grammar by game. game can be played in a group consisting of It will make students interested in following three or four players. and enjoying the lesson. 4. Simple Past Learn by a game, will strengthen Simple past is talk about the activity student memory than a regular way of learning, that occurs in the past event. It can be with a game as a medium of instruction, interpreted that past tense needs to create a students are expected will be more motivated certain time in the past. Generally, past and feel happy and excited in learning (Asty, tense use time such as yesterday, this 2016). From this definition can be concluded morning, last night. Simple past indicated that the game as a media in teaching will that an activity or situation began and ended increase students’ motivation and feel enjoy at a particular time in the past (Azar, 2002, while teaching-learning process. 3. Teaching Simple Past Using Blocks-C p. 27). It shows that simple past is used for Game activities that have been done and Blocks-C game is the abbreviation completed at the time before now or we can for blocks and cards. The blocks are talk about past tense when the activity has numbered one to six and they are colored in already happened. That emphasizes the red, yellow, green, blue, and purple. The activity has finished. blocks contain the missing verb in Furthermore, Parrot (2000) states sentences on the first side of the block and that simple past is one of the tenses we use to the irregular verb on the other side. There refer to a completed event, state or action. from the statement, we know that the activity in
18 | National Conference on Teaching Innovation 2019 simple past is no longer existed in the present (p. RESEARCH METHOD 219). In this research, the method used 5. Previous Study was Design-Based Research. Akker, et al. Virgadi, et al. (2017) conducted a (2013) mentions that design research is to research entitled Japanese Vocabulary design and develop an intervention (such as Enhancement Through the Uno Stacko programs, teaching-learning strategies and Game (Experimental Research of Students materials, product and system) as a solution of XI Class SMA Muhammadiyah 1 of educational problem or alternatively to Pekanbaru. It was an experimental research design and develop educational that consisted of control and experimental interventions with the purpose to develop or group. The result of this research showed validate theories (p. 15). This design that there was a development of learning research consisted of three phases: Japanese vocabulary and it gave significant preliminary research, development or influence for students by using Uno Stacko prototyping phase, and assessment phase game as a media of teaching Japanese (op.cit.). This research was to modify the vocabulary. game as a media used in teaching grammar The second research was conducted especially past tense. The game was called by Rahwanti, et al. (2016) entitled “Blocks-C game”. Pengembangan Media Pembelajaran Uno 1. Preliminary Research Statik Dalam Penerapan Model In Design-Based Research, the first Pembelajaran Snowball Throwing Materi step conducted as “preliminary research”. Turunan Kelas XI. Their research used Preliminary research used to determine the Design Research which used the ADDIE needs of students in learning simple past. To design model which consisted of the conduct preliminary research, the researcher following steps: analysis, design, used the interview. The researcher interviewed the English teacher in SMP Islam Miftahul development, implementation, and Khoir to know what the students need in evaluation. this researcher used Uno stacko learning simple past. and developed the media to become Uno 2. Development Phase statik (Uno stacko matematik). The In the preliminary research, the validation of Uno statik showed that it has researcher had known about the students been valid without revision. The media need and it showed that the learning showed that was effective because it required the presence of media to support provided motivation and students simple past learning. From the result of responsibility for problem-solving ability.
19 | National Conference on Teaching Innovation 2019 preliminary research, the researcher In the development phase, the source of modified the media that could be used in data was the result of the preliminary phase and learning simple past. The development of the expert’s evaluation from the media this media was in the form of games namely modified. The data was got from the questionnaire given to the expert. Blocks-C game. In the assessment phase, the source of After the modify the Blocks-C game, data was the students and the data was the result there was validation from the expert as the of the questionnaire given to the students to find formative evaluation. The media modify out about student’s responses toward the media were consulted to an expert to have the implementation. evaluation. The expert filled out the 6. Research Instrument questionnaire given regarding the quality In conducting the need analysis, the and the contents of the Blocks-C game. The instrument used was an interview with the expert evaluation was used for revising the English teacher by using an interview guide. media modify. The form of the interview was used in the 3 Assessment Phase semi-structured interview. The assessment phase was to show For getting the expert’s evaluation, the result of media development assessed. the instrument used a questionnaire. The In this study, the assessment was conducted questionnaire related to the design of by the questionnaire given to the students to Blocks-C game and the content used. find out the students’ responses to the To get the students’ responses, the media. instrument used was a questionnaire given 4. The Participants of The Research to the students. The participants of this study were 7. Steps of Data Collection the students at the eighth-grade in SMP a. Preliminary Phase Islam Miftahul Khoir. The reason for - Interviewing the teacher to collect the choosing the student because they have information on the students’ needs. learnt about grammar and they have b. Development Phase problems in understanding grammar - The result of the interview was used to lessons. develop the media. 5. Data and Source of The Data - Giving a questionnaire to the expert for In the preliminary phase, the source of the media evaluation. data was obtained from the English teacher and c. Assessment Phase the data was the result of the interview to know - Observing small group about the learners’ needs. implementation.
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- Giving questionnaires to the students forms of simple past and the time signal for students’ assessment. used in simple past. So, the learning media 8. Steps of Data Analysis that make students able to memorize better a. Preliminary Phase was very necessary for the students. - Interviewing the English teacher From the result of the preliminary b. Development Phase phase, there were some students’ needs that - Modifying Blocks-C game based on the researcher formulated as the the needs. instructional need to design the Blocks-C - Consulting the media with the expert. - Revising Blocks-C game before it was game. implemented (if any) Tabel 1. Summary of The Instructional Needs c. Assessment Phase Aspect Needs Media for• Game - Observing small group implementation teaching • Traditional game and analyzing the data from the • Game used in group students’ response to know whether the Topic • Simple past students like the media or not. • Irregular verb • Pattern
• Time signal FINDINGS AND DISCUSSION 1. Preliminary Phase 2 Development Phase In preliminary phase, the researcher The things modified were the size, used an interview. The researcher tools, contents and the rules of Blocks-C. interviewed the English Teacher in SMP After the researcher designed the media, it Islam Miftahul Khoir. The result of was validated by the mastered lecturer then interview showed that the teacher had never the stage of media development was used any media in teaching grammar and stopped. Here, the design of Blocks-C game. the students found the difficulty in learning Table 1. The Modification of Blocks-C Size simple past because they didn’t mastery No The size of Blocks-C verbs used in simple past. Next, the students’ 1 The blocks size of Blocks-C was 7,5 difficulty was in changing the verbs of cm x 2,5 cm x 1,5 cm. The material was made of wood. simple forms into past form. Some of the 2 The colors’ of the block there were students had already understood the pattern five colors. Those are red, yellow, green, blue and purple of simple past, but most of them had 3 The numbers of blocks used were 24 blocks. Consists of six blocks of each difficulty in memorizing the pattern given color. by the teacher that caused the students to trouble in changing the sentences into the
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sentences and the otther side would be written the form of an irregular verb. The over side of block He ____ a car Take – Took
Figure 3. The Design of Sentences Used in The Blocks-C Game Figure 1. Blocks-C game The verb was written in different There was a label used in Blocks-C color “black for the simple form” and “blue like in the original game “Uno Stacko”. for the past form”. This would help students There were two labels used in the Blocks-C to remember the form of irregular verbs game. easily. Table 2 The Modification of Label Meaning Next, the modification of cards. The Label Meaning card in this game was the additional feature Number Each block had a number. That number had writen in 1, 2, 3, 4, because of there was no card in the original 5, 6. The function of the number, game Uno stacko. the player may take the blocks with the same number only and Table 4. The Modification of Cards Size it doesn’t matter in different No The size of the cards color. Star While playing the game, if the 1 The size of the cards was 8 cm x 5,5 symbol player found the block with the cm. The cards were made of paper star symbol with number and and the text was computer type. color. The player had taken the 2 The colors’ of the cards there were block appropriate with the star five colors. Those were red, yellow, symbol. For example, the star green, blue and purple. was red and there was a number 3 The number of cards there were 25 in the star that number 2, so, the cards consist of 5 cards of each color. player had to change the block as indicated by the star symbol There were five colors of card used
in the game approriate with the color of the
block used in the Blocks-C game. It filled
1 by three imperative sentences.
Figure 2 the design of labels used in Blocks-C game There were sentences written in every blocks that conducted of simple past Figure 4. the design of cards used in the Blocks-C game sentences. There were two side of block. The rules for playing Blocks-C game. The first side would written the blank 1. Stack blocks into towers.
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2. Divide the groups into two. Each group 8. The game will be over if the blocks tower consists of 3 or 4 players. collapses. 3. Appoint the group that will play for the first 9. The winner is the group who get many time. points. 4. The player may take the block from the 10. While playing the game, if the player finds middle or from the below of the tower only a star symbol, the player must change the and may take the block with two fingers blocks by taking the block order in color only. and number available in the star symbol. 5. Start the game: Based on the validation, there were - The first player from the first group some sentences need to be revised then the takes and reads the sentence containing content of Blocks-C had met the students’ gap filling of the block, the sentence needs. Finally, the result of the validation will be the question for the opposite process agreed that Blocks-C was ready to group. Then, the block taken must be be implemented by the students. on the very top of the tower. 3. Assessment Phase by Students’ - Next, The first player from the second Responses group take the next block (take the same number only from the first Students’ responses were used to player). The player reread the sentence know how the students experienced containing gap filling from the first learning simple past by using Blocks-C player from the first group then the game. The result of the students’ responses player must complete the sentence with was delivered in the form of the diagram verbs available in the other side of the below. block. The player continues taking the card (only card with the same color as Result of Questionnaire of Students' Response the block) and doing the instruction in SA A FA D the card. 1015 05 - Before putting the block on the top of Q Q Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 the tower. The player must read the 10 11 SA 11 6 7 2 5 12 13 10 4 3 10 sentence containing gap filling on the A 4 6 8 12 9 2 2 5 9 11 5 other side of the block for the player FA 3 1 1 1 2 1 D from the first group. SA = Strongly Agree 6. The game is carried out in turns between A = Agree the two groups. FA = Fairly Agree 7. If the player answers questions from the D = Disagree card correctly, the player gets 10 point. Chart 1. The Result of Questionnaire of Students’ Responses
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The researcher used questionnaire. revision (if needed) and the last evaluation The datum of the diagram above showed (Akker, et al., 2013, p. 17). After the the responses of 15 students in SMP Islam identification of students needs, the Miftahul Khoir to the implementation of the researcher modified the media. There was Blocks-C game as media in learning simple some revision in modifying the media when past. Based on the diagram showed most of conducting the validation of the media. the students’ responses strongly agree that There were some sentences needed to the Blocks-C game had helped the students change. The modification of the media had as media in learning simple past. to be the solution of the problem from the DISCUSSION needs’ identification (Akker, et al. 2013, p. The identification of the need 17). Those all to make the media analysis was very important. Need analysis corresponding with the problems of the was used to determine the right design of students, so it would be appropriate for teaching material which has desired impact students’ needs. on language learners. Need analysis was In the implementation of the media normally needed before design the media. used in teaching simple past at the eighth- The aim of the identification of the need grade students in SMP Islam Miftahul analysis was to know a few problems Khoir had been conducted. The result of the students faced while learning. There were implementation of the media was the some procedures to collect the need assessment of the media through the analysis and one of them was by interview students' responses to the media. The or reports by the teacher about the problems instrument used was the questionnaire. The students faced (Richards, 2001, p. 59). result from the students' responses showed Need analysis was used to guide how the that the students were excited to know that media was modified by the researcher. they had been learning English by game. The media modification was based The students were enthusiastic about on the need analysis that had been obtained. learning English by the game in the class. Based on students need, they had difficulty Students definitely helped in learn past learning simple past in the part of the verb, tense through the game. Asty (2016) states pattern, and the time signal used. So, the that learn by a game, will strengthen student design of the media was related to the memory than a regular way of learning, problems of students. There were some with a game as a medium of instruction, cycles for the design of media: problem, students are expected will be more analysis, design and develop prototype, motivated and feel happy and excited in
24 | National Conference on Teaching Innovation 2019 learning (p.4). While playing the game the can be overcome by their own group students feel happy and enjoy and most of members. The result of interviews, the students agree that Blocks-C game observation, and implementation showed helped them in learning simple past. The that the students enjoining the game, got game used in teaching simple past at the pleased with the game and could eighth-grade students in SMP Islam understand the sentences used. Miftahul Khoir help them to avoid boredom when teaching and learning process. Game CONCLUSION AND SUGGESTION as a media used in teaching simple past had The identification of needs showed helped students in teaching-learning that there were some necessities of the process. That media made the students students' in learning simple past. The more active in learning. According to identification of needs was conducted by Sudjana & Rivai (2013) the use of media in interviewing with the English teacher. It the teaching-learning process is students do was found that students’ lack of learning more learning activities, they are not only simple past, lack of verb mastery, each of listening to the teacher descriptions but also pattern and time signal used in simple past. observing, doing, demonstrating and others Based on the result of the (p.2). The function of using media in identification needs, then the researcher teaching is as a teaching aid and as an formulated the design of the Blocks-C intermediary of knowledge delivered by the game. The implementation of the Blocks-C teacher to the student. The use of game was to obtained the students’ instructional media can enhance the quality responses as the media assessment. The of teaching and learning processes which students’ responses showed that the media ultimately can affect student learning helped students to learn simple past. outcomes. The use an appropriate learning Besides, the students felt enjoyable learning. media can create effective and enjoyable The modified Blocks-C game is learning situations. suggested as a teaching media for learning Based on the observation in the English, especially grammar. The modified implementation of the game by the students, Blocks-C game can be used to the teacher the researcher detected that the students as alternative and innovative media. have interaction with another student well. Blocks-C game can be promoted not only to Because this game was played in a group. teach grammar but also other language They can help each other when choosing skills. the correct verb used in the game. And it
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REFERENCES Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. Tesol Akker, J. V., Bannan, B., Kelly, A. E., Nieveen, N., Quarterly, 40, 83-107. & Plomp, T. (2013). Educational Design Research (An Introduction: Part A). Enschede: Harmer, J. (2007). The Practice of English Institute for Curriculum Development (SLO). Language Teaching (4 ed.). London: Pearson. Ansell, M. (2000). Free English Grammar. Nation, I., Macalister, J. (2010). Language Retrieved 09-01-2019 from Curriculum Development. New York: http://kisi.deu.edu.tr/FreeEnglishGrammar.pdf Routledge. Asty, Z. F. (2016). Pengembangan Media Parrot, M. (2000). Grammar for English Language Pembelajaran Uno Stacko pada Materi Teachers. Cambridge: Cambridge University Klasifikasi Vertebrata untuk Siswa Kelas VII Press. SMP. Repository FKIP Universitas Jambi. Retrieved 15-11-2018 from Rahwanti, J., Mawarsari, D. V., Aziz, A. (2016). http://repository.fkip.unja.ac.id/ Pengembangan Pembelajaran Uno Statik dalam Penerapan Model Pembelajaran Azar, B. S. (2002). Understanding and Using Snowball Throwing Materi Turunan Kelas XI. English Grammar (3 ed.). New York: Pearson Seminar Nasional Pendidikan, Sains dan Education. Teknologi, 10. Bache, C. (2000). Essentials of Mastering English a Richards, J. C. (2001). Curriculum Development in Concise Grammar. New York: Mouton de Language Teaching. New York: Cambridge Gruyter. University Press. Brown, H. D. (2001). Teaching by Principles An Sudjana, N., Rivai, A. (2013). Media Pengajaran. Interactive Approach to Language Pedagogy Bandung: Sinar Baru Algensindo. (2 ed.). New York: Pearson Education. Virgadi, F., Sinaga, M., Rahayu, N. (2018). Comrie, B. (1985). Tense. Cambridge: Cambridge Japanese Vocabulary Enhancement through University Press. the Uno Stacko Game. JOM FKIP, 5, 1-10.
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CONTINUOUSLY PROFESSIONAL DEVELOPMENT OF INDONESIAN TEACHERS
Vivi Vellanita Wanda Damayanti English Teacher Education Department Ponorogo Islamic State Institut (IAIN) Ponorogo, Indonesia [email protected]
Abstract: Continuously professional development needs a big deal and many stages that are done continuously and repeatedly. There are three points to measure continuously professional development. The first is self-development that is an effort process to increase teacher’s professionalism. It can be done by revealing what the students and environment needs. Following some functional meeting and doing collective activities also could make the teacher self-development sustain. The second is scientific publication. As the teacher it is responsible to not only do the teaching but also do the research. Based on the phenomena having been met in the real context, teacher must know what problem occurred and how to solve it by doing some experiments. This is what a research mean. This project, in the end, is written in the form of research and/ or article to be published. The purpose is to share knowledge to help others gain the same problems. The last is innovative works. The teacher must be active and innovative in learning new things and produce innovative work. The works can be a technology discovery, the development of the media, the development of artwork and also the compiled of the teaching-learning ware. The continuously professional development is a stage must be applied by the teachers especially the teachers who have been certified as the professional teachers. In this article the continuously professional development of the teacher will be explained. Keywords: continuously professional development, self-development, scientific publication, innovative work
1. INTRODUCTION motivator; and (7) as elevator. Those seven As a law state, all forms of roles of teacher must be applied by all the government policy must have a legal basis, teachers especially by them who has including in the field of education. The Law educator’s certificate as what is regulated in Number 20 the Year 2003 on National Regulation of the Minister of National Education System is being the basic law of Education Number 18 Year 2007 regarding Indonesian educational system that placed Teacher Certification Program in Position. “teacher” as a profession that has some roles The aims are to make the teacher able to in the class. It is continued by the Law make decision pedagogically, do Number 14 the Year 2005 regarding improvement and innovation in the teaching Teachers and Lecturers that explains about learning process, and conduct the class seven roles of teacher and his/her position based on the relevant theory of students’ in the class, namely: (1) as learning resource developmental. (2) as facilitator; (3) as manager; (4) as Based on the Regulation of the demonstrator; (5) as mentor; (6) as Minister of National Education Number 18
27 | National Conference on Teaching Innovation 2019 the Year 2007 regarding Teacher teacher and educational systems are used to Certification Program in Position, the keep pace with the rapid developments in teacher is classified as a professional educational activities (Sywelem and Witte, educator with the main task of educating, 2013). It is also used to improve the teaching, guiding, directing, training, educational system that is more challenged assessing, and evaluating students. In the time by time. By accomplishing CPD, educational system, teachers are tasked to teachers have an opportunity to explore determine the success of the students their ability to seek for and formulate (Soetjipto et al., 2004). To do these all, the learning problems, find out solution and teacher must be able to be a professional. implement required actions, as well as The teacher is recognized as a report the results in the form of scientific professional position that is proven by an paper, which finally will improve their educator certificate. Once the teacher got a pedagogical competence and professional educator certificate, then the professionalism (Indrawati and Octoria, teacher will be assessed continuously to 2016). make sure he/she keeps their From the explanations above, it is professionalism. It is called continuously known that the CPD is really important to professional development (CPD). The be done. Then the question arises are: how broad view considers CPD as a much to do CPD? Is it possible to be done while deeper, wider and longer-term process. In there are so much responsibility that must this part, the professionals will be done by the teachers? In this article, it continuously enhance not only their will be clearly explained about the CPD and knowledge and skills, but also their its challenge. thinking, understanding and maturity. This long-term process will make the teachers 2. METHOD grow not only as professionals, but also as This study is using qualitative persons with good mind and attitude which descriptive approach, which is a descriptive their development is not restricted to their explanation based on research conducted on work roles, but may also extend to new natural conditions. The aim is to interpret roles and responsibilities (Padwad & Dixit, the phenomena contained in the object of 2011). research (Denzin and Lincoln via Gall, et al, CPD needs a big deal and many 2007). The kind of study is library research stages that are done continuously and with data sources collected from various repeatedly. Continuous development of the previous studies and theories. The purpose
28 | National Conference on Teaching Innovation 2019 of this study is to give a clear explanation development, scientific publication and relates to the CPD that is seen from three produce active and innovative works. main aspects, namely: self-development, scientific publication and the innovative works.
3. FINDING AND DISCUSSION CPD, that is also known as life-long learning, is term that is used to define the process to do long life self-improvement.
Hence, the people maintain the knowledge Figure 1. The Continuously Professional and skills related to their professional lives Development (Collin, Heijden and Lewis, 2017). It means (Picture was taken from that the process of being a professional https://slideplayer.info/slide/12575947/) teacher is a never ending process These there points must be done (Mudjiman, 2010). It needs a big deal and continuously because the professional and many stages that are done continuously and personal growth of the teacher is a process repeatedly. In other words, the assessment that starts from the beginning of preparation to decide whether a teacher can be for the profession and continue until the end classified as a professional or not, is done of life (Mitkovska, 2010). By doing CPD, not only once. The purpose is to make the the teacher will embed to new knowledge, teacher keep their professionalism and skills, abilities, and strategies in the improve it from time to time (Ghodang, respective areas of competence. For these 2015). This is in line with the statement of reasons, it is important to do these three Guskey (2002), “to be successful, points of CPD. professional development must be seen as a 3.1 Self-Development process, not an event”. Self-development is a part of the Based on Regulation of Minister of processes to increase teacher’s State Apparatus Empowerment and professionalism. It is a teachers’ effort to Bureaucratic Reform Number 16 year 2009 improve their ability and skill through regarding Functional Positions and Credit functional education and training. The Points of Teacher, the CPD for the teachers self-development is also need the is divided into three parts, those are: self-
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teachers’ collective activities (Indrawati trainers lead teachers to use new and Octoria, 2016). methods, techniques, approaches in The first thing to do self- their practice.” development is done by revealing what the students and environment needs. By It means that the teachers’ doing this, the teachers will know what functional meeting and collective they supposed to do and how to do it. activities will be really important Ucan (2016) states that during CPD because it can be a kind of teachers process, teachers acquire new training, the place where the teachers can understanding and beliefs regarding the exchange their arguments to solve the potential of new teaching methods and problems and/or to get a leading of new materials in students’ learning, as well as method, techniques and approaches in look for developing themselves not only the daily practice. These functional professionally but also socially and meeting and collective activities are can personally all together. It means that by be done by following some workshops, knowing what the students and the seminars, monitoring, reflection, environment needs, the teacher can observation and performance of wisely choose the right material and activities. All of them may take place in method and do improvement of their the real contexts and the online forum. selves both socially and personally. It From the explanations above, it will really help the teachers to reach the can conclude that the self-development educational goals. will really important to be done to Following some functional increase the professional, personal and meeting and doing collective activities social abilities of the teachers. It is also also could make the teacher self- important because by doing self- development sustain. This is in development through revealing what the accordance to Mitkovska (2010) who students and environment needs, states that following some functional meeting and “CPD is more than training, doing collective activities, the teachers including workshops, seminars, will understand what are the urgent monitoring, reflection, observation and problems to be solved and how to solved performance of activities by teachers, it in the right ways. Teacher also can sets them in the role of trained, who are learn and apply some new method, placed in this long process, but future
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techniques and approaches in purpose to does scientific publications in the form reach the educational goals. of research results (Classroom Action 3.2 Scientific Publication Research / CAR) or scientific ideas in The second point in assessing the field of formal education (Paper on teachers’ CPD is scientific publication. scientific review of ideas or best As the teacher it is responsible to not practices), and 3) publication of only do the teaching learning process but textbooks, books for reinforcement, also do the research. Based on the and/or teacher’s guidebook. phenomena having been met in the real The scientific publication is context, teacher must know what the needed because "the mentor is highly problems occurred and how to solve it by likely to grow as the partners in the doing some experiments. This is what a relationships share and reflect" research mean. This project, in the end, (Walkington, 2005). Furthermore, is written in the form of research and/ or teachers need to possess certain personal article to be published. The purpose is to values that allow them to act as leaders share knowledge to help others gain the of social change (Bautista and Ruiz, same problems. Fullan (2016) states the 2015). By doing the publications, the educational change depends on what teachers can share their ideas, research teachers do and think. It means that the and finding to others who need it. In research and the scientific publication is another hand, teachers also can accept really needed. By expressing the some critics and suggestions relate to thought, making a scientific publication their works so they can do improvement and share it to people who need it, the in the future. educational improvement will happen. 3.3 Being Active and Innovative Scientific publication is written As the mother of profession scientific paper which has been brought (Stinnet and Huggen, 1963), teacher into public as a teacher’s contribution to must be a professional one in conducting the improvement of the quality of the class. Thus, the teacher must be learning process at school and the active and innovative in learning new development of education in general. things and produce innovative work. (Indrawati and Octoria, 2016). The Innovative work is a work resulted scientific publications covers three from three parts, namely: development group, those are: 1) follows and do of the other work(s), modification of presentations at scientific forums, 2) something or invention new educational
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things. These are must be done as a and families so that the tasks charged teacher’s contribution to the will not be optimal to do outside of the improvement of learning process quality school. However, as a professional, and the development of education certainly expertise in managing time is (Indrawati and Octoria, 2016). The very necessary. With good time works can be a technology discovery, management and smart and effective the development of the media, the ways of working, it is not impossible to development of artwork and also the do CPD optimally. Besides the ability to compiled of the teaching-learning ware. manage the times and activities, 3.4 CPD is The New Challenge to Information and Technology (IT) skills Self-Upgrading: Is It Possible? will also be very helpful in achieving CPD is a government policy that is CPD. By using IT, a teacher can obtain oriented towards the advancement of all the information needed in an effort Indonesian education system. This is process to improve teacher self-quality very useful for the development of and the quality of teaching and learning. teachers in carrying out their duties as Through IT teachers can open and/ or the educators. But, in fact, there is only participate in discussion forums so that a few of teachers that do the whole parts time and place limitations can be of CFD. Based on some reviews, there resolved. are a number of considerations that must be taken into account and being the 4. CONCLUSION reasons why only few of the teachers There are three points to assess who are successfully in conducting the continuously professional development whole parts of CPD. The two reasons (CPD). The first is self-development. The those are often given the most are the self-development will really important to be requirement of the minimum teaching done to increase the professional, personal hours and the administrative tasks of and social abilities of the teachers. It is also school. There are still many other tasks important because by doing self- that must be done by a certified development through revealing what the professional teacher, but these two tasks students and environment needs, following are mandatory tasks that are really taking some functional meeting and doing the time and attention of the teacher. collective activities, the teachers will Moreover, as social beings, the teachers understand what are the urgent problems to are taking a place in the communities be solved and how to solved it in the right
32 | National Conference on Teaching Innovation 2019 ways. Teacher also can learn and apply CA: National Staff Development Council. some new method, techniques and Fullan, M. (2016). The new meaning of approaches in purpose to reach the educational change (5th ed.). New York and London: Teachers College educational goals. The second is scientific Press. publication. By doing the publications, the Gall, D. M., et al. (2007). Educational Research. United States of America: teachers can share their ideas, research and Pearson. finding to others who need it. In another Ghodang, Hironymus. (2015). The Factors Analysis Influence the Professional hand, teachers also can accept some critics Teachers’ Competence in The State and suggestions relate to their works so they Senior High Schools in Medan. International Journal of Education can do improvement in the future. The third and Research. 3 (11), 251-260. is an innovative work. The kind of Guskey, T. R. (2002). Professional development and teacher change. innovative works can be appropriate Teachers and Teaching: theory and technology invention, invention/creation or practice, 8 (3/4), 381-389. Indrawati, Cicilia D.S. and Octoria, Dini. development of artwork, creation/ (2016). Continuous Professional modification of learning/ visual/practical Development to Improve the Teachers’ Competencies. aids, or arrangement of standard, guidebook, Proceeding The 2nd International test questions and others both at national Conference On Teacher Training and Education Sebelas Maret and at provincial levels. These are can be University, 2 (1), 656-663. done if the teachers have a big motivation, Law Number 14 year 2005 Regarding Teacher and Lecture. good time management and able to use IT. Law Number 20 year 2003 regarding National Education System. References Bautista, Alfredo and Ruiz, Rosario Ortega. Mitkovska, Snezanna Jovanova. (2010). (2015). Teacher Professional The Need of Continuous Development: International Professional Teacher Development. Perspectives and Approaches. Procedia Social and Behavioral Psychology, Society, & Education, Sciences (Elsevier). Available 7 (3), 240-251. online at Collin, Kaija., Heijden, Beatrice Van der https://core.ac.uk/download/pdf/35 and Lewis, Paul. (2017). Continuing 322573.pdf professional development. Mudjiman, Haris. (2010). Belajar Mandiri: International Journal of Training Pembekalan dan Penerapan. and Development, 16 (3), 155-163. Surakarta: UNS Press and LPPS. Darling-Hammond, L., Chung Wei, R., Padwad, A. and Dixit, K. (2011). Andree, A., Richardson, N., & Continuing Professional Orphanos, S. (2009). Professional Development: An Annotated Learning in the Learning Profession: bBibliography. India: British A Status Report on Teacher Council India. Available online at: Development in the United States https://www.britishcouncil.in/sites/ and Abroad. Standford University, default/files/cpdbiblio.pdf.
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Regulation of Minister of State Apparatus Empowerment and Bureaucratic Reform Number 16 year 2009 regarding Functional Positions and Credit Points of Teache.
Regulation of the Minister of National Education Number 18 Year 2007 regarding Teacher Certification Program in Position.
Soetjipto, Raflis Kosasi. (2004). Profesi
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Sywelem, M.M. Ghoniem and Witte, James
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Walkington, J., (2005). The Why and How of mentoring. EQ Australia,(1), 12-13.
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INDONESIAN STUDENTS’ PERSPECTIVE IN LEARNING ENGLISH PRONUNCIATION
Tyas Alhim Mubarok1, Ahmad Saifudin2, Siti Rofi`ah3 Lecturer of English Education Department Universitas Nahdlatul Ulama Blitar, Indonesia [email protected], [email protected], [email protected]
Abstract: English as a foreign language becomes a scourge for Indonesian learners. Pronunciation is one of the basic skill courses which is the basic skill for speaking and listening. Students often have difficulty in understanding and learning English pronunciation. This study aims to reveal students` point of view in learning English pronunciation encountered by Indonesian students. The subject of this study was the English education students. This study employs descriptive qualitative inquiry aiming at uncovering students ‘perspective in learning English pronunciation. This study includes what are the most difficult parts in learning pronunciation, what are the reasons, and how to solve that problems according to them. By conducting this study, it is expected to have more insight for teachers/ lecturers to choose the most appropriate teaching method. Finally, the students will have easier ways to learn English pronunciation.
Keywords: Student’s perspective, Pronunciation, English
INTRODUCTION master pronunciation skill to achieve Pronunciation does not get a lot of successful communication. The lack of attention in language classroom. English pronunciation skill will lead to teaching practitioners avoid dealing with misunderstanding between speaker and pronunciation skills for different reasons. listener. Therefore, when someone speak Likewise, the lack of attention allotted to English, she/he have to pronounce English pronunciation is also reflected in the words, phrase, and sentences correctly so amount of research that deals with it (Isil that they can be understood by others. Atli, 2012). However, students often view Pronunciation is an integral part of foreign pronunciation as being very important and language learning since it directly affect a priority for them in learning foreign learners’ communicative competence as language (Willing, 1988). well as performance. Bad communication Pronunciation is one of courses that skills including pronunciation can decrease is taught in English Department. In learner’s self-confidents and restrict social language learning, pronunciation is the communication. Moreover, speaker’ basic skill to improve oral competence such credibility and abilities will be considered as speaking and listening. People have to negatively (Akyol, 2013 ).
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English pronunciation is totally In learning English pronunciation, difference from Indonesian or Javanese, there are some topics that have to be which makes Indonesian students less in mastered by Indonesian learners. On the mastering English pronunciation skill. other hand, there are many differences There are many different aspects between between English and Indonesian English and Indonesian/Javanese which pronunciation for example there are some make Indonesian students have to have sounds that do not exist in Indonesian but more struggle in learning English exist in English, there are same sounds but pronunciation. Moreover, it will be more the pronunciation is different, there are difficult when they learn it is not since they different concerns in intonation and word were young. According to (Dardjowidjojo, stress, and others. 2009) there are four problems experienced Those problems triggered this study by foreign language learner: to investigate the students’ perspective in If a sound A does not occur in language B, learning English pronunciation. The aims the sound will create problem for the of this study is to collect and analysis speakers of B in learning language A. for students’ opinion in learning English example a sound found in language A but pronunciation. From that point, this study is does not exist in language B. expected to contribute for people who have If a sound is differently distributed, it academic interest especially in creates a problem. For example, a sound pronunciation matters. After conducting found in initial, middle, and final position this research, it is expected to minimalize in language A but in language A only found the difficulties for students in learning in middle and final. English pronunciation. In addition, this If a sound is found in language A and study is hoped to be one of references for language B but produced differently. For lecturer/teacher and students who concern example sound /t/ produced with aspiration in pronunciation. in English but not in Indonesian. There are two types of phonemes in If two sounds or more can be combined in pronunciation. They are segmental and language A but not in language B. for supra segmental or prosody phonemes. example cluster /kst/ found in English in Segmental phonemes for example final position, Indonesian learners will have phonemes from vowel, consonant, problem since that cluster does not found in diphthong, and cluster while supra Indonesian. segmental phonemes is stress, pitch, tone, and intonation.
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Vowel is a sound that is produced without are not found in Indonesian. According to any obstruction of the vocal tract and free Dardjowidjojo (2009) there are two types of passage of breath comes out through the problem for Indonesian learners, they are larynx and mouth. There are 5 vowel letters phonetics and phonemic. Phonetics is in Indonesia and English but the way their problem about a foreigner accent while pronunciation is different. In Standard phonemic is a problem related to the English, there are 20 distinct vowel sounds possible in creating misunderstanding. and more for regional dialectal variations In any language phonemes can be account. While in Indonesian there are 8 combined with other phonemes to form a vowel sounds. Due to that fact, there is no syllable that is called as cluster. Cluster is a consistency of pronunciation in Indonesia. combination of two or more consonants in That is why there is a great problem for one syllable. Consonant clusters cause Indonesian learning English vowels problems for learners whose first language (Dardjowidjojo, 2009). does not allow so many consonants together A diphthong is a sound that comes out from without intervening vowel sounds. In the mouth by combining two vowels, English the initial cluster is three specifically when it starts as one vowel consonants while for final cluster is five sound and goes to another. Indonesian has consonants. English has 39 consonant poorer system in combining two or more clusters occurring in initial positions and vowels in one syllable than English. In 151 in final positions. Indonesian have English, the number of diphthong is also cluster maximum three consonant joined controversial. According to American together. Those become problem from phoneticians, there are three diphthongs in Indonesian learners. English but for British phoneticians, there Word stress has different role for both are more. The problem for Indonesian English and Indonesian. In English word learners is there are diphthongs that exist in stress is important because different place English but do not exist in Indonesian. of stress influences the meaning. On the A consonant is a speech sound that is other hand, word stress in Indonesian do not articulated with complete or partial closure affect in the meaning. That is why it of the vocal tract. There are 21 consonant becomes problem for Indonesian learners letters in English but there is 24 consonant due to the difficulties in determining the sound in English. Indonesian have twenty place of stress in English words. three consonants. The case for Indonesian Unlike word stress, intonation is the rise learner is there are English sounds which and fall of pitches when we produce
37 | National Conference on Teaching Innovation 2019 sentences in a natural situation. English is English in the class but it is not full English. an intonation language because the It’s definite that more time is needed in meaning of a word, a phrase, or a sentence class to help students improve their is determined by a combination of pitches. pronunciation knowing that they don’t Different intonation affects in the different practice at home (Mirza, 2015). That is why meaning also. Indonesian is also intonation the outcome based on the income. If they language for instance if in the end of does not accustomed speaking English it sentences falling intonation indicates a will be difficult for them to speak English statement. If the end of the intonation rises, fluently. the sentences become question Students’ pronunciation skill influenced by (Dardjowidjojo, 2009). their mother tongue, daily language, the METHOD frequency of practicing pronunciation, and This study used descriptive the frequency of the use of English. Based qualitative method. The data was collected on the data collected, the student difficulties using observation, giving questionnaire, in learning English pronunciation in almost and interview. The subjects of this study of all aspects, such as vocal, consonant, were second year’s students of English word stress, diphthong, cluster, and department at Nahdlatul Ulama University intonation. of Blitar. There were forty students as the The table below is the compression of the subject in this research. The data analysis data from observation, giving questionnaire, used descriptive method based on the data and having interview related to the students’ collected from observation, giving point of view in learning English questionnaire, and interview to know their pronunciation. opinion in learning English pronunciation. Table 1. Difficulties aspect in learning Before analyzing the data, the finding was English pronunciation displayed in the form of tables. No Question Answer Percentag e FINDING AND DISCUSSION Vowel 17,5% Learning pronunciation is not always easy Consonan 10% t for foreign learners especially who their Difficulties’ Diphthon 10% aspect in g first language is not English. In this study, 1. pronunciatio Cluster 10% the students’ first language is Javanese with n Word 27,5% stress/ Blitar dialect. In addition, their daily Intonation language is Javanese. They use it in All 25% Total 100% everyday conversation. They only use
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Based on the table above, students mostly there are some sounds that do not exist in have pronunciation’s difficulty in supra- Indonesian. The third reason is because segmental aspects that is word stress and they were less practice speaking in English intonation. There are 27,5% students who and having less motivation in learning experienced it. While 25% said that they English 14,6%. Motivation has big have problem in all aspects of influence in achieving the goals. When pronunciation. They are vowels, diphthong, students have strong motivation, they will consonant, cluster, word stress, and be easier to achieve the success in learning intonation. For vowel, there are 17,5% that English (Mubarok, 2019). Unfortunately, considered it is difficult since the different their motivation is not strong enough in number of vowels between Indonesian and learning English. They may consider that English. In addition, there are 10% English is difficult subject. difficulties in consonant, cluster, and Table 2. The way to solve the difficulties diphthong. in learning English pronunciation Table 2. The reason why English No Question Answer Percentage Practice 61,1% pronunciation is difficult everyday Question Answer Percenta Listening 22,2% No to the ge How to English A lot of 29,1% 3. solve the music differences problems? between Watching 13,9% English and English What Indonesian/Java movie make 2 nese others 2,8% pronunciat . Lack of drill 14,6% Total 100% ion Rarely used in 41,7% According to the students, there are difficult? daily conversation some was to solve their difficulties in Lack of 14,6% learning English pronunciation. First, by motivation Total 100% practicing everyday (61,1%). Most of The table above showed that the reason they students considered that practice every day deemed English pronunciation is difficult is the best way to improve their are vary. First, they thought that English pronunciation skill. Then, listening to the pronunciation is difficult because they English music, there are 22,2% opinion rarely used them in daily conversation agree that listening English music can (41,7%). Then, the second reason is there improve their skill. Watching English are lot of differences between English and movie gets 13,9% while there are 2,8% Indonesian/Javanese (29,1%) for instance
39 | National Conference on Teaching Innovation 2019 agree that playing online game also can Mirza, H. S. (2015). ESL and EFL learners improve differently in pronunciation: improve their pronunciation skills. The case of Lebanon. Procedia - Social CONCLUSION and Behavioral Sciences , 199 ( 2015 ) 486 – 495. According to the students, the difficulties are caused by; first they rarely use English Mubarok, T. (2019). Motivasi Belajar Bahasa Inggris pada Siswa Madrasah in the conversation in daily life. Second Aliyah Darul Mutaállimin Sugihwaras there are so many differences between Patianrowo Nganjuk. Briliant: Jurnal Riset dan Konseptual, Vol 4 No 1 English and Javanese in terms of February 2019 pp. 118-124. pronouncing. Third, lacking of practicing to Murat Hismanoglua, S. H. (2010). speak English. Last, lacking of motivation. Language teachers’ preferences of Motivation is important to reach the success pronunciation teaching techniques: traditional or modern? Procedia Social in learning any subject. the student and Behavioral Sciences , No 2 (2010) difficulties in learning English 983–989. pronunciation in almost of all aspects, such Oxford, R. (1990). Language learning as vocal, consonant, word stress, diphthong, strategies: What every teacher should know. New York: Newbury House cluster, and intonation. The students’ Willing, K (1988). Learning styles in adult opinion in solving those problems are migrant education. Adelaide: National practicing every day, listening to the Curriculum Resource Centre. English music, watching English movie, and playing online game.
References Akyol, T. (2013 ). A study on identifying pronunciation learning strategies of Turkish EFL learners. Procedia - Social and Behavioral Sciences, Vol 70 pp. 1456 – 1462.
Dardjowidjojo, Suenjono. 2009. English phonetics and phonology: for Indonesians. Jakarta: Yayasan Obor Indonesia
Isil Atli, A. S. (2012). The effect of pronunciation instruction on students’ overall speaking skills. Procedia - Social and Behavioral Sciences , 46 ( 2012 ) 3665 – 3671.
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INVESTIGATING TEACHERS’ ATTITUDES TOWARD LEARNER SELF-ASSESSMENT: A CASE STUDY OF INDONESIAN EFL Teachers
Andri Suherman Language Centre, University of Mataram [email protected]
Abstract: This research article aimed to explore teachers’ attitudes toward learner self-assessment. The participants in this study were 10 Indonesian tertiary-level EFL teachers. The purposes of this qualitative study were to analyze teachers’ attitudes toward self-assessment demonstrated by learners, and to examine the extent to which learner self-assessment benefits learning. The research methods used were questionnaire and semi-structured interviews. The findings revealed two main points. First, most of teachers’ attitudes toward learner self-assessment were favourable. In other words, the teachers supported the implementation of learner self-assessment. Second, the teachers perceived the benefits of learner self- assessment with regards to raising learners’ awareness of their strengths and weaknesses, stimulating learners’ motivation and engagement in the learning process, and encouraging learners to look for learning resources outside the class. The pedagogical implications of this study were to uncover teachers’ perceptions which were crucial to understanding teacher behaviour, and to inform EFL teachers about the benefits of learner self-assessment practices. Keywords: Teachers’ attitudes, self-assessment, EFL teachers
I. Introduction awareness, resulting in learners got a Over the past few decades, learner chance to set realistic goals and to direct autonomy has been a research interest for their own learning. Meanwhile, Little (2005, some people and has grown considerably. A p.322) stated that in a learner-centred greater attention is currently being paid to approach, learners should be involved in all techniques of assessment, including self- learning process, including assessment assessment and portfolios. Benson (2006, process. Thus, it is valuable to equip p.27) highlighted that these types of learners with skills which they can assessment were much better able to take implement in other learning environments, account of language learning gained in the including self-assessment skills. program of autonomous learning. In the Learner self-assessment takes case of self-assessment, several researchers teachers’ concerns. Little (2002, p.186) seem to give positive comments. For mentioned that the main concern is dealing example, Nunan (1988, p.116) argued that with the learners’ ability of assessing their self-assessment provided an effective own work accurately. However, training means for the development of critical self- prior to the real practice could help and was
41 | National Conference on Teaching Innovation 2019 in fact necessary because the practice of theory of behaviour which its mainly focus self-assessment primarily depended on a set is on behavioural intention. These of skills (Council of Europe, 2001, p.191). intentions derive from three main factors. Harris (1997) demonstrated how several 12 The first factor is related to attitude. EFL young learners were able to assess According to Ajzen, attitude is an their own work with a degree of evaluative response to something which is sophistication when they were trained. determined by behavioural beliefs. For Some evidence also suggested that example, if a teacher believes that learner accuracy is increased when learners self-assessment practice benefits learning assessed and specific-experience related although it takes a lot of time, the teacher’s topics (Council of Europe, 2001, p.191). attitudes will be favourable. The second The study by Ross (1998) seemed to factor is dealing with subjective norms. support this. Her findings showed that This relates to what a person believes abstract-nature related items were less significant others will think. For example, accurately assessed rather than functional if a teacher believes that his students’ skills. Another teachers’ concern of self- parents support the idea of learner self- assessment was related to the real assessment practice, then it affects implementation. Harris (1997) highlighted positively on the teacher’s intention. The that self-assessment practice should be third factor is concerning perceived more practical regarding time and resources. behavioural control. This relates to the Thus, self-assessment practice should degree of control which a teacher perceives become an integral part of each activity to possess in getting his students to self- (reading, writing, listening, and speaking) assessment practice. This control factors in the classroom. When dealing with young could be internal (i.e. skills and abilities) learners, guided questionnaires should be and external (i.e. material, time, equipment). designed to facilitate reflection, and should From the literature above, it can be not include abstract questions. Nevertheless, assumed that many researches concerning although when implemented with practical teacher belief and attitude system is fraught with suggestions, the practice of learner self- uncertainty. However, it is necessary to explore the aforementioned issue in the field of assessment are not fully received due to education since this field constantly changes and various factors which influence individual reforms. Therefore, the present study aimed at teacher’s beliefs and attitudes. filling the gap by investigating teachers’ In the case of teacher’s attitudes, attitudes toward learner self-assessment and Ajzen (1991) mentioned this issue on his
42 | National Conference on Teaching Innovation 2019 analyzing the extents to which learner self- language (Bahasa Indonesia) was used to assessment benefit learning. To sum up, two interview the participants so as to facilitate research questions which form the focus of this natural communication. study are outlined below: 1. What are teachers’ attitudes toward 2.4. Data Analysis learner self-assessment? All of the interviews data were firstly 2. To what extent does learner self- transcribed. They were then coded and assessment benefit learning? analyzed on four separate occasions to ensure the consistency of the identified codes. After II. Methods that they were compared with another data 2.1. Participants (questionnaire answers) to check the This study was conducted at English similarities. This data triangulation was applied Department of Hamzanwadi University as a technique to obtain the validity of (Indonesia). The participants were 10 EFL evaluation and findings (Matison, 1988). writing teachers (4 males and 6 females). They were then labelled as T1, T2, T3, T4, T5, T6, III. Results and Discussions T7, T8, T9, and T10. All the teachers have 3.1. What are teachers’ attitudes toward completed their master degree. learner self-assessment? The data gained from questionnaire 2.2. Instruments revealed that the majority of teachers supported Two instruments were used to collect the the idea of implementing learner self- data. The first one was questionnaire. It was an assessment. Eight teachers (80%) showed Attitude Questionnaire which consisted of 14 favourable attitudes toward learner self- statements to elicit teachers’ attitudes to three assessment. On the contrary, two teachers different areas; (1) learner autonomy, (2) self- (20%) were indicated rejecting learner self- assessment, and (3) the role of the Progress assessment practice. During the interview Record. The second instrument was interview. sessions, the teachers expressed their opinions Semi-structured interviews were chosen to with regard to learner self-assessment. When allow participants express their perceptions. asked, T2, T4, and T7 argued that:
2.3. Data Procedure T2: in my opinion, learner self- All ten teachers worked on the assessment is a good way to raise learners’ awareness of questionnaire. They were given 30 minutes to their strengths and weaknesses. complete the questionnaire. After that, each T4: I believe that learner self- teacher was interviewed for about 20 to 30 assessment is an effective learning method for learners. I minutes. The interview was conducted face to had tried it previously. face and audio taped. In this case, native
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T7: Learner self-assessment more practical in terms of time and provides learners with an resources. In this case, he suggested that opportunity to see their progress, which is good. I think self-assessment be an integral part of it is much better than carry out classroom activities. He also suggested that achievement tests. guided questionnaires be included to The data from interviews above facilitate reflections for learners. showed that the teachers generally supported the implementation of learner 3.2. To what extent does learner self- self-assessment. However, T3 and T9 stated assessment benefit learning? their disagreement of learner self- The data gained from interview assessment practice. When asked in the sessions revealed that the teachers interview sessions, they said: perceived the benefits of learner self- assessment practice. For example, when T3: I am not sure if learner self- asked about their classroom practices assessment can be implemented. In my case, most of learners are experiences, T1, T7, and T10 argued that: not used to assessing their works. T9: I tried to implement learner T1: I have tried learner self- self-assessment in my writing assessment activity several class last semester. But I can times in my writing classes. I did say it was a time-consuming it because I perceived the activity. It took my teaching time benefits of it. For example, most a lot. I prefer to use time for of my students seemed to students to acquire more become more curious with their language skills. weaknesses. They then asked me for clarification. In other words, self-assessment practice The findings above clearly showed stimulated learners’ motivation that T3 and T9 rejected the implementation and engagement in learning process. of learner self-assessment. These results T7: at first, all of my students aligned with those of Bullock (2010). She seemed to doubt their self- assessment ability. But I found that although most teachers in her initiated to provide them with study found learner self-assessment self-assessment training at the very start of the course. They benefited learning, two teachers showed ended up having confidence to negative responses. With regards to the assess their own works and look for learning resources outside argument of “time-consuming activity”, the class to improve their works. Haris (1997) highlighted that learner self- T10: I did learner self- assessment practice twice last assessment could be designed to become semester. I could perceive its
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benefits. In my opinion, it is the assessment process. Therefore, learner better than getting a test. self-assessment is considered beneficial, Learners can see what they want to do. It gives learners particularly in writing classes. more ownership on their
learning. In other words, they can see how much they have IV. Conclusion improved. The present article aimed to analyze
teachers’ attitudes toward learner self- Regarding the two teachers (T3 and assessment. It also examined the extent to T9) who rejected the implementation of which learner self-assessment benefits learner self-assessment practice, they learning. The findings revealed two main argued that: points. First, the majority of participated T3: since my students are not used to assessing their own work, they teachers supported the practice of learner seemed did not take it seriously when I asked them to do so last self-assessment. Second, the teachers year. Therefore, I did not see any perceived the benefits of learner self- benefits from learner self- assessment activity in my writing assessment activity. class. Several limitations occurred in this T9: Learner self-assessment practice might have some study such as small sample of data and benefits. However, it consumed small number of participants. However, a lot of time when I did it last semester. Therefore, I stop several implications can be clearly seen. doing it. For example, this study uncovered teachers’
The data gained from interview above perceptions which were crucial to showed that most of the teachers perceived understanding teacher behaviour. In the benefits of learner self-assessment. This addition, this study informed EFL teachers finding supported the argument by Nunan about the benefits of learner self- (1988, p. 116). He highlighted that self- assessment practice. assessment is an effective tool for the development of critical self-awareness. In References: addition, the finding of this study aligned Ajzen, I. (1991). The theory of planned with that of Bullock (2010). She found that behaviour. Organizational Behavior and Human Decision Processes 50: the majority of teachers in her study 179–211. perceived the advantages of learner self- Benson, P. (2006). Autonomy in language assessment. Meanwhile, Little (2005, p. teaching and learning. Language 322) argued that learners need to be Teaching ,40(1): 21–40. involved in the learning process, including
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Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Cambridge:
Cambridge University Press.
Bullock, D. (2011). Learner self- assessment: an investigation into teachers’ beliefs. ELT Journal,
65(2): 114-125.
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1): 12–20.
Little, D. (2002). The European Language Portfolio: structure, origins, implementation and challenges. Language Teaching, 35(3): 182–9.
Little, D. (2005). The Common European Framework and the European Language Portfolio: involving learners and their judgments in the assessment process. Language Testing, 22(3): 321–36.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13– 17.
Nunan, D. (1988). The Learner-Centred Curriculum. Cambridge: Cambridge University Press. Ross, S. (1998). Self-assessment in second language testing: a meta-analysis and analysis of experiential factors. Language Testing, 15 (1): 1–20.
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Appendix: Teacher Attitude Questionnaire Instruction: Tick one box only for each statement. Please do NOT write any comments. Strongly Quite No Statement Agree Disagree Agree Agree 1 Teacher should encourage students to take responsibility for their own learning. 2 The practice of learners’ self-assessment takes a lot of time. 3 Self-assessment benefits learners when the procedure is supported. 4 The Progress Record facilitates learners to examine their strengths and weaknesses. 5 Self-assessment activity motivates learners to plan their own learning more effectively. 6 Since learners are lack of knowledge and skill, self-assessment cannot work properly. 7 The Progress Record does not facilitate learners to organize their learning. 8 Self-assessment is a tool to raise learners’ awareness of their strengths and weaknesses. 9 Self-assessment stimulates learners’ motivation and engagement to the learning process. 10 Because learners are not used to assessing their work, it is pointless to do learners self- assessment. 11 Self-assessment practice is better than carry out an achievement test. 12 Self-assessment training is valuable for the preparation of the real practice. 13 Since the final decision is on teacher, it is pointless to do learner self-assessment. 14 Self-assessment motivates learners to look for learning resources outside the class.
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BLENDED LEARNING AND STUDENTS SPEAKING ABILITY
Rizka Safriyani, Aditya Herwanda Riswan UIN SUNAN AMPEL SURABAYA
Abstract: The use of interactive multimedia presentation with sound, movie and interactive online quiz becomes a current trend in the use of computer assisted language learning, especially in the global context of English Language Teaching. The use of Blended Learning promotes the greatest chance to explore the student learner autonomy. A learner grasp the benefit of blended learning due to the autonomy of the learner. English Discoveries is one of the products from English Testing Systems (ETS) which provide blended learning course. It has been used as the platform to accommodate blended learning model throughout the world because it has an interactive multimedia presentation, movie and interactive online quiz. This qualitative study would portray the students' speaking ability in the context of blended learning activities. Twenty five students from the second semester, students were assessed and interviewed randomly at the end of the semester. The students were asked to describe a random picture taken from their English Discoveries account. The result shows the students' ability in the Language used shows an effective grammar and vocabulary. Moreover, most of the students' idea is coherent and relevant to the given context. It is believed that the role of blended learning has given students a great autonomy to determine their learning pace so that it could scaffold their speaking ability inside and outside the classroom. Keywords: Blended learning, English Discoveries, Speaking ability
Introduction only to inform, convince, entertain, but also Speaking is one of the more difficult to require a physical reaction or action from English Language Skills for English the listener or storage. Language Learners. Speaking involves In teaching speaking, the teacher interaction with one or more participants. should cover some aspects such as fluency, Furthermore, the main purpose of speaking accuracy, pronunciation, and choices of is to communicate. Communication is the proper words for the appropriate expression. sending and receiving of messages or news Learning English does not mean just between two or more so that the messages learning about the structure and vocabulary, in question can be understood. Therefore, to but also learning how to speak the language convey the message effectively, the speaker for communication. In the process of must understand what will be conveyed or communication, the transfer of messages communicated. Speaking has three from the Communicator to the common intentions of informing and Communican. Communicators are reporting, entertaining and entertaining, as someone who has a message. The message well as for persuading, inviting, urgent and will be communicated to the communfishes convincing. The purpose of speaking is not first converted into symbols understood by
48 | National Conference on Teaching Innovation 2019 both parties. These symbols require a learning with information technology- channel to be transferred to a based learning and communication is communicable. Spoken language is a developed as a Blended Learning. Blended communication tool in the form of symbols Learning incorporates face-to-face meeting produced by human speech instruments. and online learning. Blended learning has The channel to move it is air. Furthermore, been used worldwide and recommended for the symbol transmitted by air is received by language learning method because this the communfishes. Because the symbol model combine theory and practices. Haiti conveyed was understood by the on her research entitled Pengelolaan communfishes, it can understand the Pembelajaran Melalui Blended Learning message conveyed by the Communicator. Dalam Meningkatkan Receptive Skill The advancement of information Peserta Didik DI Pondok Pesantren (The and communication is now ongoing so Management of learning through Blended rapidly, hence that the experts refer to this Learning in improving the Receptive Skill as a revolution. The changes that will and of students at Pondok Pesantren) shows that are happening, are mainly caused by the the Blended Learning model could potential and ability of information and significantly improve the students’ communication technologies that enable receptive skill. This study adds to the body human beings to relate to each other and of knowledge around the impact of fulfill their needs of information almost Blended learning to the speaking skills of without limit. Information and the students. It will coinage a new insight communication technology in its about around the impact of Blended development affects the world of education learning to the speaking skills of the increasingly felt in line with the shifting students since there is no similar study on patterns of a conventional face-to-face in a the topics in the Indonesian context. more open education direction by utilizing information and communication Blended Learning technologies as learning media. Blended Learning was originally The development of English used to describe subjects that tried to Language Teaching and Learning in incorporate face-to-face learning with Indonesia tends to incorporate conventional online learning. It is also known as a hybrid learning with information technology and learning. The term has the same meaning as communication-based learning (ICT). The the combination, mixing or combination of learning that combines conventional learning. The term blended learning
49 | National Conference on Teaching Innovation 2019 consists of two words that are blended and reasons why a teacher chooses to learning. Blend means "mixing or implement Blended Learning over classical combining, together to improve quality to and online learning, namely: better increase", or the formula of a combination pedagogy, increased access and flexibility, alignment or unity alignment. While and increased Cost benefit. learning has a common meaning of learning, thus the cursory contains the meaning of Speaking Ability learning that contains the meaning of Speaking in general can be mixing, or merging that of one pattern with interpreted as a conveying intent (idea, the other pattern. So, blended learning is a mind, heart) of a person to another person combination of traditional learning and the using spoken language so that the intent can electronic learning environment. The be understood by others. Tarigan (1983) application of blended learning is expected states that speaking is a form of human for students to better understand the behaviour that utilizes physical, material and be more active in following the psychological, neurological, semantic and learning, so as to improve student learning linguistic factors. When talking to someone outcomes. According to Hussin (2015), the utilizing a physical factor, the organ of term blended learning usually follows the speech would produce a language sound. insertion of online media into learning Furthermore, other organs such as the head programs, while at the same time pay and hands are utilized in speaking. attention to the need to maintain open Emotional stability, for example, not only meetings and other traditional approaches affects the sound quality produced by the to support the students' knowledge. organ of speech, but also affects the impact Sari (2016) further explained in the of the conversation material. The process of learning of Blended Learning, Learners establishing this speaking ability is doesn't only rely on material provided by influenced by exposure to appropriate the teacher, but can search for material in a speaking activities. The form of activities variety of ways. Among others, looking to that can be done in the classroom to the library, ask classmates or friends online, improve students' verbal language skills open websites, search for learning materials include: giving personal opinions or through search engines, portals, or blogs, or responses, storytelling, describing can also be with other media in the form of people/items, describing positions, learning software and also tutorials describing processes, Give explanation, Learning. Graham explains three important convey or support argumentation.
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Hymes (1971) in Ardener states that provide blended learning course. It has been there are two aspects of speaking that could used as the platform to accommodate be assessed, namely: the linguistic aspect blended learning model throughout the includes: (a) the pronunciation, (b) world because it has an interactive intonation, pressure, and rhythm, and (c) multimedia presentation, movie and the use of words and sentences, and non- interactive online quiz. The researcher uses linguistic aspects that include: (a) loudness, observation and test to collect the data. (b) fluency, (c) speech, (d) motion and Prior to the test, the students have practiced mimics, (e) Reasoning, (f) Polite speaking. speaking test with a blended learning model Furthermore, Hymes also states that a for 12 weeks. Every week, students speaker should consider the social context submitted their voice recording through the within a communication process. That English Discoveries account. The test was social situation relates to: (a) who Speaks, done in the same manner. The topic of the (b) with whom it speaks, (c) What is spoken test was about the vacation. There were two of, (d) How to discuss, (e) When and where raters of the speaking test to avoid the bias discussed, and the (f) Use of any media in a of the data. Huberman (1989) states there discussion. were three steps of analyzing the data include test, data reduction, and conclusion Research Methods drawing and this study did all of the same This qualitative study would portray stages. a case study about the students' speaking ability in the context of blended learning Findings and Discussion activities in UIN Sunan Ampel Surabaya. In this test, the students were given Twenty five students from three classes of one picture about the condition on the the second semester, students were assessed beach when the people do the vacation. and interviewed randomly at the end of the Students came forward one by one and then semester. The students were chosen described the picture in front of the class randomly from the English Department and within the teaching and learning process. Non English Departments. The The speaking rubric used four categories intermediate students were asked to consists of General Description, Delivery, describe a random picture taken from their Language Use, and Topic Development. English Discoveries account. English Discoveries is one of the products from English Testing Systems (ETS) which
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In Delivery, there were twelve students who got two for their score and there were ten students who got three for their score. The other three students got the highest score, which is four.
Students' ability in delivering
speech Figure 1. 1 Students’ Speaking Score 2
Based on the chart above, in 3
4 General Description, there were ten students who got two for their score and Figure 3 there were ten students who got three for Students’ ability in delivering speeches their score. The other five students got the highest score, which is four. Therefore, 40 % It can be concluded that 48 % of the students have an average level and students have a low score on the delivery. competent to give a general description Many students spoke with unclear about the picture. It can be concluded that articulation, bad intonation, and rhythms. most students have an average level and As the consequence, they got a lower score competent to give a general description on the delivery manner of their speech. about the picture.
Students' ability in using grammar Students' ability in and vocabulary formulating General 1 Description 2
1 3
2 4 Figure 4 3 Students’ ability in using grammar and 4 vocabulary
Figure 2 Students’ ability in formulating General Other findings show that there were Description nine students who got two for their score and there were eleven students who got
52 | National Conference on Teaching Innovation 2019 three for their score. The other three Therefore, the model or example that is students got the lowest score which is one. listened to and recorded by the students is It can be concluded that 48 % students use important in the mastery and speaking skills. effective grammar and vocabulary and their In terms of the model of the monologues, idea were coherent and relevant. most students who are not English The last finding is about students’ Department Students may have some Topic Development. The finding shows limited exposure to the example of English that there were twelve students who got monologues about vacation. It is different two for their score and there were seven from the result of English Department students who got three for their score. The Students which shows a better score in all other two students got the lowest score aspects. Another study from Muthoharoh which is one and there were four students (2017) states that Blended Learning is a got the best score. combination of web-based learning and traditional learning, then this learning can
Students' ability in developing be applied to any subject, including English topics subjects for the writing skills. Her studies show that there is a significant influence on 1 the use of Blended learning model with the 2 3 results of writing functional English short 4 text in grade VII SMPN 98 South Jakarta. This study shows another support for the Figure 5 positive response in terms of the effect of of Students' ability in developing topics Blended learning model to the results of
speaking. It can be concluded that 48% of the There are four phases of the students got point two which means the instructional model's success in learning development of topicswas limited and the from Alessi Don Trollip (2001), “model for connection with ideas might be unclear. successful instruction should involve four An important finding to emerge in activities or phases of instruction: (1) this study is that most students could use presenting information; (2) guiding the effective grammar and vocabulary but the learner; (3) practicing; and (4) assessing students also have a problem in the topic learning.” Since web-based learning could development. Speaking is usually studied combine different types of educational by listening to and imitating (imitation); software tutorials, hypermedia, simulations,
53 | National Conference on Teaching Innovation 2019 drills, etc. it can foster any phase of Conclusion instruction. The use of Blended Learning model In this context, the use of English promotes the greatest chance to explore the Discoveries as a learning platform provided student learner autonomy. This study shows the users with all of those four activities and that Blended Learning has helped the all of the students have passed those students prepare their speaking test. After experiences for more than three months. some practices with The use of the Blended The use of interactive multimedia Learning model, the result of the tests presentation with sound, movie and shows the students' ability in the Language interactive online quiz in English used shows an effective grammar and Discoveries have helped the students to vocabulary. Moreover, most of the students' practice individually. It helps them to idea is coherent and relevant to the given discover the common grammar pattern used context. Although there were some in a speaking session, but also scaffold their weaknesses in the result of this study, this vocabulary mastery. It is believed that the study adds to our understanding of the role of blended learning has given students benefit of Blended Learning model in a great autonomy to determine their English Language Teaching. learning pace so that it could scaffold their speaking ability inside and outside the References classroom. The students could practice Alessi, S.M. & Trollip, S.P. (2001). Multimedia for learning: Methods and English for 24 hours with the platform so as development. Boston, MA; Allyn and the autonomous learner, students would Bacon. have a better chance to improve the quality Brand, M.(2004). Word-Savvy: Integrating of their English with their own pace. By Vocabulary, Spelling, and Word Study, Grades 3-6. Portland, ME: using the blended learning method, teachers Stenhouse Publishers. can reduce the difficulties experienced Creswell. John W. (2012).Educational because they can learn not only by reading Research:Planning, Conduction, And books, but it can be done through the web Evaluating Quantitative And Qualitative Research. 4th edition that has been provided by the teacher. The Boston: Pearson, use of Blended Learning would scaffold the Fauziati, E. (2010). Teaching English as a students confidence and motivation to Foreign Language. Surakarta: Era speak since they have practiced speaking Gressick, J., Spitzer, B. A., & Sagarsee, with their own pace. K.(2014). Designing Interactive Scavenger Hunt Using QR Codes.
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Journal of Teaching and Learning with Technology, 3 (1), 90-93.
Huberman, M. (1989). On Teachers’ Careers: Once over Lightly with a Broad Brush. International Journal of Educational Research, 13, 347-362.
Hussin, Zahara et all, (2015). Jurnal Kurikulum & Pengajaran Asia Pasifik, Vol. 3 Issue 1.
Hymes, D. (1971) „Sociolinguistics and the ethnography of speaking‟ in Ardener:
47-93
Jones, D.C. (2006). Scavenger Hunt Enhances Students’ Utilization of Blackboard. MERLOT Journal of Online Learning and Teaching, 2 (2), 86-99.
Larsen-Freeman, D. (2000). Techniques and Priinciples in Language Teaching. Second Edition. New York: Oxford University Press.
Muthoharoh, Nurul Badriyatul. (2017). Pengaruh Penggunaan Teknologi Pembelajaran Blended
Learning Terhadap Hasil Belajar Menulis Teks Fungsional Pendek Bahasa Inggris in DEIKSIS. Vol. 09 No.03, p. 360-373
Sari,Rina. (2007). Pembelajaran Bahasa Inggris Pendekatan Qur’ani, Malang, UIN-Malang Press
Tarigan, Henry Guntur. (1983). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
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TECHNOLOGY FOR TODAYS ENGLISH LEARNING IN INDONESIA
Ela Rosyida Islamic Primary Teacher Education Department (PGMI) STITMA (Sekolah Tinggi Ilmu Tarbiyah Makhdum Ibrahim) Tuban, Indonesia [email protected]
Abstract: Technology is a crucial part of our life today. We live in what so called digital era. Everything is related to technology and is supported by it including education especially English learning. As we know that learning English is still be that difficult for some students in Indonesia, especially for those who never use and listen to the language. It is a very strange language for them. As teachers, therefore we need to provide fun and effective learning which can be easier by using technology. In this modern era, the way how teacher teach is different from the past. Previously, teachers use board and conventional teaching aids, viz, flashcards, pictures, board card, etc. However, current technogy offers a lot of easiness and solutions. Here are several usage of technology in teaching and learning process; to explain materials, to ease learning, and to assess proficiency. Both teachers and pupils can make use of some aplications available in smartphone and pesonal computer. For example, they can access microsoft power points, prezi, youtube videos and google classroom to facilitate teaching and learning process. Furthermore, for assessing purposes, teachers can use online quiz websites like quizlet and kahoot rather than common paper test. It is a fresh new way of teaching to prevent boredom and to keep students motivated. In fact, some teachers might not know or do not use technology effecitively. Therefore, this paper aims to discuss how technology is used for education especially English learning in Indonesia and how to use it well. Hopefully this paper will be beneficial for the development of English learning in Indonesia.
Keywords: technology, English learning in Indonesia
Technology and teaching in indonesia private transportation since they can get it
Todays, technology becomes everywhere online, they also do not need to people’s primary need including in go to the office for payment, everything can Indonesia. Since it grows so fast, lots of be paid online nowadays, and there are a lot easiness are gained by the users especially more. According to (Dewanti, 2019), the the technology of information and technology of information and communication. Not only in certain aspect communication has increased from year to of life, but it develops in every aspects of year. From Indonesian ICT-IP, 3.88 in human’s life. For instance; people do not 2015, it increased to 4.34 in 2016, and in need to move everywhere for shopping 2017 reached 4.99 on a scale of 0-10. since they can shop online, people do not The increase of technology need to sell their products in the market especially information and communication place since they can do it online, people do brings a lot of positivity. (Wikramanayake, not need to worry when they have no 2005) states that advances in digital
56 | National Conference on Teaching Innovation 2019 technology have opened up many avenues YouTube, searching from Google, joining of learning, technology has made an online quiz, etc. Other than that teachers information accessible / transmittable from also can take lots of benefits from this anywhere and by / to all groups of people. online era. Different from traditional People can be much easier in doing things teaching which mostly using books and with technology. They do not need to move board to teach, teacher nowadays can get a lot to get what they want. People do not easier by using online media as well such as need to go to the mall anymore since they YouTube, Google, online quiz, teaching can shop online. They just need to access application, assessment application, etc. the internet in their smartphone, go to the This picture shows one of the easiness in online shop they want; doing transaction doing assessment with the technology and the product will be delivered to them. comparing with what we should be done in When people what to get their meal, they do the past. not need to come to the restaurant anymore. They can do the same things as they order products from the online shop.
Not only for shopping, and eating, this easiness comes along as well in the education area. This is in line with (Wikramanayake, 2005), he said education has reached most parts of the world and ICT has become an integral part of human life. Nowadays people do not need to come to a certain place anymore to join a seminar instead they can do a webinar, an online Figure 1. The example of easiness in using technology for seminar. They just need to connect to the assessment (South & Stevens, 2017) internet and join the seminar online. A student also do have to read thick books to learn since they can learn online by downloading an application, watching
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TECHNOLOGY FOR ENGLISH audio, visual, animation effects comes into full play in English TEACHING AND LEARNING class teaching and sets a favorable platform for reform and Technology brings a lot of benefits exploration on English teaching including in learning English. There are a model in the new era. It’s proved that multimedia technology plays lot of easiness comes along within. a positive role in promoting Teachers now do not need to explain all the activities and initiatives of student and teaching effect in English materials themselves to the students. They class.” can just show a lot of educational videos Moreover, videos are more from You Tube. For example, when they interesting since it has visualization. want to explain about “adjective clause”, Students usually will get better they can just search some related videos understanding since most students are about the topic they want and show it to the visual learners. Based on a reaserch done class. Students will be happier too when by (Elis, Ulfah, & Achmadi, 2014) in a they watch videos rather than just listening class, 42.86% students are visual leraners, from teacher’s explanation. (Shyamlee, 23,81% of the students are audio learners, 2012) states that: and 33,33% of the students are kinesthetic
“With the rapid development learners. It means most of the students in of science and technology, the that class are visual learners. See this emerging and developing of multimedia technology and its following figure: application to teaching, featuring
Figure 2. A table that shows students’ learning style (Elis, Ulfah, & Achmadi, 2014)
For the exercise, now teachers do and ask the students to do written exercise. not need to make the questions themselves They can just open the online quiz, search
58 | National Conference on Teaching Innovation 2019 for the topic they want and do it in the class. especially outside the classroom. There are a lot of online quizzes nowadays Nowadays students do not need to read the that can be used by teachers such as; Kahoot, thick dictionary, read thick books about the Quizziz, Quizlet, etc. When using Kahoot, grammar or other topic. There a lot of teachers need to sign in first, then they can online source that they can get easily by make the quiz themselves or they can just only connecting to the internet. They can search the related topic in Kahoot. For watch a lot of videos about learning English instance; when they want to have a quiz in You Tube. These are some recommended about “Simple Present Tense” they can just chanels; VOA Learning English, BBC search the topic in Kahoot and asks the Learning English, English With Lucy, students to go to Kahoot.it and type the Mmm English, and many more. Not only code, they can do it individually or in You Tube, students can also get lots of groups. (Susanti, 2017) explains more learning sources through websites such as about Kahoot as follows: ESOL Course, BBC Learning English, Five Minutes Language, etc. For more complete “Kahoot is suitable for teaching English; the three features (quiz, learning package students can dowload survey and discussion) could be applications such as; Busuu, Hello English, used as assessment, ice breaker and tool to stimulate students’ Learn English Daily, etc. Therefore, discussion in any specific subjects utilizing media is suggested as being able to in English. Teachers are free to select the mode of Kahoot that promote autonomy in EFL learning (Fidyati, they desire to use in the classroom. 2010) For instance in teaching speaking, discussion and survey can be used. WHAT SHOULD BE DONE TO TAKE Quiz can be used in teaching theoretical subjects such as: AS MOST BENEFITS OF THE linguistics, grammar, reading, TECHNOLOGY and so on.”
Technology really helps students to The growth of technology will be be autonomous learner. According to useless if we cannot take the benefits (Palfreyman & Smiths, 2003) in (Masouleh effectively. As millennial teachers we need & Jooneghani, 2012) autonomous learning to be technology savvy so that we can get is more effective than other approaches to much easiness from the technology. But learning; and that learners need to take then, the problem is not every teacher is charge of their own learning in order to technology savvy, there are lots of teachers make the most of available resources, who cannot use the technology effectively.
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(Suharwoto, 2018), Indonesian Head of (Goddard, 2002) in (Schrum, Shelley, & Education and Culture Information and Miller, 2008) as technology is integrated Communication Technology Center said into classrooms and curriculum, teachers that 60% teachers in Indonesia are not need to effectively integrate the technology technology savvy. There two factors that into their curriculum to maximize the make teachers unable to use technology. perceived benefit of the technology being The first factor is age; there are a lot of old used. Technology will help us very much if teachers who feel difficult operating new we can use it well. For example, we do not technologies. Old teachers are not digital need to read thick books anymore to get an native, they have to adapt and learn how to explanation or exrecise about grammar. We use it which is not easy for them. However, can just open You Tube and search for the if they are really serious for that they will related videos. We also do not need to make get it. Second factor is funding, not every written worksheet or excercise to our school has complete facilities. (Suhariyanto, students since we can simply search it on 2018), the head of Central Bureau of Google and print it out. We also do not need Statistics said that technology development to write a lot the theory on the board since index in Indonesia is still low. Indonesia's we have LCD projectors, and many more. ICT development index is not yet qualified Being technology savvy teachers is not easy because indicators of internet use are lower to everyone. Some teacher especially senior than access and infrastructure and teachers may find it difficult since they are community expertise. It is noted, the not digital native. But there always a way if internet usage indicator is at 4.44 on a scale we want to be serious. They can join of 1-10. This is proven by a lot of schools seminars, or even take a private lesson to or educational institutions in Indonesia upgrad their skill in using technology. which still use traditional learning because Students nowadays are very their facilities are limited. They don’t have different from the old one. Old students computers, LCD projectors, internet bring thick book and thick dictionary every connections, etc. where. They have to read a lot to achieve Based on those conditions, teachers, the learning goals. It sometimes can be very students, parents, and government need to boring and time consuming. Moreover, to work together to solve the problems. First is get additional materials they need to go to the teacher. As millennial teachers we need the library and read again. As the to be technology savvy. According to techlology growth, students do not need to
60 | National Conference on Teaching Innovation 2019 read a lot anymore. They can simply open gadget because that’s primary things their phone or laptop to get all the learning nowadays. What we need to do is just material they want. Not only reading, they control and pay attention to what they do can also watch vidoes and joininig online using their gadget since it brings positivity quiz for the excercise. They can also joining as well. According to (Chiu, 2017) these are a social media and get along with native to some benefits of using gadget; it helps improve their speaking and writing. develop children’s cognitive skills, children Moreover, they can also downloading an are able to know where to find information application to help them learning. It will be when they need it, it's a great source of very easy and helpful and students can be entertainment, it gives them security, and more active and autonomous. According to gives you peace of mind. (Sparks, 2013) active learners are offered a Government pays important role to wider range of cognitive experiences. In support education. They need to provide lectures students are challenged to better facilities to gain better achievement remember and to understand. Active in Indonesia. Still there are a lot of schools learners, on the other hand, can attempt to in Indonesia which have no internet apply, analyze, evaluate, and create, connection. According to (Sindo, 2017) moving to the higher levels of Bloom’s 12,988 schools in Indonesia are not Taxonomy. connected to the internet. Internet is very Parents can be the best supporter to important in this era; everything is online their children. Supportive parents will nol based, such as school registration, let everything goes to their children at examination, teaching, etc. Considering school. They will always ask and give the that, infrastructure development must be best they can do to support their learning at evenly distributed so that no schools or school. They can buy their children what regions are left behind. Not only they need for their learning, for example educational facilities, the government books, laptop, Wi-Fi, phone, etc. However, should also pay attention to the ability of some parents worry if their children interact teachers who need to be continuously with phone or laptop too much. They do not upgraded in accordance with technological want their children spend most of their time developments. In this case the government to do useless things. But they do not know can provide facilities in the form of free that their children are learning using gadget. training or seminars for teachers so that We cannot limit our children in using they can continue to provide the best for
61 | National Conference on Teaching Innovation 2019 their students. If all parties work optimally, https://metrojateng.com/cara-ahli- statistik-menghitung-kemajuan- I think better education will be realized. teknologi-informasi-dan- komunikasi-di-indonesia/ CONCLUSION Elis, Ulfah, M., & Achmadi. (2014). Analisis Karakteristik Gaya Belajar As technology growth we need to be Siswa Pada Mata able to use the technology as well as PelajaranEkonomi Kelas XI IPS. Pontianak: Program Studi possible to create fun and meaningful Pendidikan Ekonomi FKIP Untan, English learning. Not only teachers, parents Pontianak. and government need to work together to Fidyati. (2010). Learning Autonomy and Its Significance for Indonesian EFL realize it. Technology brings a lot of Learners. Lokseumawe: University benefits if we can use it well, for example of Malikussaleh. as teachers we do not need to explain here Goddard, M. (2002). What do we do with these computers? Reflections on and there to the students instead they will technology in the classroom. get bored. We can just show them animated Journal of Research on Technology in Education, 19-26. videos which are much more attractive and meaningful since most students are visual Kompas. (2009, Oktober 21). Edukasi. Retrieved from Kompas: learners. Students can also be more https://nasional.kompas.com/read/2 autonomous because learning is much 009/10/21/20121752/Sarana.Sekola h.Masih.Belum.Memadai easier now. They do not need to go to the Masouleh, N. S., & Jooneghani, R. B. library to search for additional material (2012). Autonomous learning: A since the can do it through their phone. In teacher-less learning! . International Conference on New addition, parents and government need to Horizons in Education (pp. 835 – be supportive by providing complete 842 ). Elsevier. facilities. Palfreyman, D., & Smiths, R. C. (2003). Learner autonomy across cultures, language education perspectives. REFERENCES New York: Palgrave Macmillian. Chiu, J. (2017, August 14). Kids and Schrum, L., Shelley, G. L., & Miller, R. Gadgets: The Good and The Bad. (2008). Understanding Tech-Savvy Retrieved from Cromly: Teachers:Identifying Their https://stories.cromly.com/stories/E Characteristics, Motivation,and nrich/kids-and-gadgets-the-good- Challenges. Technology in and-the-bad Teaching and Learning, 1-20. Dewanti, Y. (2019, February). Cara Ahli Shyamlee, S. D. (2012). Use of Technology Statistik Menghitung Kemajuan in English Language Teaching and Teknologi Informasi Dan Learning: An Analysis. Komunikasi Di Indonesia. International Conference on Retrieved from Metro Jateng:
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Language, Medias and Culture (pp. 150-156). Singapore: IACSIT Press. Sindo, K. (2017, November 9). Edukasi. Retrieved from Koran Sindo: https://nasional.sindonews.com/rea d/1255845/144/12988-sekolah- belum-terkoneksi-internet- 1510197244 South, J., & Stevens, K. (2017). Reimagining the Role of Technology in Education: 2017 National EducationTechnology Plan Update. Office of Educational Technology.
Sparks, J. (2013, December). Active Learning. Retrieved from Your Active Learning Classroom: http://activelearner.ca/situated- learning-and-john-seely-brown/
Suhariyanto. (2018, December 17). Berita Bisnis. Retrieved from CNNIndonesia: https://www.cnnindonesia.com/eko nomi/20181217131013-92- 354254/bps-sebut-indeks- pembangunan-teknologi-ri-rendah
Suharwoto, G. (2018, December 3). Kabar Indonesia. Retrieved from Warta
Ekonomi: https://www.wartaekonomi.co.id/re ad206018/menyedihkan-60-guru- ternyata-gaptek.html
Susanti, S. (2017). FUN ACTIVITIES IN TEACHING ENGLISH BY USING KAHOOT! 2nd International Seminar on Education 2017 Empowering Local Wisdom on Education for Global Issue (pp. 453-458). Jambi: IAIN Batusangkar. Wikramanayake, G. (2005). Impact of Digital Technology on Education. 24th National Information Technology Conference, (p. 8). Colombo.
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E-PORTFOLIO: AN INVENTIVE ASSESSMENT IN AUTONOMOUS LEARNING SOCIETY
Ika Lasmiatun1 , Andhika Ariastuti2 , Ani Fitria Nurkhasanah3 Universitas Negeri Semarang Universitas Islam Sultan Agung Semarang IAIN Batusangkar [email protected], [email protected], [email protected]
Abstract: Rapid changes in technologies have placed students in autonomous learning society, hence, the need of e-assessment in such society has to be taken into account. E-Portfolio, an inventive assessment, used in secondary classrooms essentially involves collecting samples of students’ work and experiences which reflect through the things they do. This paper presents e-portfolio prototype to help language teachers in assessing their student in autonomous language learning society. The elaboration provides some related sub topics, namely (1) an overview of portfolio (instructional setting, the purpose or goal of the portfolio, language skill/component of language would be improved, learning objectives and learning indicators), (2) the procedures for conducting portfolio assessment, (3) core contents of the assessment, (4) suplementary entries, (5) grading checklist, (6) Peer assessment, (7) teacher feedback to student, (8) reflection sheet, and (9) teacher strategies to build student’s commitmnet toward the assessment. Keywords: e-portfolio,assessment, autonomous learning
E- Portfolio Assessment: An two notions lead us to the conclusion that Overview portfolio helps students to comprehend the Portfolio used in secondary material effectively, enhance students’ classrooms essentially involves collecting accountability, promoting autonomous samples of students’ work and experiences learning, and helps teacher to provide which reflect through the things they do. evidence of the results of learning. According to Yang (2003), portfolio is This portfolio is designed to assess a compilation of student's work, which student’s English current proficiency level demonstrates how much effort they have in second grade students of secondary put into their work, their progress and school. Second grade students have achievement in their learning, and their intermediate level in speaking English, they reflection on the materials chosen for the can speak English fluently. Unfortunately, portfolio. By documenting growth over their writing is still low. Since writing is time through a systematic collection of extremely important in today’s society, thus, their work, portfolios enable learners to this portfolio assessment is designed to see possibilities for reflection, redirection, develop students’ writing skill. In order to and confirmation of their own learning have a good writing skill, reading skill and efforts (O’Malley and Pierce, 1996). These grammatical competence are taken into
64 | National Conference on Teaching Innovation 2019 account. This portfolio is designed to Regarding to the learning outcomes which improve students’ reading skill, promote reading and writing skills, this grammatical competence in discussion text, portfolio is designed to reach several and writing skill simultaneously. leaning indicators, they are as follows: According to Tarigan (2008), reading is a 1. Students are able to restate process followed by a reader to acquire information in a discussion text; message conveyed by a writer through 2. Students are able to recognize words. In contrast, grammatical social function, language features, competence is defined as knowledge of, and and generic structure in discussion ability to use, the grammatical resources of text; a language (Cuellar, 2013). In other words, 3. Students are able to complete a writing skill is the process of using symbols cloze text in present tense forms; (letters of the alphabet, punctuation and and spaces) to communicate thoughts and ideas 4. Students are able to create two in a readable form (Sharifi, 2010). discussion texts about the current Considering the role of reading as a issue of the day. receptive skill for comprehending the Procedures for Conducting Portfolio messages of the texts while writing as Assesment productive skill to transmit writer ideas to Some experts explain some be read by larger readers, thus, knowledge procedures for implementing portfolio of language structure in which more extent assessment. Birgin and Baki (2007) to the term of grammatical competence is propose three steps in developing portfolio regarded to be important. Each part assessment. These include: determining the focuses on a specific indicator so that purpose of the portfolio, the evidence to be students can build their skill in a gradual included in the portfolio, and the manner. This portfolio assessment will be assessment criteria for the portfolio. use for eight meetings, one month. The Besides, Nurcini (2006) and Stolle, Goerss, learning objectives of this portfolio are Watkins (2005) describes three steps for student will be able to find some implementing portfolio assessment, namely: information from the text they’ve read set a purpose, decide on placement, skill (promoting reading skill), and create a that will be assess, and policies for doing discussion text by their own (promoting the assessment. writing skill). Furthermore, Brown (2004) has proposed more steps in developing
65 | National Conference on Teaching Innovation 2019 portfolio assessment. These steps are: (1) 1. Short-answer questions. Short- deciding the purpose of the portfolio, (2) answer questions are open-ended considering the evidence to be included in questions that require students to the portfolio, (3) communicating the create an answer. This documentis assessment criteria, (4) determining the needed to assess the basic time for portfolio development, (5) knowledge and understanding (low determining regular schedules for review cognitive levels) of a topic before and conferencing, (6) deciding a place to more in-depth assessment questions keep the portfolio, (7) giving positive are asked on the topic (see appendix feedback, and (8) final assessment. 1). Adapting the ideas from Brown 2. Reflective essay. A reflective essay (2004), this portfolio will follow these steps: is an essay in which the student 1. At the beginning of the class teacher examines his or her experiences in explain to the students what a life. The students need to relate their “portfolio” is, and floor the purpose of experience with the description of the assessment. place they’ve visited (see appendix 2. Together with the students, teacher 2). determines what will go into their 3. Cloze test. a test in which one is portfolios, how the portfolio process asked to supply words that have works, and what the criteria for been removed from a passage in evaluation will be. order to measure one's ability to 3. Towards the middle and/or end of the comprehend text. This document term, teacher gives students peer promote student’s grammatical evaluation forms. competence (see appendix 3). 4. And finally, the teacher summatively 4. Draft of writing. Drafting is the evaluates the portfolios and gives preliminary stage of a written work students a final grade. This evaluation in which the author begins to uses the criteria that the teacher and develop a more cohesive product. A students set up in the beginning. draft document is the product the Core Contents writer creates in the initial stages of Considering the learning objecivesof this the writing process (see appendix assessment, core contents that the students 4). should compile in this portfolioare are as follows:
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5. Writing corner. Here the students which progress is discussed and goals are are allowed to develop their draft to set for a future meeting. Students and produce a text (see appendix 5). teacher should document these meetings 6. Review paper. Review paper is and keep the goals in mind when choosing student contributions to give topics for future meetings. appraisal, critics, or ideas of future In this way student-teacher developments of the text they’ve conferences play an important role in the read (see appendix 6). formative evaluation of a student’s Suplementary Entries progress. Here, student’s chance to These following documents are optional to negotiate the portfolio grade using evidence help us know our students’ preparation for of achievement according to the agreed the project and their understanding about goals. Notes from these conferences can be the topic. The suplementary documents will included in the portfolio as they contain be: joint decisions about the individual’s 1. Cloze test (see appendix 7). strengths and weaknesses. These 2. Writing corner (see appendix 8). conferences can be prepared for in pairs,
where students practice presenting their Learning Activities portfolios. The first step of designing student Teacher might check their work portfolio is setting goal. Then, we should once a week. The student-teacher share the learning indicators that have to be conference will be in a classroom. There is done for six meetings ahead to students. seventy minutes for one meeting, it will They are free to give command to the give students a chance to do pair- reflection indicators and contribute to design the for thirty-five minutes. Then, the rest thirty- assessment goal. Together with your five minutes is time to do performance. students, set the goal and some technique Teacher will evaluate their work one by about how to keep the files. one. In the second meeting, checking Portfolio Grading Checklists their first work that is short-answer There are three types of grading question. Since the important element of the checklist for this portfolio assessments, portfolio is that you should have short namely reading grading checklist, grammar individual meetings with each student, in grading checklist, and writing grading
67 | National Conference on Teaching Innovation 2019 checklist. The following table is 1. Structure each peer-review session: calculating score for each part: give students clear instructions and Table 1. Portfolio Grading Checklists time limits. To start each session, No Part of Portfolio Score distribute peer-review worksheets, Grading Checklists explain how students should 1 Reading Skill 20 complete the worksheets, set time 2 Grammatical 20 Competence limits, and ask each group to 3 Writing Skill 60 designate one person as a time- Total 100 keeper to make sure that the group
stays on schedule. From the table, three indicators that 2. Take an active role in observing the will be assessed are reading, grammar, and progress of each group and offering writing. But the most dominant score my guidance when appropriate. student will achieve is writing skill. This 3. Have each student submit the score have discussed in the first meeting. completed peer-review worksheets
when they turn-in the final drafts of Peer Assessment their papers. Peer assessment is an educational 4. Regularly assess how the peer- activity in which students judge the review sessions are going; seek and performance of their peers and it can take incorporate student input. different forms depending on the characteristics of its implementation, the Feedbacks learners and the learning context. Peer Some feedbacks that might use assessment necessitates a transparent within this portfolio are invite students to marking system, as the criteria must be request the kinds of feedback they would clear to mystudents in order for them to like when they hand in work, then ask assess the work of their peers. students to identify the strengths and The main aim of peer assessment is weaknesses in their own work in relation to to increase student responsibility and criteria or standards before handing it for autonomy, strive for a more advanced and teacher feedback, portfolio tasks which deeper understanding of the subject matter, require students to reflect on their skills and processes. To do this peer review, achievements and select work in order to teacher might follow the guidance from compile a portfolio, and invite students to Nilson (2003) as follows: set achievement milestones for a task and to
68 | National Conference on Teaching Innovation 2019 reflect back on progress and forward to the process called scaffolding). Reflection also next stage of action. involves drawing forth cognitive and According to Bellon (1991), emotional information from several sources: feedback is an essential part of effective visual, auditory, kinesthetic, and tactile. To learning. It helps students understand the reflect, we must act upon and process the subject being edited textstudied and gives information, synthesizing and evaluating them clear guidance on how to improve the data. In the end, reflecting also means their learning. Academic feedback is more applying what we've learned to contexts strongly and consistently related to beyond the original situations in which we achievement than any other teaching learned something. behaviour. This relationship is consistent In addition to reflection session, regardless of grade, socioeconomic status, teacher leads students to reflect on both the race, or school setting. Feedback can processes and products of their work. When improve a student's confidence, self- incorporating reflective activities into their awareness and enthusiasm for learning. work, it is important that students have the Effective feedback during the first year in opportunity to apply what they have learnt secondary school can aid the transition to through their reflections to future tasks to higher education and may support student improve their learning. here, teacher asks retention. Providing students engage with student to floor what they’ve read from the feedback, it should enhance learning and process of learning in each meeting. improve assessment performance. Promoting Student’s Commitment Some ways to do in promoting student’s Reflections commitment. First, teacher appraisals. According to Fuerstain (1980), Appraisal is a thorough yet supportive and teachers promoting reflective classrooms developmental process designed to ensure ensure that students are fully engaged in the that all teachers have the skills and support process of making meaning. They organize they need to carry out their role effectively. instruction so that students are the It helps to ensure that teachers are able to producers, not just the consumers of continue to improve their professional knowledge. Guiding children in the habits practice and to develop as teachers. Second, of reflection, teacher serves as a facilitator reward. An effective behavior modification of meaning maker. system within the classroom often includes Reflection involves linking a rewards. Students are motivated to achieve current experience to previous learnings (a and conform to appropriate behaviors when
69 | National Conference on Teaching Innovation 2019 either intrinsically or extrinsically For the government, a well-trained rewarded. teacher is needed. Gomez (1999) explains Conclusion and Recommendation that there are several aspects that teachers The use of portfolio assessment in should be prepared for the professional Indonesian schools to replace traditional training. Teachers should first be made tests (including national exams) seems to aware of the benefits of assessment face a dilemma. It has to deal with many portfolios so that they become convinced challenges. One of the main challenges is that it is an attractive alternative to their relating the issue of its low comparability current testing system, especially because and reliability. It is not easy to transform portfolios require more work initially than many performance-based assessments, standardized tests. Then, teachers should be including portfolios, into a single score or guided on how to embed portfolio grade. assessment into their instructional A large class is also another programs, so they can plan for assessment ultimate problem of using the portfolios in opportunities as they plan their instruction. Indonesian schools. It is a fact that my Professional development plans should also classes consist of more than 30. By such include a description of the teaching many students in the classroom, it is strategies that lead students to take understandable when I find it too hard to responsibility for and reflect on their own manage and use portfolios in an expected learning. way. In order to face the first challenge, REFERENCES Bellon, J.J., Bellon, E.C. & Blank, M.A. well-trained skilful professional teachers (1991) Teaching from a Research are obviously required to make this Knowledge Base: a Development and Renewal Process. Facsimile assessment work well in the field. A well edition. Prentice Hall, New Jersey, designed intensive professional training is USA. important to prepare teachers to use this Cuéllar, Marco T.M. (2013). Process portfolio assessment. Second, regarding to writing and the development of grammatical competence. HOW the large scale of students, it may be still Bogotá, Colombia.p. 11-35. relevant to use some kinds of traditional Feuerstein, R., Rand, Y., Hoffman, M., & tests, portfolio assessment should be Miller, R. (1980). Instrumental promoted more intensively and massively enrichment: An intervention program for cognitive modifiability. in the process of English teaching and Baltimore, MD: University Park learning. Press.
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Nilson, Linda. (2003). Improving student Yang, N. D. (2003). Integrating portfolios peer feedback. College Teaching, 51 into learning strategy-based (1), p. 34-38. instruction for EFL college students. Education Full Text (Wilson). IRAL, O’Malley, M. J., & Valdes Pierce, L. 41(4), 293-317. (1996). Authentic assessment for English language learners: Practical Yorke, M. (2002) Academic Failure: a approaches for teachers. New York: Retrospective View from Non- Addison Wesley Publishing Co. Completeing Students. In: Failing Students in Higher Education (eds Tarigan, Henry Guntur. (2009). Reading as Peelo, M & Wareham, T). SRHE a language skill. Bandung: Angkasa. and Open University Press, Maindenhead
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APPENDIX 1.
Short-answer Question
The rafflesia arnoldi is the biggest flower in the world. It is unusual because of its large size. The flower is almost 100 centimeters in diameter and 140 centimeters in height. " Rafflesia" is derived from the name of the British Governor General, Sir Thomas Stamford Raffles, who once governed and built the Botanical Garden in Bogor. Though it is called Rafflesia after Raffles, the man who discovered the plant was Beccary, an Italian botanist who visited Sumatra in 1928. Rafflesia consists of two parts : the stick-like part which grows in the middle and the petals around and below it. While the flower is blossoming, it has a very unpleasant smell which affects insects, especially green flies. They seem eager to explore the flower. But if the flies touch the bottom part of the sticklike centre, they die.
Question:
1. What is the suitable tittle for the text? a. Stamford Raffles b. Italian Botanist c. Rafflesia Arnoldi d. Botanical Garden
2. What is type of the text?......
3. How tall is the flower?......
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APPENDIX 2
Reflective Essay
What have you leanrt today?
What is desrciptive text?
What is social function of descriptive text?
What are generic structure of descriptive text?
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APPENDIX 3.
Cloze test
The island of Sangalaki in Kalimantan was opened for diving in 1993. Is shallow reef system extends over 200 meters from the (1)… It is (2) …. as Indonesian Marine Park. The island is also a breeding ground for green turtles. At night female turtles come ashore and lay their eggs. At night female turtles come ashore and lay their eggs. Baby turtles hatch and they (3)… strunggle their way to the sea while avoiding hungry birds.
1. a. land b. island c. continent d. archipelago
2. a. boring b. famous c. luxurious d. uninteresting
3. a.lazily b. carelessly c. differently d. desperately
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APPENDIX 4.
Draft of Writing
Every story is—at the beginning— the same opening of a door onto a completely unknown space. –Margaret Atwood
Tittle:
Details
Supporting Details
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APPENDIX 5
Writing Corner
______
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APPENDIX 6
Review Paper
Name of your peer:
Her/his tittle:
Main idea(s):
Positive correction:
Need to improve:
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APPENDIX 7
Cloze Test
There is a recreational park near my house. it is (1)….with many big and shady trees. In the centre there is a tiger- pattern fountain with a small pond around it. People usually (2) …. Late afternoons by walking around or sitting on the benches only. People should not worry about being hungry and thirsty. There are many (3) …. around it.
1. a. cool b. hot c. freeze d. Warm
2. a. enjoy b. enjoys c. enjoyed d. have enjoyed
3. a. parks b. groceries c. fruit stalls d. food stalls
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APPENDIX 8
Writing Corner
______
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EFL TEACHING AND LEARNING IN MULTIMEDIA LANGUAGE LABORATORY
Wiwiet Eva Savitri Universitas Negeri Surabaya [email protected]
Abstract: Language laboratory is considered important for EFL teaching and learning. However, it is mostly used to teach listening skill only. The teaching of listening itself does not always run as it should be. There are many cases in which students feel that they are being tested in listening lessons. On the other hand, the teachers think that they already carry out their duty to teach listening. Many of their students might feel that the listening is not being taught, but tested. The use of multimedia language laboratory in teaching listening does not give any benefits in this case. Either to teach listening or other skills, language laboratories should be able to be used properly as they are actually the agents of multimodal literacy. This paper tries to explain how language laboratories could be and should be used for EFL teaching and learning of all language skills. Keywords: laboratory, teaching, learning, procedures
INTRODUCTION lesson at school is said as a factor that As the world goes globalized and makes listening lesson minority. The free trade areas applied in many countries, unavailability of language laboratory at the importance of English gains more schools is said as another factor that prevent concern around the globe. The goal of teacher to teach listening. English teaching is not only about making Language laboratory is commonly students able to do tests, but also about seen as an important facility in listening preparing them to be able to use English teaching and learning process. Each communicatively. Hence, learners are institution or school which teaches English expected to master all language skills. makes effort to have at least one language Beside reading, writing, and speaking skill, laboratory. Without a language lab, the listening is also an important skill in institution might not be considered language learning. Even according to Rost appropriate. This point of view can easily (2011), there is no spoken language without be found anywhere in Indonesia. Many listening. schools proudly display the picture of their Unfortunately, it is not easy to make language laboratories or mention the English learners able to listen well. existence of the labs in their banner or Listening lesson seems to get least portion websites. The same things happen in in curriculum. At schools, students learn universities, especially in English more to read than to listen to English Departments. No or poor language materials. The limited time lot for English laboratory means bad reputation for the
81 | National Conference on Teaching Innovation 2019 department. of language laboratory to teach all English However, an expert like Brown skills need to be elaborated. Teachers and (2015) does not even mention language students’ ability to use language laboratory laboratory in his “Teaching Listening” and the proper activities to teach in chapter. Instead, he uses “classroom” as the language laboratory are other things to be place to teach listening. Similarly, Harmer considered. Language laboratory is a (2007), Richards (2019), and Rost (2011) particular room designed with a set of audio do not mention language laboratory in their aids where students listen and or respond to discussion related to the teaching of a programmed language (Kemendikbud, listening. They mostly suggest strategies, 2015). A language laboratory consists of techniques, and tasks to be applied in students’ booths and a control booth for the listening classes. Harmer (2007) even teacher. The booths are equipped with suggested live listening i.e. genuine computers that enable teaching and learning communication session in which teacher or process which involves audio, video, and visitors talk with students to enable the internet-based resources and tasks. This students to practice their listening skill in a kind of language laboratory is called face-to-face interaction. It is crystal clear multimedia language laboratory. According that this activity can be carried out without to Davies, Bangs, Frisby, & Walton (2005), a language laboratory. Another thing stated language laboratory is basically classsifeid by Harmer is whether the teachers really into two types. The first is analogue teach listening, not test listening. He states language laboratory. It consists of Audio- that it is necessary to build students’ Passive (AP), Audio-Active (AA), and confidence by helping them listen better Audio-Active Comparative (AAC). AAC rather than by testing them. Finding out type is considered the pioneer of modern students’ difficulties and way out to language laboratory. The second type is overcome it is also Harmer’s concern. In digital language laboratory (multimedia short, the most important to point out is how laboratory). In a multimedia laboratory, the listening skill be taught or be learned, not teaching and learning process is carried out where it should be conducted. digitally using computers and internet. This Listening is not the only skills that kind of laboratory highly relies on can be taught and learned in language computer hardware and software. Besides, laboratory. All language skills and internet connection becomes an essential components can be taught in language labs. thing that enables teachers to find various To support the explanation above, the use digital resources.
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MULTIMEDIA LANGUAGE video gaming suggests that the procedures LABORATORY AS A MULTIMODAL involved can offer cognitive advantages LITERACY DEVICE. with intricate literacy and learning The use of multimedia language opportunities. Bearne (2003) has for some laboratory is actually in line with what so time explicated the possibilities of teachers called multimodal literacy. Multimodal using students’ writing and production of literacy is used to indicate the way multimodal texts within classroom literacy processes of literacy –reading, writing, programs. Bearne and Wolstencroft (2007) talking, listening and viewing– are have demonstrated possibilities for teachers occurring within and around new programming and assessing writing communication media (Kress & Jewitt, through students’ multimodal texts. They 2003; Pahl & Rowsell, 2005; Walsh, 2008). show the interrelationship between reading Language laboratory utilization in EFL and writing in producing texts and explain teaching and learning helps improving how students need to understand the students’ literacy. It helps students to meaning making potential of different understand the target language they learn modes, particularly the relationship through different ways. It helps meaning- between words and images, in reading, making that occurs through the reading, writing and producing multimodal texts. viewing, understanding, responding to and Unfortunately, there is no guarantee that producing and interacting with multimedia teachers and their students are able to use and digital texts. In short, it triggers the the available language laboratory properly. students to be media literate. They are Besides, the tendency to use language considered media-literate when they laboratory only for teaching and learning understand how print and non-print texts listening is still high. Toner et al. (2008) function together in the development of conducted a survey for individual which thought, language, and knowledge revealed that language teachers in UK were (Mukminatien, N., et al, 2017). technologically very literate. The study also Using multimedia language revealed that institutions there were well laboratory for EFL teaching and learning is provided with a range of technologies suitable for the needs of recent students. including multimedia language laboratory. They can quickly adapt to the navigation Over 70% of UK institutions in the survey potential and the processing of different had at least one digital language laboratory. modes within digital texts (Gee, 2003; Unfortunately, the existing multimedia Prensky, 2001). Gee’s research (2003) on language laboratories were not used
83 | National Conference on Teaching Innovation 2019 maximally. In some cases, language teaching of listening was still questioned laboratories were being used simply as because listening was taught by giving ordinary classrooms with little or no use practice and exercise and CBT national being made of the technology; in other examination preparation only. cases, they were used for supervised study In universities, especially in English rather than for teaching. department where listening lectures are Still in UK, Vanderplank (2010) in mostly conducted in language laboratory, it his institutional survey found that language is questioned whether students’ listening laboratories in UK were used for a very skill really improve and language wide variety of purposes. However, the laboratory use is a factor that influence language laboratories were mostly used for students’ gain. Questions related to the listening comprehension. Other uses importance of language laboratory also included interpreting, pair/group come up because language laboratory is conversation work, telephone simulations, expensive to build and to maintain. In speaking practice, watching videos, digital era like today, language laboratories examining, and subtitling. He also found require special gadget like computer and that access to materials and flexibility were headset. Such labs also require special seen as the most useful features. software to be installed in server computer Different from the two previous and student computer. This sort of software studies, a survey by Yuwana and Munir is expensive and rare. Universities and (2016) can be a starting point to do research schools must buy it from language related to listening and the teaching of it in laboratory providers if they want to use it. the lab. They found that most English However, the lifetime of the gadgets used teachers in Surabaya can operate language in language laboratory is also limited. After laboratory to teach listening. Based on their 10 years, the gadgets will be obsolete and research, 82.4% can operate it while 17.6% issues of incompatibility of the software cannot operate language laboratory. It might come up. On the other hand, the implies that the laboratories were not used advance of technology nowadays actually to teach other language skills either. It is enables teachers or lecturers to be more also found that the frequency of using creative in teaching learning process by language laboratory to teach listening was using common technology which is cheaper low. The main purposes to use language to buy/provide and easier to use such as laboratory in most state senior high schools android based smartphone. This technology in Surabaya were to teach listening. Yet, the can be used anywhere as long as internet
84 | National Conference on Teaching Innovation 2019 connection is available. In short, it is more The second point is that the teacher practical, portable, and affordable than and the students should be familiar with language laboratory. Yet, since language how to use the language laboratory laboratory is still available and mainly used software. A sophisticated language to teach listening in Indonesia, a concern on laboratory will not be able to be used how to use it effectively to build students’ properly and maximally if the teacher and language competence raises. It is to help to the students do not know how to operate it. give teachers some ideas on how to use and Hence, teacher training institution should manage their teaching in any language teach their students on how to operate skills in multimedia language laboratory. It language laboratory. Once a teacher knows also gives the teacher ideas to consider how to operate the laboratory, she will be other sophisticated and affordable able to teach her students how to operate the technology if their language laboratory is lab as well. troubling. The next point is anticipation on unexpected trouble. Hardware and software EFL TEACHING AND LEARNING IN check should be done before using the MULTIMEDIA LANGUAGE language laboratory. If trouble with the LABORATORY computer happens for example, the teacher There are some important points to should be mentally and technically ready to be considered in using language laboratory face it by having a backup plan. The teacher for EFL teaching and learning. First point should always have plan B due to possible deals with the purposes and the tasks of the electricity or other technical problems. If lesson. The teaching objectives and the such trouble occurs, teachers can apply activities should be clear and well prepared. different activities to be done by the Without clear objectives and activities, the students. Teachers can even apply BYOD use of language laboratory will be in vain. (Bring Your Own Device) by asking the It is important to bear in mind that language students to use their personal gadget. laboratory, just like other devices, is just a BYOD involve students bringing personal tool. It is the user who determines whether gadget such as laptop to school to enable the the tool can be used maximally or not. Thus, students accessing course resources and before using the lab, teacher should set applications online using their gadgets clear objectives and design meaningful (Delgado et al., 2015; Johnson et al., 2015). communicative activities which are BYOD helps teachers to conduct activities appropriate to achieve the objectives.
85 | National Conference on Teaching Innovation 2019 which are similar to the ones applied in B. Students are asked to guess what multimedia language laboratory. picture it is, where it is located, and Last thing to be paid attention is the how it is probably formed. internet connection of the students’ computer. It should be disconnected unless 2. Whilst-listening the lesson requires the availability of A. The teacher sends the internet connection.If the internet is comprehension question file to connected, it might become a serious students’ computer and asks the distractor for the students. Therefore, students to read and to identify the disconnect it would be best solution. The keywords of each question. internet connection could be reconnected B. The teacher plays the audio. anytime the lesson needs it. Students identify and note down the As mentioned previously, the answers language laboratory should not only be C. The teacher replays the audio. used for teaching listening only. It can also Students revise their wrong be used for the teaching and learning of answers. other skills and components. The following D. The teacher and the students are the examples of possible activities that discuss the listening can be applied in multimedia language comprehension questions. The laboratory in all language skills. teacher plays particular parts of The first is the use of the language the audio to help the students laboratory for teaching and learning identify where the answers can be listening skill. It should be bear in mind that found as well as distinctive the purpose is teaching listening, not testing pronunciation, vocabulary, and listening. Therefore, the possible activities cultural bound expressions. are as follow: Learning objective: The students will be 3. Post-listening able to understand a listening material A. The students are asked to find one related to garbage problem. interesting short audio/video Procedures: material related to garbage 1. Pre-listening problem through internet from the A. The teacher shows the picture of a computer available in their booth. garbage island through computer using B. The students are asked to retell teacher show facility. what they hear or watch in 3-
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minutes-recording using the lab 5. The teacher plays two audios software and send the recording to describing the pictures. One is in the teacher computer British English, the other is in American English. It is clear that the activities are not 6. The students identify the differences testing the students. The students do not between the two kinds of English in simply do exercises and getting the answer terms of pronunciation and vocabulary. whether they are correct or wrong. With the 7. The class discusses the differences of help from their teacher, the students can the students’ version and the audios explore what they hear. They learn played by the teacher, giving emphasis language feature and culture from the audio on pronunciation, vocabulary, and they hear. They can learn based on their cultural terms. pace. 8. The teacher sends the audio files of The second is the use of the American English and British English language laboratory for teaching and version to the students’ computer. learning speaking skill. The possible 9. The students listen to the audios again. activities are as follow: Compare them and their own, and Learning objective: The students will be imitate the way the words are able to describe a series of picture orally pronounced. without a script. 10. The students are given opportunity Procedures: to record their voice again, listen to it, 1. The teacher shows a series of picture and find out whether they make similar using computer monitor and asks the errors. students to guess what happens in the pictures. By doing such activities, the 2. The students are asked to record their students will be able to describe a series of voice retelling what they see. picture orally. In the same time, they will be 3. The students are asked to listen to their able to recognize American English and own recording and find the errors they British English. They could learn to imitate make. the way the English words are pronounced 4. The students are given opportunity to in American and British English. It is record their voice for the second time, expected that in the end, they will be able to and send it to the teacher. pronounce the words properly beside being able to describe the picture series.
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The third example is the use of the reading texts are not printed. The students language laboratory for teaching and read them on computer screen then try to learning reading skill. The possible understand the text to find the claims exist activities are as follow: there. The students learn to understand the Learning objective: The students text and in the same time learn to use the will be able to identify right and false highlight facility in the computer software claims in an essay. which indicates that they are digitally Procedures: literate. 1. The teacher explains what is meant by The fourth example is the use of the right claim and false claims. language laboratory for teaching and 2. The teacher shows examples of right learning writing skill. The possible and false claims by showing a text activities are as follow: containing claims and their evidences. Learning objective: The students 3. The teacher sends a file of a different will be able to write a descriptive essay to students’ computer and asks the essay about their favorite spot in students to highlight the right claim soft campus blue and highlight the false claim Procedures: yellow. The evidences of the claims 1. The teacher shows a campus should be underlined. profile video using computer 4. The students send their work to the monitor. teacher’s computer. 2. The teacher asks the students 5. The teacher selects one student’s work what they think about the video which is considered outstanding, makes and which part of the campus is it anonymous, and shows it in their favorite place. computer monitor to be discussed with 3. The students are asked to list all students to check together whether what they usually see and enjoy the answers are correct or incorrect. in that place. 6. After discussion, the teacher sends a 4. The teacher sends a writing summary table to students’ computer template to students’ computer and asks the students to rewrite the right and asks the students to write an and false claims as well as the evidences outline about their favorite spot in the provided table. in campus using the template. This reading lesson is an example of 5. The teacher moves around and how multimodal literacy applied. The checks the students’ outline. The
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students revise the outline after ideas themselves to make EFL teaching getting oral feedback from the and learning in multimedia language teacher. laboratory runs well for all language 6. The students whose outline is skills, not listening skill only. approved by the teacher continue to the next step i.e. developing CONCLUSION the outline into an essay draft. Based on the discussion it can be 7. The drafts are sent to the teacher concluded that language laboratory can be to get feedback for revision. used to teach all language skills and Whole class feedback is given in components, not only listening. However, the lab by using one student’s trainings on how to operate the language work made anonymous and laboratory is necessary. The use of shown on computer monitor. language laboratory highly depends on its 8. After giving classroom feedback, users. Sophisticated language laboratory the written individual feedback is cannot support ELT maximally if the users done using review facility in do not know how to use it to teach mswords (the teacher sends the creatively. Dealing with more sophisticated draft with feedback to students’ technology also means flexibility in using email, so each student can only the technology. In digital era, some see his/her own work). It can be functions of language laboratory can be done after the class dismissed. substituted by portable device owned by 9. The students do the paper students. Hence, BYOD might be applied. revision at home and submit it on It can be used to support the teaching and the next meeting. learning process in multimedia language From the four examples related laboratory and in regular classrooms. to how teachers should manage their Schools should not force themselves to language skill class in multimedia have language labs because establishing a language laboratory, teachers can grab language lab is high cost and needs special the idea that the clear objectives and maintenance. Besides, the technology in it activities are important to make the is low durability because computers and students literate and able to master the software have limited lifetime. target skills. Yet, there are only very few examples given in this paper so that teachers need to explore more
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REFERENCES Language Teaching 4thedition. Pearson Education Limited. Bearne, E. (2003). Rethinking Literacy: Communication, Representation and Kemendikbud. (2015). Panduan Text. Reading Literacy and Pemanfaatan Pengelolaan Language, 37(3), 98–103. Laboratorium Bahasa. Jakarta: Direktorat Pembinaan Sekolah Bearne, E. & Wolstencroft, H. (2007). Menengah Pertama, Direktorat Visual Approaches to Teaching Jenderal Pendidikan Dasar dan Writing. Multimodal Literacy 5–11. Menengah, Kementerian Pendidikan London: Sage. dan Kebudayaan
Brown, D & Lee, H. (2015). Teaching by Kress, G. & Jewitt, C. (Eds.) (2003). Principles: An Interactive Approach Multimodal Literacy. New York: toLanguage Pedagogy, 4th edition. Peter Lang. Pearson Education, Inc. Mukminatien, N., Yaniafari, R.P., Davies, G., Bangs, P., Frisby, R., Walton, E. Kurniawan, T. (2017). A Speaking (2005). Setting up effective digital Course Design using CLIL Approach language laboratories and for non-English Department Students. multimedia ICT suites for MFL. In IELT-Con 2017 proceeding.
Retrieved from www.languages-ict.org.uk Pahl, K. & Rowsell, J. (2005). Literacy and on March 1,2019. Education. Understanding the New Literacy Studies in the Classroom. Delgado, A. J., Wardlow, L., McKnight, K., London: Paul Chapman Publishing. & O’Malley, K. (2015). Educational technology: A review of the Prensky, M. (2001). Digital Natives, integration, resources, and Digital Immigrants. In M. Prensky, effectiveness of technology in K-12 On the Horizon, MCB University classrooms. Journal of Information Press, 9 (5), Accessed on 24 Jan, Technology Education: Research, 14, 2009, from 397-416.Retrieved from http://www.marcprensky.com/writin http://www.jite.org/documents/Vol1 g/Prensky%20%20Digital%20Native 4/JITEv14ResearchP397- s,%20Digital%20Immigrants%20-% 416Delgado1829.pdf 20Part1.pdf.
Gee, J. (2003). What Video Games have to Richards, Jack C. (2017). “Teaching Teach us about Learning and Listening and Speaking: from Theory Literacy. New York: Palgrave to Practice”.Retrieved from Macmillan. http://www.professorjackrichards.co m/?s=listening in April 2019. Johnson, L. Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Rost,M. (2011). Teaching and Researching Report: 2014 K-12 Edition. Austin, Listening 2ndedition. Pearson TX: The New Media Consortium. Education Limited. Retrieved from http://cdn.nmc.org/media/2014- nmc- Walsh, M. (2008). Worlds Have Collided horizon-report-k12-EN.pdf And Modes Have Merged: Classroom Evidence of Changed Harmer, J. (2007). The Practice of English
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Literacy Practices. Literacy. 42(2), 101–108.
Toner, G., D. Barr, S. Carvalho M.,&V.Wright (2008). Multimedia language learning in higher education in the UK. http://www.arts.ulster.ac.uk/lanlit/cetl/new s/survey/index.html.
Vanderplank, R. (2010). Déjà vu? A decade of research on language laboratories, televisionand video in language learning. Language Teaching, 43, pp 1-37 doi:10.1017/S0261444809990267
Yuwana, E. P. & Munir, A(2016). The Use
of Language Laboratory to Teach
Listening in State Senior High
Schools in Surabaya. RETAIN Vol 4.
No. 3, 2016
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LEARNING ENGLISH FOR AGRICULTURE THROUGH ONLINE CULTURAL EXCHANGE PROGRAM: WHAT MAKES IT FUN
Putri Gayatri Universitas Brawijaya [email protected]
Abstract: Even though online learning offers many conveniences for learners, the fact gives forth that the rate of students who quit the program is high. The same issue comes up from the online cultural exchange program (OCEP) which aims to develop students' English proficiency, especially English for Agriculture. While encouraging most of the students to complete the online instructions was challenging, the researcher found that some students were pretty active during the program and performed great interest in the program. As a negative perspective is essential to be considered, understanding what makes the students relish the program will also beneficial for the headway of English online learning. This paper describes the voices from eight students accomplishing as well as enjoying the English online course through OCEP. It covers not only the magnetized aspects they experienced during the program, but also some obstacles they dealt with. Their ideas may provide new insight for educators who would like to optimize online learning in their classes. Keywords: ESP, CALL, online learning.
INTRODUCTION AND LITERATURE REVIEW In Indonesian higher education, beginner level, the time allocation for ESP especially for the non-English department, class is also short. English is taught for a specific purpose In the faculty of Agriculture, based on the students' major (Kusni, 2013., Brawijaya University, Malang, English for Susilowati, 2008., Lie, 2007). For instance, Agriculture is taught for 3 credits in a students of agriculture faculty will learn semester. Furthermore, this course is taken English specifically for Agriculture instead by the freshmen who mostly are a beginner. of learning general English; medical Thus, to support the success of its teaching students will learn English for medical, and and learning process, the teacher then other students from other faculties will optimizes the use of technology to enhance learn English based on their major. Despite the students' English proficiency. Asmah the benefits the students get after learning (2018, p. 87) believes that "communicative English for a specific purpose (ESP), and interactive activities specific to several teaching ESP is challenging (Fălăuş, 2017). professions and specific input for students’ Besides the students' English proficiency, interests in the related field are among the which is heterogeneous and mostly at the merits of technology use in the field of ESP". By adding supplementary materials
92 | National Conference on Teaching Innovation 2019 through online discussion, it is expected for about 6 weeks. It consists of 4 stages in that the students may enrich their ESP which the students should accomplish the learning experience outside the classroom instruction of each stage based on the as well as become more independent to provided schedule. Mostly, the activity learn the language continuously even after covers written discussion about a particular finishing the course. topic started from introduction about the Besides promising many students' university and daily life to issue in advantages in learning such as serving agriculture. Besides having an online various students' learning style, and written discussion, the students also have a offering learning flexibility in term of time chance to have a class video conference and place, online learning also promotes guided by the teacher. autonomous learning (Serdyukova N. and As it is a compulsory activity during Serdyukov P, 2013). Thus, it makes sense the ESP class, all of the students complete to use it as a media to improve the students' all of the required tasks. However, their English proficiency in higher education. participation seems to rely on the teacher's Unfortunately, research also showed that reminder. Once the teacher missed to many students prefer to quit the online encourage them to join the class, they will course during the program because of some miss their online assignment. The teacher reasons (Martinez, 2003., Packham, Gary & notices that there are only 8 students who Jones, Paul & Miller, Christopher & actively participate in the program with or Thomas, Brychan, 2004, Willging and without regular instruction from the Johnson, 2009). teacher. Since many research has already The same issue happens when the studied the students' reasons in quitting the teacher implements online learning for ESP online course, it is also essential to look at class in the Faculty of Agriculture, the reasons for what makes the students Brawijaya University. The teacher puts the stay. This article explains what aspects that students into an online cultural exchange make the students enjoy the online cultural program (OCEP) which is also joined by exchange program as well as the obstacle other students from Japan, China, and they deal with and how to solve it. Taiwan. The teacher makes collaboration with other teachers, especially the ESP METHODOLOGY teacher of Miyazaki University, Japan as The subjects of the research were the developer of the online room. The chosen based on the teacher's observation students are required to join the online class of the students' attitude during the online
93 | National Conference on Teaching Innovation 2019 cultural exchange program (OCEP). There the students to probe their experience were 38 students in a class joining the during the program. Close questionnaire OCEP as an additional activity for their covered some yes/no and multiple-choice English practicum class. All of the students questions, such as asking their perception got a private account to access the online about the teacher's role, their perception room and they should do any instructions in whether they like the program or not, how the online page including introducing often they access the platform, etc. while themselves, talking about their campus and the open questionnaire asked them to study, talking about their culture, and explain their reason of enjoying the giving comment related to the videos which program, what obstacles (if any), and how were posted in the online room. As this they managed their time during the online activity was compulsory for students to program. pass the English for Agriculture course, all of the students completed all of the stages RESULT DAN DISCUSSION at the end of the course. However, the As all of the students answered that teacher noticed that most of the students they did enjoy the program, it was found were late in doing the assignment. The that the students enjoyed the program teacher needed to check their online because of two things. First, they enjoyed performance regularly and reminded the learning English through an online cultural students to do their assignment every week. exchange program because it offered the During the program, the teacher chance to make new friends from overseas. found that eight students were active during Since in Indonesia, the students had limited the online program. They were not only English exposure as well as a limited completing the assignment in each stage chance to practice the language, this online before the deadline, but also pretty active in program provided room for them to practice commenting other students' post as well as their English as often as possible. The in responding their buddies' students got the chance to experience real comment, providing a complete communication with foreigner by using the explanation when required, and also language in context. It was fun for students visiting the online room in a regular basis. to get new friends who pushed them to use These students were then chosen as the English only. Students were excited about subject of research. responding message from other students As the instrument to collect the data, from other countries since they could feel close and open questionnaire were given to the "real benefit" of mastering English. The
94 | National Conference on Teaching Innovation 2019 students also said that most of the time, they attitude toward their online buddies. Being felt it hard to convey their idea in English. passive and taciturn somehow offered Fortunately, since it was in the written unexciting teaching and learning process. form, they had the chance to look at some As this online course was joined by references before replying or sending hundreds of students from a different message to other students. country, it was important then for teachers Well, of course, all of the students to make good communication with other in the class experienced the same thing, teachers. Encouraging your students only to engaging in a new online environment be active in the classroom was inadequate. where a lot of new friends could be reached. To make your students enjoy the program, However, what made these eight students the teachers had to make sure that their experienced "different happiness" was the online buddies were also active students. fact that they did not really care whether Second, besides because of new they would get a good score or not from the friends, the students also enjoyed learning teacher. They purely enjoyed making new English through this platform because they friends without worrying too much about could learn about other cultures. Some the instruction. It was different from other students might share their unfamiliar students who finished the online country's culture to show how great their assignment just because it was their country was. The students were also obligation in doing so. Most of the research believed that talking about culture was their subjects convinced that they wanted to favorite and also one reason why they liked continuously join the program even though the program. It was interesting to know that the program was optional. the students shared their personal Also, it was found that these experience related to the culture they students got the response they expected posted. When the students talked about from their new friends. As they experienced their personal experience, it could make a warm welcome from their buddies, they their buddy became more interested and did felt comfortable in having chat with their the same instead of only copying the new friends. Some students were unlucky famous culture on the internet as most of the for having a passive partner in the online students did. instruction so that it demotivated their Even though online learning willingness in joining the program. promotes autonomous learning, in this case, Therefore, it was essential for teachers to all of the students believed that the teacher make sure that each student had a good still took an important role during the
95 | National Conference on Teaching Innovation 2019 program. The students convinced that they program, it was found that making friends needed teacher's instruction about what to from overseas is the most attractive aspect do during the online program. However, which makes the students stay in the one student thought that he/she actually program. Putting students from other could still accomplish the program without countries will push the students to use the teacher's assistance. English only during the program. It will The last, these eight students stated that give them the real experience of their biggest challenge in completing this communication. In the same time, when the online course regularly was the schedule. students realize that they find difficulty in As university students, they claimed that using English to communicate, they will they had a lot of assignments to do. then learn it based on their needs. However, Therefore, allocating specific time to work this plan will only work well if both sides on an online assignment could be have the same interest in making frustrating. Fortunately, it was great to communication. Also, choosing a topic know that some students made the initiative which is connected to the students' to arrange a special schedule about when experience is considered as interesting they should access the program. It showed materials that make the students enjoy the that besides flexibility in term of time, program. Thus, the course designer should online learning was also promoted not only focus on the materials but also autonomous learning that the students should deal with some instruction which might have good time management toward may cover students' personal experience. their learning responsibility. As the students realize that by mastering English, they can access more CONCLUSION AND SUGGESTION information from the foreigners, they will Despiting its advantages, we cannot become more interested in learning the deny the fact that the number of dropout language, will discover their weakness in students in the online course is high. using the language, as well as will learn Therefore, it is essential to understand the independently the materials they want to aspect that the students like so that it is not know or the materials they need. only offering flexibility in term of time and Lastly, since online learning provides place but also providing interesting flexibility in term of time, it suggested that teaching and learning process for students. the teacher should teach the students how to By collecting data from 8 active develop their autonomy including students in the online cultural exchange managing time wisely.
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It is highly suggested that the online Serdyukova N. and Serdyukov P. 2013. Student Autonomy in Online Learning. In course designer uses buddies or participant Proceedings of the 5th International from overseas who have the same level of Conference on Computer Supported Education (CSEDU-2013), p. 229-233. English proficiency so that they can learn DOI: 10.5220/0004353102290233, ISBN: 978-989-8565-53-2. from one another. Also, conducting further research with more respondents is Susilowati, Endang. 2008. ESP AS AN APPROACH OF ENGLISH suggested to probe the students' attitude LANGUAGE TEACHING IN ITS. Jurnal Sosial Humaniora. Vol 1. DOI during the online cultural exchange 10.12962/j24433527.v1i1.680. program. Willging, P.A., Johnson, S.D. 2009. Factors that Influence Students’ Decision to REFERENCES Dropout of Online Courses. Journal of Asynchronous Learning Networks, Asmah, mehmet. 2018. Integrating Technology Volume 13: Issue 3 115 (Previously into ESP Classes: Use of Student Response published in JALN, Volume 8, Issue 4). p. System in English for Specific Purposes 115-127. instruction. Teaching English with Technology, 18(3), p. 86-104,
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Kusni. 2013. Reformulating English for Specific Purposes (ESP) in Indonesia: Current Issues and Future Prospects. SELT Proceeding. ISBN: 978-602-17017-1-3. p.36-48
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Martinez, Margaret. 2003. High Attrition Rates in e-Learning: Challenges, Predictors, and Solutions. The e-Learning Developer's Journal, July 14. Retrieved from www.elearningguild.com Packham, Gary & Jones, Paul & Miller, Christopher & Thomas, Brychan. 2004. E- learning and retention: Key factors influencing student withdrawal. Education + Training. vol. 46. p. 335-342. DOI 10.1108 /00400910410555240.
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THE APPLICATION OF FLIPPED LEARNING APPROACH TO TEACH ENGLISH FOR SPECIFIC PURPOSES (ESP) OF NURSING
Tiyas Saputri Universitas Nahdlatul Ulama Surabaya [email protected]
Abstract: Teaching English for Specific Purposes (ESP) of Nursing via the Flipped Classroom has evolved into an undeniable popular pedagogy, driven by the momentum of many English teachers of nursing across the world that have embraced the idea. These passionate educators are making a meaningful difference in how students learn, and enhancing learning outcomes in the process. This evolution has also been made possible because of the unprecedented capabilities of modern digital technology, the Internet, the World Wide Web and E-learning Moodle. Upon this framework, an ever-expanding array of powerful software has been made available. Furthermore, in the current decade, mobile technologies like tablets and smartphones have fundamentally altered the ease and convenience with which students and teachers can access digital content. This paper investigates the efficiency of the application of the Flipped Classroom pedagogy in an English for Specific Purposes of Nursing class by analyzing the findings of the presented literature review regarding the Flipped Classroom pedagogy, examining the benefits of this strategy, demonstrating the author’s qualitative reflections based on personal pedagogical experience which will suggest ways to implement the FC pedagogy in an ESP module of Nursing and finally the paper will examine the challenges that may be faced and ways to overcome them. Keywords: Flipped Classroom, Technology, Active Learning, Creativity.
1. Introduction what may engage the 21st century students. Teaching English for Specific Purposes Trucano (2005) asserted that Information (ESP) of Nursing to undergraduate nursing and Communication Technologies students in universities where English is the empowers both teachers and learners language of instruction is of paramount making the classroom student-centered and importance to these students, as not not teacher-centered. Moreover, the quality mastering academic English will be a of graduates nowadays needs to be hindrance in their ability to study in their enhanced, as they cannot be just vessels to vocational areas, so mastering the English be filled with information from the teacher, language prepares students to meet the but they should be able to analyze demands of their faculties. With today’s information and conduct research. As millennial students who belong to the Evseeva (2015) observed there is a virtual world, using a pedagogy that is “transition from “education for life” to tailored to their interest is essential for its “lifelong learning” which is understood as success, as embracing digital learning is
98 | National Conference on Teaching Innovation 2019 continuous and self-motivated search of engagement in active learning using higher knowledge for different purposes either order thinking tasks (application, analysis professional or personal.” Thus, there was a and synthesis) and clearing misconceptions need for a new teaching pedagogy that via discussing major issues with teacher and changes the role of the teacher from a peers. knowledge disseminator to a learner coach The aim of this paper is to evaluate the and helper. effectiveness of the implementation of the The Flipped Classroom approach appeared Flipped Classroom pedagogy in English for in the year 2000 by Lage, Platt and Teglia Specific Purposes of Nursing class at and then has been developed and made Nahdlatul Ulama University of Surabaya, popular by two high school chemistry Indonesia. It will start with a literature teachers Jonathan Bergmann and Aaron review of the previous studies on the Sams (2012) who first used it to overcome Flipped Classroom approach; then, it will the need to give after school help to student illustrate the research methodology used; athletes to be able to grasp what they next, it will discuss the benefits of this missed while they were absent attending pedagogy; afterwards, the paper will competitions. It was started in the Fall demonstrate guidance and recommendation Semester (2015) at the British University in for a Flipped Classroom application based Egypt when the Head of the English on the author’s personal experience; and Department Professor Shadia Fahim finally, it will examine the challenges that suggested piloting this new pedagogy to may be faced and ways to overcome them. enhance students’ learning. Strayer (2012) stated that students in this Flipped mode are Literature Review introduced to course content outside the Many research studies have been conducted classroom and then engage in content at a on the efficiency of the Flipped Classroom deeper level inside the classroom, as pedagogy. O’Flaherty and Philips (2015) “interactive technologies made it possible conducted a scoping review and their for educators to qualitatively results indicated that the Flipped mode of reconceptualise the teaching and learning learning leads to students’ improved dynamic.” In other words, this Flipped academic performance, increased Classroom approach inverts the traditional satisfaction of teachers and students and the lecture mode classroom by having students development of lifelong learning abilities learn course content outside class while together with other 21st Century skills. freeing class time for hands on activities,
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Moreover, Roach (2014) implemented this satisfaction and participation in the learning approach on a partially FC microeconomic process. Furthermore, Tally (2013) used the course over one semester and recorded FC mode with undergraduate psychology students’ perception regarding this FC students and the results demonstrated an pedagogy and the results showed that they increase in the students’ final grades which were in favor of this pedagogy and that the shows the positive effect of the FC strategy instructional design is beneficial across on their academic performance. student groups. Similarly, Elliot (2014) Several other research studies have been analyzed using a survey and reflective conducted to test the efficiency of the FC statements a FC sophomore – level strategy and their results are promising information technology course and his (Butt 2014; Davies et al., 2013; DeGrazia et results indicate that at the beginning of the al., 2012; Findlay-Thomson & course the students were just receptive of Mombouquette, 2014; Mason et al, 2013; the concept of the FC; however, by the end Mclaughin et al., 2013; Tune et al., 2013; of the course there was significant Wagner et al., 2013). In this FC mode of satisfaction with this FC pedagogy. learning students were better prepared for Furthermore, Gilboy et al. (2014) class (DeGrazia et al., 2012; McLaughlin conducted the FC pedagogy on two et al., 2013); were more engaged, undergraduate nutrition classes and the enthusiastic and motivated (Butt, 2014; majority of the 142 students in the results of Davies et al, 2013; McLaughline et al, 2013; an evaluation survey was pleased with this Wagner et al, 2013), scored higher grades new mode of learning and preferred it to the (Mason et al., 2013; Tune et al., 2013); were traditional pedagogy. He asserted the more eager for cooperative learning (Strayer, success of this education strategy for both 2012); became personalized learners students and instructors. Moreover, (Bergmann & Sams, 2012; Davies et al., Evseeva and Solozhenko (2015) 2013) and proficiently adopted problem- implemented this approach in a language solving skills (Mason et al., 2013). On the class and the results were that students’ other hand, only a few studies had different motivation developed and their academic results. Fassbinder et al. (2014) conducted performance was enhanced. In addition, an experiment using this FC strategy and Hung (2016) conducted a study on English the results indicated that the participants Language learners using the FC pedagogy were at first motivated and engaged, but and the results indicated improved learning eventually this diminished, as students outcomes and increase in student found difficulty in creating patterns of
100 | National Conference on Teaching Innovation 2019 regular study and needed instructors to send ways to implement the FC pedagogy in an them messages to persuade them to ESP module of nursing and finally it will complete their flipped pre-classroom tasks. examine the challenges that may be faced In addition, Al Zahrani (2015) implemented and ways to overcome them. According to the FC approach and his findings indicate the aim of this study the research objectives that this approach may “promote students’ are as follows: creativity especially with regard to fluency, To evaluate the effectiveness of the Flipped flexibility and novelty.” However, students Classroom approach in an English for faced various difficulties because they were Academic Purposes module. not well prepared for this change in the To demonstrate recommendations and learning strategy. Moreover, Strayer (2012) guidance for implementation of this Flipped conducted a study using the Flipped Classroom pedagogy based on actual approach in an introductory statistics experience. To examine the challenges that university course, but students were not may face educators in application of the content with the structure of presenting Flipped Classroom approach. Advantages course tasks in the FC mode, but this of the Flipped Classroom approach. pedagogy enhanced their cooperation, There are various advantages of the innovation and task orientation. FC approach. Firstly, it allows students to be Furthermore, Atteberry (20130 conducted a exposed to the Constructivist (in- class) and 3-year study at a Harvey Mudd College the behaviorist (outside the class) principles and the preliminary data suggested that of learning (Hawks, 2014). This is because there was no difference in students’ students outside class get the foundational outcomes. accredited content that is required in the behaviorist learning theory which should Research Methodology include lectures, tutorials and drills which This paper will further investigate the are all teacher controlled (Hawks, 2014). efficiency of the application of the FC On the other hand, the Constructivist pedagogy in an English for Specific learning principle is based on cascading on Purposes of Nursing class by the analysis of the students’ previous knowledge and their the findings of the above literature review taking responsibility for their own learning of the FC pedagogy, examination of the so that a teacher is no longer as King (1993) benefits of this strategy, the author’s described a ‘sage on the stage’, but he/she qualitative reflections based on personal becomes a ‘guide on the side’. pedagogical experience which will suggest
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Other learning theories that the FC Kanuka , 2004; So and Brush, 2008). In pedagogy builds on as Lowell and Verleger other words, in class students will be (2013) maintained include student-centered involved in applying the content they learning, problem-based learning and peer- learned before class via active learning assisted learning (as cited in Elliot, 2014). tasks that include as Davis (2013) stated Secondly, FC strategy allows students to “collaborative activities and peer learning, access content 24/7 allowing them to learn which is reflective of how the systems new concepts on their own time. In the analysis and design process is conducted in traditional class some students would be too a real world environment”( as cited in Elliot, shy to stop the teacher if he/she is going too 2014). That is to say, students in class are fast, but in the FC mode students can pause involved in critical thinking, discussion, and rewind the video until they master problem-solving, communication and content (Bergmann and Sams, 2012). feedback which are all key vital Moreover, if a student registered late, competencies needed in the actual world he/she can view the videos and be able to especially in the workplace. These in-class follow up with the rest of the class or in activities should allow students to use their cases when students are sick or are unable higher-order thinking skills that were to attend class for one reason or the other, mentioned in Bloom’s Taxonomy (1984) they could easily grasp the course content which include analysis, synthesis, from the videos and material that they have evaluation and creation. Fifthly, the FC at their fingertips on e-learning. Thirdly, pedagogy gives students ownership of their teachers could easily monitor students’ learning as the onus of learning is placed on progress from the e-learning dashboard the students. This occurs in the FC mode of which will show the questions that most learning because “marrying the students were unable to answer correctly technological tools and asynchronous which will enable teachers to identify the content delivery used in a [FC] with a knowledge gap that needs more student directed approach to deciding what clarification, so that they could address is learned can create an environment in these problems and misconceptions in class which curiosity thrives”( Bergmann and via hands-on activities and thus students’ Sams, 2012). This environment empowers incorrect notions are alleviated. Fourthly, students, as they are responsible for their class time is spent in engaging in content at learning which gives them a driving a deeper lever, thus creating “learning intrinsic force to learn, as this is not an connected communities” (Garrison and extrinsic outside enforced power placed by
102 | National Conference on Teaching Innovation 2019 their teachers who are no longer the center of the class, but are just facilitators helping students retain their knowledge, monitoring assignments. Therefore, the FC mode will students’ progress, boosting their give students the “opportunities to choose confidence, maintaining their motivation the tempo, speed and the volume of the and giving them feedback (Marsh, 2012). content that they need to study” (Evseeva This new teacher role should be clearly and Solozhenko, 2015). All the above explained to instructors before they start mentioned advantages motivated using this new strategy. Sixthly, the on-line universities and schools to adopt this FC and in-class discussions and forums that the mode. students participate in, lead to the Implementation of a Flipped development of their speaking skills which Classroom in English for Specific Purposes helps them in mastering the language of Nursing Module (Evseeva and Solozhenko, 2015). Last but Before examining the not least, the FC pedagogy addresses implementation of the FC pedagogy in an students’ differentiation with regards to ESP module of Nursing, it is essential to language competence, learning style, compare between the traditional classroom language learning pace, as they will differ and the FC which could be perceived in the in their ability to grasp the content material following chart: of the module and also in fulfilling
Fig. 1: flipped classroom activities (adopted from Bishop & Verleger, 2013)
As is perceived in the above chart the FC ‘instructional activities’ where they are method is a student-centered learning involved “in doing things and thinking theory that advocates interactive classroom about what they are doing.” In other words, activities which include practical activities class time is dedicated for review, assessing based on active learning. Bonwell and students’ level of retention and Eison (1991) asserted that active learning understanding of the course material rather occurs when students are provided with than having the teacher repeat the lecture
103 | National Conference on Teaching Innovation 2019 content in class as in the traditional mode of learning and students can attempt them teaching where the teacher-centred theory many times and get immediate feedback is applied. The traditional mode as is about questions that are incorrectly illustrated above prescribes explicit answered. These quizzes are not graded to instruction methods that take place in class erase the fear of penalty, as students do not and at home students work on their lose marks if they make mistakes; however, assignments which usually are difficult for they are considered part of the students’ weak students who are unable to follow the attendance. Teachers can monitor students’ teacher in class and therefore fail to do them answers to identify problems before the at home. The FC mode solves this problem class. When some of the students do not because weak students could watch the watch the videos or attempt the follow-up videos or read the assigned material more quizzes, they are sent warning e-mails to than once and the assignments are persuade them to do so, or else they are attempted in class with the help of the barred from submitting their final teacher who explains difficult concepts that assessments. Students are asked to take some of these students may be in need of. notes while watching the videos and to write The Flipped Classroom pedagogy questions to bring to class for discussion. could be implemented in an English for This is an important component of the FC Specific Purposes Module as follows: pedagogy because in the third semester that Pre-Class Tasks this strategy was piloted at the Nahdlatul Two videos or screencasts: Each Ulama University of Surabaya, Indonesia, video/screencast is 10-15 minutes long to some students when asked a question about minimize student boredom and distractions. the pre-class videos mentioned that they These videos could be either selected from forgot the content that they watched because YouTubeEDU or created via Screenomatic they were not requested to take notes or if the available videos are not properly write short summaries and bring them to designed to fit the module’s intended class. Raths (2014) advocates the WSQ learning objectives. A short self-practice framework which stands for Watch, interactive quiz following each video Summarize and Question. This framework comprising true or false, multiple choice or if embraced by students will enable them to fill-in-the blank questions. These questions underpin their academic proficiency and are simple, as students are able to answer, if achieve their full potential. they understand the content of the video. A book chapter or evidence-based The video and quiz are uploaded on e- journal article: these are varied in their
104 | National Conference on Teaching Innovation 2019 complexity and students are asked to read These quizzes are graded because as Toto them to expand upon the content of the (2009) asserted that students need the recorded videos. ‘carrot and stick approach’ to persuade English Word of Nursing term List them to consume the course material before activities: students are requested to attempt class when they know that they will be these interactive exercises to expand their grades on whether or not they have nursing vocabulary. They are also attempted these pre-class tasks. requested to use the English Word of Think-pair-share exercise (15 Nursing term that they learn in their writing minutes): this includes a discussion of a assessments. problem that students try to solve first In-Class Tasks individually and then they share the Question and answer discussion solution with their pair. (10-15 minutes): this takes place at the start Group-work hands on activity (30 minutes): of each class to verify that students have this is designed to engage students to watched the videos and read the required collaborate together in a group activity to material. Students must have their questions practice and apply the content that they and notes to participate in the discussion. acquired before class. The activity should Students sit in groups and discuss together require higher order thinking skills of the questions that they have with them. synthesis, evaluation and analysis. Teacher monitors and then a whole class Group presentations (10 minutes): discussion is conducted to answer students’ this was piloted to allow students to give a difficult problematic questions. two minute mini-presentation about one of In-class formative quiz (10-15 the difficulties that they face when giving a minutes): this is usually designed using presentation. They have to research the Socrative as students attempt these quizzes matter and take part in a forum discussion using their mobile phones and teachers get prior to their presentation. Teacher an access point to enable students to access monitors and gives feedback to allow the internet via Wi-Fi. The Socrative students to be better prepared for their Final quizzes are interactive and are marked Presentation. automatically, so teachers receive the After-Class Tasks students’ grades in class on the screen. Research article (summative These quizzes are designed to test the assessment): This is a problem solution students’ knowledge retention of the essay in which students analyze the causes material that they acquired before class. and effects of a problem, evaluate previous
105 | National Conference on Teaching Innovation 2019 solutions and persuade the reader with their he/she should have understood and best solution. This is undertaken in a Web interpreted the course material and reached Quest. Hung (2015) argues that structuring the intended learning objectives to be able the Web Quest in five essential elements to generate narration in his/her video for namely, Introduction, Process, Task, example the topic is about injection. The Evaluation, and Conclusion “is an effective students should create role play video about active learning strategy for flip teaching.” it with partner. The students must use the new nursing The above tasks were divided vocabulary that they developed. evenly throughout the 13 week semester to Journal article review: Students use avoid unnecessary overload or busywork the academic vocabulary that they acquired for the students who had other projects and from the English Word of Nursing List in quizzes in their faculties. It is important to reviewing and critiquing a journal article highlight that the above tasks should be focusing on current course content and to carefully prepared so that they are all demonstrate that they have reached the aligned together to have a synergistic effect intended learning objectives of the module. in which the whole is greater than the Presentation Forums: This is where combined parts and that they all work students discuss solutions to the problems together to help students achieve the they face while giving presentations. intended learning objectives of the module Discussion Board: This is where students by the end of the semester. post questions to their teacher or to their peers to help them if they find difficulty Results and findings while watching the videos or reading the To find students’ opinions regarding the FC posted material. strategy, an end of semester Forum was Recorded video at the end of the conducted and the following questions were semester: Each student records a video of asked: himself teaching the intended learning What did you like about this semester? objectives that he acquired in this module to What did you not like at all? an imaginary class (Tally, 2013). The How did you feel about the online classes? teacher watches the video and gives Did you like getting the lectures at home? feedback to the student on parts that need to What do you think could be done to make be reviewed or omitted due to the experience more enjoyable? misunderstandings or misconceptions. In The majority of the students’ responses order for the student to record this video were positive regarding their satisfaction
106 | National Conference on Teaching Innovation 2019 with the Flipped Learning Classes as seen in Challenges that Face the Flipped the following feedback of some of the Classroom students: Some students do not have internet Positive points of this module: first, access. In this case teachers should burn the the online classes are providing me more videos or screencasts on DVDs or save skills and experience which improve the them on a flash pen and prepare copies as a face to face classes. Second, the technique plan B for such students to avoid creating a of teaching as a very active teacher in the divide between students who have and do class by using diverse teaching methods to not have internet. make the class motivating for us. Flipping the classroom can never This English level was the most guarantee that students will watch the pre- level I did benefit and learned from. I liked class videos or read the pre-class material. how we learned in class by doing activities. However, if attendance or grades are linked I enjoyed how the lecturer made us learn with these pre-class tasks, students will many things in the same time without definitely attempt them eagerly to get the getting bored in class. grades. It is important to point out here that Online classes are better because quizzes grades should not be spurious and awarded can be done at any time students are free in. for just submitting an assessment or Also to learn lectures and be prepared attempting a quiz, but should be based on before class is a good way to learn. the quality of the students’ work. The flipped classroom is really beneficial as Some students do not like to go on-line or it is a reference for me to check whether I work in groups because they prefer to work am working on the right track or not. alone. This could be overcome if students The things that I do liked this semester the understand the rationale behind the decision online classes were effective and easy to be to use the FC mode of teaching. At the understood. beginning of the semester when this new What I liked in the course, first, your way FC strategy was piloted at the Nahdlatul of teaching as a very active teacher in the University of Surabaya, Indonesia, a role class by using different teaching methods to play video was developed to explain to the make the class interesting for us. Second, students this new teaching approach. It was the online classes are providing me more very beneficial as it clearly described the skills and information which enhance the FC strategy, the student role and the face to face classes. teachers’ role as well.
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Course tools and materials are sometimes References not sufficiently or properly prepared. It is A., K. (1993). From Sage on the Stage to Guide on the Side. College Teaching, therefore imperative to prepare “effective 30-35. teaching and learning activities to ensure Al-Zahrani, A. M. (2015). From Passive to the students’ proficiency and engagement, active: The impact of the flipped which in turn, may aid the promotion of classroom through social learning platforms on higher education creativity (Al-Zahrani, 2015). A suggested students' creative thinking. British tool to do so is to have teachers use the Journal of Educational Technology Vol. 46 No. 6, 1133-1148. Felder-Soloman Index of Learning Styles questionnaire which will enable them to Atteberry, E. (2013, 10 22). Flipped Classrooms May not have any Impact identify the students’ learning styles on Learning. Retrieved 2013, from according to the following four scales: USA Today: http://www.usatoday.com/story/news visual/verbal, sensing/intuitive, /national/fliped classrooms- active/reflective, and sequential/global, effectiveness which will help them to decide which Bergmann, J., & Sams, A. (2012). Flip your material to use while preparing for the classroom: Reach every student, in every class, every day. Oregon: material for the module. Courtney Burkholder. Bloom, B. (1884). Taxonomy of educational objectives. Boston: Allyn and Bacon. Conclusion Bonwell, C., & Eison, J. (1991). Active The FC strategy has been widely used in Learning: Creating Excitement in the universities to increase students’ Classroom. Washington, DC: School of Education and Human performance, enhance their engagement, Development. improve their problem-solving techniques, Butt, A. (2014). Student Views on the Use and develop their collaboration abilities and of a Flipped Classroom Approach: foster student-teacher and student-student Evidence from Australia. Business Education & Accreditation, 33- 43. interaction. This paper has endeavored to add to the literature of the FC pedagogy in Davies, R. S., & Ball, N. (2013). Flipping the Classroom and Instructional its analysis of the efficiency of the FC mode Technology Integration in a Colleg- of teaching in English for ESP Nursing Level Information Systems Spreadsheet Course . Education Tech class. Future research is needed to test its Research Dev, 61., 563-580. effectiveness when used in other modules Davis, K., Gillette, L., & Robert, J. (2013). that do not include languages. How to Ensure That Students Prepare for Class So That Class Time Can Be Used for Deep Learning. Lilly
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International Conference on College Glen, B. (2012). Inventing the Flipped Teaching. Ohio: Oxford. Classroom. International Society for Technology in Education, Learning DeGrazia, J. F. (2012). Incorporating and Leading with Technology. Hao, Screencasts into Chemical Y., & Lee, K. S. (2016). Computers Engineering Courses. ASEE Annual in Human Behaviour. Vol.57 , 250- Conference & Exposition. Atlanta. 260.
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"SPEAK UP AND APPRECIATE!" GAME: TEACHING ENGLISH FOR ELEMENTARY SCHOOL STUDENT
Adhy Putri Rilianti, Ahmad Haikal Asy Syauqi STKIP Al Hikmah [email protected]
Abstract: The industry 4.0 era is approaching and it is important to prepare primary school students for it. Some of the skills needed are English mastery and technology along with strong character. For primary school students, English should be taught integrated with games. This study aimed to describe the application of one of a game used for teaching English, “Speak up and appreciate!” This study is a literature review by nature which data came from several books and journal articles. “Speak up and appreciate!” is suitable for primary school students. Students were highly confidence when they were given chances to speak. In turns, appreciation should be given to any students who dare enough to speak. The form of appreciation could in verbal or nonverbal form. By applying the game, students felt safe and were encouraged to speak. Self-confident is an important character in facing the industry 4.0 era. Keywords: speak up, appreciate, teaching English, primary school
INTRODUCTION As well as knowledge, personality Industry 4.0 revolution was running development is very important at this stage. and infuencing human life. Many works can Elementary education aims that be done by machines. Technology student must have a tough character. Be developed so fast. Does it influence confident is one of the important character. education field? Yes, of course. Many Children who enter the school stage will books are digitalized. Many lessons are meet new friends, new teachers, and new taught by online learning. It happens in environment. They will adapt to the new elementary school too. But there is more relation. Elementary school teachers should important thing that elementary school know this condition and they have to build student should develop their personal a comfortable learning process. Being character and social environment. In appreciative is a way for bringing this Indonesia, elementary school education comfort atmosphere. Not only teachers but aims for basing intelligence, knowledge, also students should not lazy to give personality, good moral, life skills to be appreciations. autonomous, and for continuing to the Elementary school student in higher school as stated in “Peraturan Indonesia is approximately 7 until 12 years Pemerintah No. 19 tahun 2005”. Basic old. At this stage, they develop their social knowledge should be taught at this phase. relationship. When they turn 9 years old,
111 | National Conference on Teaching Innovation 2019 they like to spent the time with their friends, demands knowledge of language and they like to talk more, and they often praise discourse, a sound mastery of the sub-skills their mates (Allen & Marotz, 2010). They of speaking and also a good command of communicate better than the previous stage. communication strategies (Surkamp & Otherwise, when it is not supported by a Viebrock, 2018:110). Espescially in good environment, they will be shy to have Indonesia’s elementary school, English is conversation with others. second language, so that students have to Communication skill is also one of learn harder. Teacher should provide a the important skills for facing industry 4.0 communicative and comfortable learning revolution. We need to know how to for making students be motivied. As Scott interact with people all over the world and (2009) stated that “... as the children spend speaking skill is the basic skill we have to more time in their English-speaking learn. As we know that English is an environment, they will develop a wealth of international language so that students grammar and vocabulary knowledge that should have this competence. As Medwell, we need to consider when teaching”. et al (2009) said that talk is central to the The goal of English speaking learning primary curriculum and particularly is student can speak fluently and important in English. Talk is central to the confidently. “As speaking is highly primary curriculum and particularly complex, being able to speak fluently and important in English. “Encouraging accurately does not follow naturally from children to listen carefully and become grammar, vocabulary and pronunciation confident speakers in a wide range of instruction. In order to become a fluent different contexts will provide them with a speaker of a foreign language, plenty of strong foundation for communication in the practice, meaningful repetition and some broadest sense, as well as establishing a level of automatisation are crucial” framework for the teaching of reading and (Surkamp & Viebrock, 2018:109). Students writing” (Medwell, et al, 2009:28). Because have to practice more and more. Mistake is of this importance, teaching English allowed for letting the students speak speaking skill in elementary school has to anything. But teacher need to correct for provide a comfortable learning to students. better achievement. For motivating English Speaking Learning students, teacher should appreciate their Speaking is one of branch in English efforts. Student will be happy when they learning which is base of communication can speak fluently and they will be happier skill. Speaking is a competence that if they are respected.
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Teaching English speaking can be Appreciation done in many ways. Dumais (2014) said Appreciation is human mental that English speaking could be taught by needed. Robbins (2007) said that game, stories, songs, videos, and apps. appreciation is the most important aspect of Teaching English speaking skill by playing fullfillment and happiness that also a key of game provide the learners to practice success. In his article, he wrote that U. S. directly. Communicative games are useful Department of Labor stated that lack of for practicing various aspects of intonation, appreciation is the most reason of why syllabification, stress, and so on. (Diaz- people leave their jobs, in rate 65%. In line Rico, 2013:150). Speaking can also be wtih Robbins, Taran (2012) also stated that integrated with listening and reading skill, “Appreciation is a pillar of happiness and for instance students reading a story then one of the fastest ways to shift a student’s they are asked to retell or give a comment. mood and perspective”. So, for keeping “Inviting storytellers and community elders student’s mood, teachers should not lazy to to tell stories in class provides rich stimuli; giving appreciation to their students. and when the visitors are gone, the students “Being appreciative, expressing appreciation, and receiving can finish these stories to continue the appreciation have got to be entertainment” (Diaz-Rico, 2013:148). among the most obvious skills one would seek to learn. Why? Students will be more creative by learning Because everyone loves to feel with this method. appreciated—it brings out the best in people and makes them Assess speaking skill is a challenge act nicer, perform better, and because of its varied criteria. Interactive feel better about themselves. When people feel appreciated, conversation is the most common shape of they are on top of their game; speaking but assessing this is difficult they are creative, resilient, loyal, and generally fun to be around”. enough because of the performative, (Carlson; Robbins, 2007: viii). emotional, and creative aspects of language use like jokes, storytelling and word-play Appreciation is not only saying that are the vital ingredients of this kind of positive words but also expressing interest. interaction (Surkamp & Viebrock, 2018). Giving applause, smiles, thumbs up, and International English Language Testing shaking hand are also appreciation. Other System (IELTS) is the world’s most appreciation is present, such as school popular English language test which the equipment, meals, and so on. criteria are fluency and coherence, lexical Appreciation and confidence are resources, and pronunciation. related. Appreciation will help individuals
113 | National Conference on Teaching Innovation 2019 gain confidence about their dreams and expressed. Confidence can be seen by these how to fullfill their goals” (Robbins, 2007). following behaviors (Kuhnke, 2016:15). Teachers should give appreciation to their 1. Posture: upright, chest expanded, head students for enhancing students; confidence. lifting upwards from the crown, chin “... appreciation often stimulating, fostering, held in a horizontal position, the and encouraging a better attitude.” (Shearer, sensation that the shoulder blades are 2006:xv). Not only teachers, students can meeting at the spinal cord and melting also give appreciation to their mates. Being downward. Wight evenly distributed. appreciative students can make the school 2. Eye contact: when speaking, look at the environment are comfort. other person 45-75% of the time. When Other advantage of appreciation is listening, aim for 65-85%. Too much eye that appreciation will motivate students and contact can make a person look strengthen the togetherness. “Appreciation defensive or threatening. Too little for a job well done can bring someone to indicates signs of discomfort including peak performance and it will help to turn a shame or shyness. collection of people to team” (Shearer, 3. Facial expressions: think “Calm. Open. 2006). Orr & Cleveland-Innes (2015) also Positive.” A warm smile welcomes said that appreciative leaders empowered to others into your arena and makes you innovate, created what is needed to move appear in control of your environment. forward, and trust to their staff. In school Avoid big, toothy grins, as they can field, appreciative students can be defined make you appear more comic-like than as students who have spirits to move confident. forward and trust to their friends. 4. Gestures: contain your gestures. Be in Reiteration of appreciation in a different command of your movements. Keep setting will strengthen people relationships them simple and clear. Gesturing higher (Shearer, 2006). Based on those theories, than shoulders implies a lack of control, appreciation can strengthen the teammate. while gesturing below the waist indicates a lack of interest. Student’s Confidence Confidence is about someone METHOD faithness to make a decision or doing This study aims to describe how anything. In this article, student’s “Speak Up and Appreciate!” Game works confidence defined as students’ stability in in English speaking learning, especially in English speaking. Confidence can be
114 | National Conference on Teaching Innovation 2019 elementary school. This study use literature applause. These are many examples of review from many books and journals. good expressions. “Good work!” RESULT AND DISCUSSION “Good jobs!” “Speak Up and Appreciate” Game “Well done” “Speak Up and Appreciate” Game is “Thank you, this is the best solution” a kind of game to teach English speaking “Extraordinary!” for elementary school. As Medwell, et al “It is amazing!” (2009:29-31) stated that teacher can use 6. When the chosen student is false, the many activities to encourage talk for the student who is on the left side of the early years learners, such as rhymes, chosen student should give a positive sensory play, imaginative play, storytelling comment to motivate the chosen and traditional stories, and puppets. “Speak student and help him/her to answer the Up and Appreciate!” Game is applied in a right one. When he/she cannot answer whole class by teacher’s guide. It can be the right thing, teacher has to say a applied at all grades. The higher grade use positive feedback then teacher chooses the more complex word, phrase, or sentence. another student who has not be chosen These following steps describe how the yet. game is played in the fourth grade. 7. The game runs until some or all 1. Teacher says that all students could students speak. speak up when he/she is given a chance 8. All students have to obey the rule. to speak. This game can be modified into a 2. Teacher says that students should say a small group that consists of 3 to 5 students. word about things in the classroom. But, teacher should be sure that there is a 3. Teacher chooses a student who should leader who has high skill of English say a word about things in the speaking so that he/she knows when there classroom. is a mistake. “An encouraging classroom 4. The chosen student says a word about climate helps students to feel confident, to classroom. speak freely and make mistakes, and to 5. When the chosen student is true, the believe that their way of speaking is student who is on the right side of the respected and their opinions are taken chosen student should appreciate with seriously” (Diaz-Rico, 2013:147). How a good word then all students give about the grammar? Is it a mistake? At the beginning learning or grades, grammar is
115 | National Conference on Teaching Innovation 2019 not the focus, but at older classes, grammar Clarification checks may be interjected mistake should be corrected. politely when communication is impaired. Teacher can give reward for the most Correction or completion by the teacher active or creative student and also may be given after the teacher has allowed punishment for the student who break the ample “wait time.” (Diaz-Rico, 2013:150). rule. Reward is also a form of appreciation. Every effort should be appreciated. Teacher can give a present, such as a Student will get high convidence ballpoint or a book. because they learn with no tense. Gaming is Teacher should not to teach speaking always happy. Elementary students are in a skill but also help student to be more stage of developmental life that in this skilled. “To teach speaking is to facilitate phase, they like to read and speak (Santrock, our students’ understanding of speaking 2011). By playing “Speak Up and processes and scaffold their development of Appreciate! Games, they can deliver their speaking competence in a systematic and ideas. theoretically- principled manner” Furthermore, student will learn some (Renandya & Widodo, 2016:157). Not noly social skills. They will learn to respect setting students in pair to have others because they have to give a positive conversation, but also giving them comment. They will feel how their friends’ understanding of speaking learning feeling when they are assessed by their urgencies and advantages. mates. Student will give high attention to By playing “Speak Up and the learning process. They have to be ready Appreciate!” Game, students will learn to when they are chosen. The students who are speak in English. They will think to create on the right or left side of the chosen student related words or creative sentences. As must have high concentration whether the Santrock (2011) stated that elementary chosen student is true or false. school student can organize many vocabularies when they hear just a word, CONCLUSION for example when they hear “dog”, they The research result was "Speak up will say “howl”, “bite”, “pee”, “fear”, and and appreciate!" Game is suitable for other words that describe dog. Their elementary school students according to the vocabularies will increase. They can speak synthesis in this study. Elementary students in good pronunciation. Student will also are given chance to speak so that they will learn which is right and wrong words or learn and produce the best word or sentences related to the themes. sentences. Students will get high
116 | National Conference on Teaching Innovation 2019 confidence because there are no tense. They Distributed Learning, 16 (4), 235- 240. are allowed to make mistakes. All their effort are appreciated. By using this game, Renandya, W. A. & Widodo, H. P. (Ed). (2016). English language teaching student will be sure that they can speak so today. Switzerland: Springer. that they get their confidence. Robbins, M. (2007). Focus on the good
stuff: The power of appreciation. San REFERENCES Fransisco: John Wiley & Sons. Allan, K. E. & Marotz, L. R. (2010). Profil perkembangan anak: Prakelahiran Santrock, J. W. (2011). Masa hingga usia 12 tahun, Edisi kelima perkembangan anak ‘Children’ (Terjemah). Jakarta: Indeks. (Terjemah). Jakarta: Salemba Humanika. Diaz-Rico, L. T. (2013). Strategies for teaching English learners. New York: Scott, C. (2009). Teaching children Pearson Education. English as an additional language. New York: Routledge. Dumais, T. (2014). How to help children speak English with confidence. Shearer, C. (2006). Everyday excellence: Accessed from Creating a better workplace through https://www.britishcouncil.org/voice attitude, action, and appreciation. s-magazine/how-help-children- Milwaukee: Quality Press. speak-english-confidence Medwell, J., Wray, D., Minns, H., Surkamp, C. & Viebrock, B. (2018). Griffiths, & Coate, E. (2009). Teaching English as a foreign Primary English: Teaching theory language. Stuttgart: Springer. and practice fourth edition. Taran, R. (2012). Building social and Wiltshire: Learning Matters. emotional skills in elementary students: The power of appreciation. Orr, T. & Cleveland-Innes, M. (2015). Accessed from Appreciative leadership: Supporting https://www.edutopia.org/blog/eleme education innovation. International ntary-social-emotional-curriculum-2- Review of Research in Open and appreciation-randy-taran
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TEACH READING COMPREHENSION AMONG EFL LEARNERS
Abdul basith1, Haris Dibdyaningsih2 STKIP Al Hikmah [email protected], [email protected]
Abstract: This paper concerns to know the teaching reading comprehension in EFL learners. It can be argued that there are many focuses in teaching reading. Teacher must be attention to the progress that students are having good attention and abilities to read. This paper will describe briefly the teach way of reading comprehension, the cognitive tasks involved in reading as well as the kind activities teachers use in teaching reading comprehension. Current research believes that lack of automaticity in “lower level processing” leads to poor-skilled reading. Moreover, most current types of interactive approaches to reading have taken a strong bottom-up goal to the processing of lower-level linguistics structure through extensive research of eye movement. The researcher believes that “most words are recognized before higher- level (non-automatic) context information can be used to influence lexical access. Keywords: teaching reading, reading comprehension, EFL learners INTRODUCTION they can get it from reading. Other, they did Since the first semester, I have not know how to read well. So, from those already taught the students in every things make the students difficulties in difference class. Starting by observing the reading. teacher when he or she was teaching the From the experiences above, I can students until I have to teach the students find some problems that happened on the there. I found a lot of experiences from that. students when they were comprehending The main thing that I had to focus is about the reading text. In term of reading, which how I had to teach the students well. is the focus on my article, it was showing Focusing how the teacher must be and also many cases in reading. However, I am how the teacher teaches the topic about in focusing this article to find the solution of the classroom. the problems that the English Foreign Further experiences also I got from Learners faced when they are my studying that started from 1st grade in comprehending the reading text. elementary school until 12th grade in Senior High School. There are a lot of problems • THE READING CLASS when I was studying about English, The reading class was divided into especially in reading skill. There are many integrated task reading class and causes why the students have the problems independent task reading class. Every in learning it. For example, students’ degree of the study has different action and motivation to know about something that focus. For example, in Indonesian the
118 | National Conference on Teaching Innovation 2019 students will have a national examination Reading is one of English language that must be finished at the end of the study skills that must be mastered for the learners. in every school. It shows the effects to the Listening, speaking, reading, and writing focusing of the main of learning that are regarded as the four fundamental skills teachers did in teaching their students. So, to acquire or learn a foreign language. The in every grade it will be different focusing reading skill is a need skill for mastering the of study. language because it has positive effects on To make students getting the vocabulary knowledge, spelling as well as understanding of the reading text, the the learners’ writings. reading class designed into interesting Reading is looked as an interactive class. The teachers also must be attention to process between the reader and the writer in this thing. We can not to expect that which the former has to understand the students will follow the study well. message of the passage and then to decode Reading is about understanding it. Moreover, it is a dynamic process in written texts. It is a complex activity which information from the text and involving both perception and thought. knowledge possessed by the reader interact Reading consists of two related processes: to can him to construct meaning before, word recognition and comprehension. during and after reading. Word recognition refers to the process of According to Wallace (1992), said perceiving how written symbols correspond that there are common problems usually to one spoken language. Comprehension is encountered by the teacher in reading the process of making sense of words, teaching activity: sentences and connected text. Readers 1. Vocabulary Mastering. typically make use of background In this part, the teacher’s teaching knowledge, vocabulary, grammatical mainly focus on the vocabulary. He found knowledge, experience with text and other difficulty thing in teaching reading. strategies to help them understand written Students found the new words that make text. So, the aim of reading is not only he or them un-understanding. she can read, but also comprehend the written text about. According to Brown 2. Grammatical (2000) said that in foreign language This side showed the students’ problem in learning, reading is likewise a skill that grammar, especially in arranging the teachers simply expect learners to acquire. sentence. The learners still confused how to make a good sentence well.
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application of each paragraph is determined • LITERATURE REVIEW by the previous application of each READING DEFINITION sentence which is the result of interpreting Reading is exactly a comprehending each word, and others. process. We read to understand what the `Top-down` approach is in direct writer wrote in the text. Reading is also an opposition to the 'bottom-up' model. interactive process. There a lot of theories According to Nunan (1991) and Dubin and dealing with reading comprehension, Bycina (1991), the psycholinguistic model different writers have given their of reading and the top-down model are in contribution to this important aspect of exact concordance. Thus the 'bottom-up' language learning. Since the focus of this standpoint is that comprehension begins paper is reading comprehension problems with more general aspects such as: the title, as the English as Foreign Learners (EFL), the basic idea of each paragraph, etc; and we are going to explain two important subsequently, goes into smaller linguistic approaches: 'bottom-up' and 'top-down`. units. In this way, this type of processing is `Bottom up` theory is the traditional principally based on the prior knowledge standpoint that has been used to understand the speaker has and in the communicative the reading comprehension process. situation. Thus, in order to understand a According to Nunan (1991), reading in this message, first we have to understand a viewed is basically a form of decoding a paragraph then later turn to the sentences series of written symbols into their aural and words that make up the message. Top- equivalents in the quest for making sense of down may allow the understanding of an the text. It is based on the smallest linguistic ambiguous text because it activates high units of a text from which particular level schemas that guide the reading knowledge schemas are activated. In this process. Thus, it is very important to use the view, the comprehension process starts prior knowledge and reader expectations in with words (their pronunciation, semantic the comprehension process. value, morphology, etc.), which later give According to Grabe (2009) listed access to more extensive units (syntaxes, some processes of reading; sentences, paragraphs) and finally to 1. A rapid process interpret the whole of the text. 2. An efficient process Based on this approach the whole 3. A comprehending process message of the text is considered the sum of 4. An interactive process the information in each paragraph. The 5. A strategy process
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6. A flexible process for every word neither to analyse 7. A purposeful process everything. 8. An evaluative process ▪ Extensive reading 9. A learning process Extensive reading refers to reading 10. A linguistics process that learners often do away from the classroom. For example, reading novels,
magazines, newspapers, article, etc. TYPES OF READING Extensive readers read for the sake of The reading skill can be divided into pleasure. This form is labelled as “joyful two main types. They are intensive and reading” by Rechard Day in 1998. Through extensive reading. extensive reading, the reader enriches his ▪ Intensive reading background knowledge and improve his Intensive reading refers to detail vocabulary. He also recognizes the spelling focus on the reading texts which usually forms. Therefore, the learner chooses his or take place in the classroom. It aims to her own book and reads at his or her place. develop the strategies of the learners. In this Then, the teacher has to guide learners to term, Nuttal (1962) claimed that the select books depending on their levels of intensive reading lesson is intended comprehension that lead to comprehensible primarily to train students in reading input. strategies. However, sometimes the learner
may prefer to read the text in which he or MOTIVATION AND PURPOSE she divides it into some parts then he or she A reader reads a text to understand its reads each part alone in order to meaning, as well as to put that comprehend it well. understanding to use. A person reads a text According to Palmer (1964), he said to learn, to find out of information, to be that on intensive reading, the learner entertained, to reflect or as religious focuses on using the dictionary in which he practice. The purpose for reading is closely has to analyse, compare, and translate while connected to a person’s motivation for reading texts. Therefore, the use of a reading. It will also affect the way a book is dictionary helps the learner to improve in read. We read a dictionary to different way his language learning process. Even this from the way we read a novel. In the may stop the learner’s reading speed. In classroom, teachers need to be attention to other opinion, the reading comprehension their students’ learning aims or needs, task for Harmer (2001) means not to stop
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including their motivations to read and the knowledge. All of these factors are purpose that reading has in their lives. important to different degrees, depending There are many ways to get students’ on the reading tasks. enjoyment in learning during the learning A reader’s knowledge of the world activity. According to Turner and Paris depends on lived experience. Reading tasks (1995), these are the activities that can be and reading instruction should be sensitive applied in learning activity in the to the types of prior knowledge that are classroom: needed for the reader to understand a text. • By talking to students about the different According to Ogle (1986) stated the purposes for reading, they will become practical applications that can be applied in more aware of what to focus on as they term to have a good prior knowledge. read. • When choosing books, the important is to • The use of different types of texts (stories, consider the students’ interests, as well as news articles, information text, and the subject matter of the text. literature) promotes different purposes and • In the classroom, teachers can focus on forms of reading. words and concepts that may be unfamiliar. • The use of authentic texts and tasks will This is especially important for native promote purposeful reading. speakers. • Books and reading materials that are • Discussing the new words and concepts interesting and relevant to students will with students before reading a text is motivate them to read more. generally helpful. It helps to activate prior • Make connections between reading and knowledge and improve comprehension. students’ lives. • Asking students to tell everything they • Develop a love for reading, because it know about a topic is a useful way to begin extends beyond academic success. to get students to activate their prior knowledge. They should then begin to think PRIOR KNOWLEDGE about what they don’t know. After reading, Having more prior knowledge they should summarize what they have generally aids comprehension. Based on learned about the topic. Droop and Verhoeven (1998) stated there are many parts to prior knowledge, COMPREHENSION including knowledge, cultural knowledge, According to Block and Pressley subject-matter knowledge and linguistics (2002) said that comprehension is the
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process of deriving meaning from knowledge. For example, by having a group connected text. It involves word knowledge discussion before reading. (vocabulary) as well as thinking and • Teachers can guide students by modelling arguing. Therefore, comprehension is not a the actions that they can take to improve passive process as the many people think, comprehension. These actions include but an active process. The reader actively asking questions about a text while reading, improves with the text to construct identifying main ideas, using prior meaning. The active improvement includes knowledge to make predictions. making use of prior knowledge. It involves • Teaching a combination of different drawing inferences from the words and strategies is better than focusing on one expressions that a writer uses to side. communicate information, ideas, and • Different methods have been found to be viewpoints. effective in teaching text comprehension. Recent studies have focused on how Teachers can use combinations of the readers use their knowledge and argue to following: understand the texts. The form of a. Co-operative or group learning comprehension strategies is sometimes b. Graphic organizers. For example, flow used to refer to the process of reasoning. charts and word webs. Good readers are aware of how well they c. Asking and answering questions understand a text while reading. Good d. Story structure readers also take active steps to overcome e. Summarizing difficulties in comprehension. Students can f. Focusing on vocabulary be instructed in strategies to improve the CULTURAL FACTORS text comprehension and information use. Based on Abu-Rabia (1996) These are activities that can be explanation, he argued that reading applied to guide the readers have comprehension is relating priority comprehension in reading that stated by knowledge to the new knowledge contained Block and Pressley (2002): in the written texts. The prior knowledge, in • Instruction can improve comprehension by turn, depends on lived experience. The focusing on concepts and the vocabulary topic which are familiar and openly used to express them. discussed in one culture can be • Comprehension can also be enhanced by unacceptable in another. The students building on students’ background growing up in variety communities will
123 | National Conference on Teaching Innovation 2019 have different experiences from those from Because the vocabulary is important urbanized, developed countries. Because when we read something. So, as the having more prior knowledge generally teachers, they have to have good ways to facilitates comprehension, having more make students solve this problem. Here cultural knowledge that has the same effect. some variation of activities that can be Having rich but different types of cultural applied to make less students’ problem in knowledge will also affect our vocabulary in the classroom based on Nagy understanding and appreciation of written and Scott (2000) ways. text. For example, jokes and humour • Vocabulary should be taught directly and depend on shared cultural knowledge. indirectly. Direct instruction includes giving word definitions and pre-teaching VOCABULARY of vocabulary before reading a text. Many studies have shown that good Indirect methods refer to incidental readers whose good vocabulary knowledge. vocabulary learning, for example Based on Nagy, Herma, and Anderson mentioning, extensive reading and (1985) opinion, they argued that in order to exposure to language-rich context. understand a text, readers need to know the • Repetition and multiple exposures to meanings of individual words. They vocabulary items. For example, through construct an understanding of the text by speaking, listening, and writing) are gathering and making sense of the words in important. This should ideally be done in context. The vocabulary knowledge is connection with authentic learning class. difficult to size. Even it is very important in • Vocabulary learning should involve active learning to read and in the next reading engagement in tasks. For example, development. Words that are reorganized in learning new vocabulary by doing a class print have to match a reader’s oral project, providing an interesting media, vocabulary in order to be understood. This e.g. picture to teach students, using game is important for students who are to guide students into comfortable developing oral improvement, as well as for situation and understand the meaning of non-native speakers of a language. In later the vocabulary. reading development, when students read to • Word definitions in texts aid vocabulary learn, they need to learn new vocabularies development. in order to get a new knowledge of specific subject matter.
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• Multiple methods, not dependence on a • Encourage students to read different types single method, will make a result better in of texts. vocabulary learning. • Teach students how to choose books of the appropriate reading level. PRACTICE • Develop students’ interest in reading by It is well accepted that good readers connecting reading with their interest, read with make less, accuracy, and hobbies, and life goals. understanding. A good reader also read more, and by reading more, they increase CONCLUSION their vocabularies and knowledges. This There are many focuses in teaching thing can help them to make further gets in reading. What we give or teach to students reading and learning. Once children can is what is the important to the students. It recognize written words in their language uses many kinds of technique, ways, or with general mistake, they need to develop theory that be implemented in teaching fluency in reading. Fluency develops with reading. In every single meeting of teaching both oral language development and written reading, it has different purposes. experience. The more children read, the Teaching reading is difficult work. more vocabulary and knowledge they get, Teacher must be attention to the progress and the more fluent they mastering in that students are having good attention and reading. Having opportunities to write will abilities to read. It is so important to also improve the reading ability. remember because the aims of reading are If we are talking about the practicing to understand the text and to be able to learn of reading, it relates with the aims of the from them. reading. It is for understanding and Reading is a receptive skill that will comprehending the written text. There are make everyone having the knowledge. If many ways to apply it. Here some of them: someone can have a skill or good ability in • Students should have access to plenty of reading, they will get many information by books and reading materials at home and their selves. As the teachers, they have to at the school. guide students to love the reading because • Sustained silent reading programmes ca be it will make benefits. Good teaching guides used to promote reading practice. students to learn to read and read to learn. • Encourage students to read independently
and extensively.
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REFERENCES Nunan, D. 1991. Language Teaching Methodologies. Wiltshire. Prentice Abu-Rabia, S. 1996. The influence of Hall International. culture and attitudes on reading comprehension in FL: the case of Nuttal, C. 1982. Teaching Reading Skill in Jews Learning English and Arabs a Foreign Language. London. learning Hebrew. Reading Heinemann Educational. psychology (Bristol, PA). Ogle, D.M. 1986. K-W-L: a teaching Block, C.C; Pressley, M., eds. 2002. model that develops active reading Comprehension instruction: of expository text. Reading teacher research-based best practice. New (Newark, DE). York, NY: Guilford Press. Palmer, H. F. 1964. The principle of Brown, D.H. (2000). Principle of language language. Oxford. Oxford learning and teaching. Fourth University Press. Edition. New York: Pearson Education. Paris, S.G. 1995. How literacy tasks influence children’s motivation for Droop, M.; Verhoeven, L. 1998. literacy. Reading teacher (Newark, Background knowledge, linguistic DE). complexity, and second language reading comprehension. Journal of literacy research.
Harmer, J. 1991. The practice of English Language Teaching. New York. Longman
Nagy, W.E.; Herman, P.A.; Anderson, R. 1985. Learning words from context. Reading research quarterly
(Newark, DE).
Nagy, W.E.; Scott, J.A. 2000. Vocabulary processes. NJ: Lawrence Erlbaum Associates.
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The Obstacles of produce writing; Between Vocabulary enrichment and Student’s creativity trough PBL (Project Based Learning)
Abdullah Azzam Akbar1, Faishol Hadi2 STKIP Al Hikmah [email protected], [email protected]
Abstract: In Al Hikmah Junior High School especially in the 7 grade, students there start to learn how to write. Most of the students can write a text, but the teacher wants to upgrade the quality of the writing. As the teacher, upgrading students’ writing is not as simple as that we think. By using PBL (Project Based Learning), there are two obstacles that must be passed to get a good writing, they are vocabulary enrichment and students’ creativity. The use of PBL is very helpful to observe and identify what the obstacles that must be fixed Keywords: producing writing, vocabulary enrichment, students’ creativity, PBL
Background good achievement. In Mr. Salim teaching On my fifth semester in Al Hikmah process he uses PBL (Project Based Teacher Institute I get a duty to teach in AL Learning) to know student’s development. Hikmah Junior High School. While I was He thinks that it is good for increasing teaching in 7A, 7B, 7D and 7F I also saw student’s ability in writing. He uses PBL as how the professional teacher taught, he is the approach for getting the aim of produce Mr. Salim. He was taught around 4 – 6 good writing in his class. years or perhaps more than that. From experience I get while When I was seeing Mr. Salim taught observing Mr. Salim, I take two parts of I found some unique where the students question here; what students need, do they experienced difficulties in learning writing. need vocabulary enrichment or more most the students able to write in English, creativity? From the data of observation, but Mr. Salim said that they able to increase author will explain what he got from their ability more than that. I observe that, observation and discover which is influence their writing is not bad, but they need more students writing ability. vocabulary to create a good story. Why I said their writing is not bad, because Project based learning grammatically their writing is almost good According to (Bransford & Stein at all, in a page contains around 100 words 1993) one kind of task makes students they just make 5 – 10 mistakes. For students activate their continuity through in the level of junior high school that is a cooperative investigation. Applicate PBL in
127 | National Conference on Teaching Innovation 2019 learning process is hoped lead students to more active, creative, has high critical have deeper learning process, inquiry, more thinking and brave to challenge problems active and creative face the question or than decide the appropriate way for fixing issues to their real life. it. The role of teacher here as the facilitator Based on (Kemendikbud, 2014, p.38 and motivator. in Trisnaningsih, 2017) We can also find in the training modul of 2013 curriculum PBL The Importance of Vocabulary in is recommended learning model. The writing characteristics are, As the candidate of English teacher, a) Students have to make draft of project I cannot deliver my own opinion about what b) Students try to solve the problems or do students need in the classroom, that is challenge by their self why I need some interviews with the expert c) Students try to analyse the problem and one, Mr. Salim. He does believe that decide the appropriate way to solve it students’ skill is influenced by how many d) Each student will do the task in team vocabularies they have. More vocab they with their friends, they will help each have will make their writing better. More other vocab they have able to develop student’s e) Every student has long time for skill in writing. evaluating their work continuously Mr. Salim states that the problem of f) They also able to reflect what they have producing writing is lack of vocabulary that got along doing the task had by the students. Mr. Salim think that, if g) What they have done will be evaluated a student can’t make a good writing it qualitatively means they do not have a strong basic h) The situation of learning is really English, the strong basic English here is tolerant towards the learners’ errors and vocabulary enrichment. He argues like that changes because he already took a data from student’s work is that narrative project, the The implementation of PBL is purposed task given to the students must be submitted to finish a project which is designed in the end of the semester. systematically and structurally either in Keep on discussing the problems of individual or group work. The students are producing writing, lack of vocabulary. Mr. given full of responsible to finish and do the Salim showed students task in the work as good as they able to do. The beginning of the class until in the end of a orientation of PBL is to make the students semester. Author saw the work students and
128 | National Conference on Teaching Innovation 2019 try to analyse it. Nothing wrongs he thought, focus on the variety of words that students after analysed the data author give question use in their story. From the first work they to Mr. Salim. The questions are that, have made they just write, long long time a) What do you think about the students’ ago…, once upun a time…, and the end task? work they are able to make such as, how is b) What make you think that their work is your feeling when you are looking at a girl, not good enough? sits on the floor, in a cold night in front of c) Why do you think like that? your bed…, in a peace country which is leaded by a handsome king… from those From the first question he explains examples Mr. Salim really sure if what that there are no many mistakes in students makes student’s writing better is the work, but he focusses on the word that use vocabulary. by students. Most of the students use same adverb of time in beginning a story. Most of Be more creative in producing writing students use once upon a time…, long long Despite of produce writing is time ago…, and etc. From that Mr. Salim influenced by how many vocabularies take it as indicator then conclude that the student has or not, in this part author try to problem of the students is lack of serve another opinion in facing problems in vocabulary. He thinks that if students have producing writing. if we look at the way of many vocabularies, they are able to make Mr. Salim brings the learning process, he better beginning. uses PBL (project-based learning) approach Question number two. He where this approach actually emphasizes explained that actually students have made the point of creativity at least. According to good writing but can be better if they can (Bransford & Stein 1993) one kind of task improve their writing skill. Again, Lack of makes students activate their continuity vocabulary is the problem, they can make through cooperative investigation. various story if they have good basic Applicate PBL in learning process is hoped vocabulary. What author can take a note lead students to have deeper learning here is the problem still in lack of process, inquiry, more active and creative vocabulary. face the question or issues to their real life. Perceive the third question, he Based on (trisnaningsih, 2017) explanation shows the result of project-based learning by using PBL, the students are able to he applied in his class. Here both author or stimulate their self to study independently Mr. Salim ignore the grammar structure and
129 | National Conference on Teaching Innovation 2019 and creatively in finishing the project given Literature Review and Analysis by the teacher. PBL or we called as Project Based Vocabulary perhaps helps students Learning is an activity that given by the to enrich the words only but not the idea. teacher to challenge students how they Take a look at the student’s work solve the problems that given in the Long long time ago… beginning of the class or semester, need to Once upon a time… And etc be remembered PBL activity is purposed to Then compare with the last work increase students activate and creative they have done thinking. The process of learning by using how is your feeling when you are project – based learning approach is looking at a girl, sits on the floor, generally reflecting all of the kinds of in a cold night in front of your learning and work that students do every bed…? in a peace country which is day in the classroom or outside classroom. leaded by a handsome king… Generally, project – based learning is not the students actually do not have individual task but as cooperate task, by problems in vocabulary, they just do not using PBL students learn not only the know how to express their feeling in written content but the important skill in ways form. Most of the students feel confused students able to function their role like in how to deliver the idea into written form adult society. Trough PBL students have to and how to make a unique and good be able to cooperate each other, be more introduction. What Mr. Salim done is not useful for others and not to be egoist. The false and fail it just different point of view skills inside PBL are skill of in facing same problem, are that obstacle in communication, presentation skill, time delivering idea and make an interesting management and organization, research and introduction. inquiry skill, self – reminder and reflection Fortunately, Mr. Salim take a good skill, participation in group and leadership approach for fixing the problem because by skill and critical thinking. Performance is using Project based learning students has a assessed on an individual basis and takes lot of time for thinking and practicing what into account the quality of the product they have learned and gotten while learning produced, the depth of content with Mr. Salim especially producing a good understanding demonstrated, and the narrative text. contributions made to the ongoing process of project realization. PBL allows students to reflect upon their own ideas and opinions
130 | National Conference on Teaching Innovation 2019 and make decisions that affect project student’s vocabulary surely have direct outcomes and the learning process in influence especially on the descriptiveness, general. The final product results in high accuracy, and the quality of their writing. quality, authentic products and students have to be able to actualize presentations. vocabulary they have learned and apply it According to (shawna n. in society (Ediger, 199, p. 7) variety in Brynildssen, 2000) words is important for students to convey In some ways, the ability to write correct meaning, because it is necessary in effectively hinges upon having an speaking and writing, the outgoes of the adequate vocabulary even more than does the ability to read. Once language arts (p. 1). Corona, students have learned to decode Spangenberger, and Venet (1988) concur: words, they may be able to read and pronounce many words that “At any level, written communication is are unfamiliar to them. They may more effective when a depth of vocabulary even be able to determine accurate meanings of unfamiliar and command of language is evident” words simply by examining the
context in which those words are used. During the writingprocess, The Treatment Inside the Class (Project however, a student does not have Based Learning) and Result the luxury of examining the context in which a word is used; The project that given by Mr. he or she is creating the context. Salim is to finish a book consist of narrative Therefore, the writer must be able to spontaneously recall words that text. Around 30 stories will full fill the book, are known not only by sight, but start from the beginning of semester in 7 that are understood well enough to use correctly grade and will be submitted in the end of
that semester. From the task that students Reading and writing is correlated, both of have done, author assumes that they have them are involve generating ideas, improved their skill in writing, writing organizing into logical order (Laflamme, narrative especially. Students already make 1997, p. 373) teaching reading and writing little mistakes, they just make around 2 – 5 simultaneously rather than separate mistakes for each story, their mistakes also subjects, they closely aligned (Laflamme, just in mistyping and wrong position of 1997). Mayher and Braue (1986) stated that words. writing is based on the ability to imagine This project learning takes a long upon words for describing an event. time is that whole semester, the students (Corona, spangenberger, & Venet, 1989, p just focus on finishing and correcting the 18) also said, how breadth and depth a mistakes perhaps they make as long the
131 | National Conference on Teaching Innovation 2019 process of learning. Mr. Salim always or creativity, I think the main problem here guides them one by one, because they have both of them. Every student actually has different problem. This is one thing that their own way of thinking or we can say as must be remembered as the teacher as background knowledge. Meanwhile, when facilitator and motivator he or she must be I observe the learning process of Mr. Salim patient face the student’s problem. in the classroom I surer that the problem is After take many things, time, comes from both problems. When Mr. energy and patience, the result is not Salim ask about what they know about disappointed. The project gives many “Malin Kundang”, “Tangkuban Perahu” advantages to the students, they more and etc. The Students actually know and creative, increasing critical thinking, learn understand what is the contains of the story, how to solve the problem and be patient but they do not know how to deliver face problems in front of them. They got something that they do not know how the around 90 – 99 scores. way to do it. In one side students know the story The conclusion and every story in their book always started Writing included into productive by once upon a time, long long time ago, skill where the purposed is to produce and in the middle of the jungle… make their something in written form. Many things mindset that every story must be started by influenced students in the classroom in using those words. Their mindset is jailed producing writing such as the lack of in that case so they cannot make another vocabulary as stated above and the lack of one. Then, Mr. Salim come and bring a way creativity that had by students so hamper to solve that problem, using Project – based students to produce writing. Some experts learning. From that approach students start think that the problem or obstacle in to collaborate and fix the task together, they producing writing is the creativity and other are trained to be more creative, active and think because of lack of vocabulary. No one has high critical thinking. Finally, by using false in this case, because a problem has its project – based learning students own way of solving based on the condition background of knowledge built, and they and situation at that time. were ready for composing a good and Furthermore, then which one the unique writing. it is not stop here, after they main problem in the case of Al Hikmah have idea for their writing, they still have Junior high school in producing writing? problem is that variety of words. They have after comparing between lack of vocabulary had good background and main idea to be
132 | National Conference on Teaching Innovation 2019 written, but they do not know how to write References it, that’s why I said if the problems are Corona, Cathy; Spangenberger, Sandra, & Venet, Iris (1998). Improving coming from these both problems. They Student Writing through a need background and interesting story, but Language Rich Environment. M.A. Action Research Project, St. Xavier they also cannot write without variety of University and IRI/Skylight, 61 words. If they force to keep on writing I pages. believe that the writing still same as the Laflamme, John G. (1997). "The Effect of beginning, the word used just like that only. Multiple Exposure Vocabulary Method and the Target Teacher must be able to increase students Reading/Writing Strategy on Test critical thinking and varieties of words they Scores." "Journal of Adolescent & Adult Literacy", 40(5), 372-384 have. Mayher, J.S., & Brause, R.S. (1986). "Learning through Teaching: Is The solution Testing Crippling Integrated Take a look from the discussion Language Education?" "Language Arts", 63(4), 390-96. above, here I as the author believe that, combining many ways of problem solving Ediger, Marlow. (1999). "Reading and Vocabulary Development." is better for fixing problems. Sometimes the "Journal of Instructional problems are complex so need combination Psychology", 26(1), 7-15. from some resource. What I can give here Trisnaningsih, W. (2017). INCREASING STUDENTS’ CREATIVITY AND are’ WRITING SKILL THROUGH 1. In fixing students’ problems in this PjBL. Premise Journal Vo. 6 No.1, April- 2017. case, we have to concentrate on the problem and find the most appropriate way for fix it 2. For fixing problem of producing
writing teacher must be able to
increase student vocabulary and their creativity 3. By using PBL is the most suitable way for solving the problems of producing writing
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THE ANALYSIS OF GENRE BASED APPROACH IN TEACHING READING FOR SENIOR HIGH SCHOOL STUDENTS
Khoironi1, Rizki Ramadhan2, Feby Anggita S.3 STKIP Al Hikmah Surabaya1, STKIP Al Hikmah Surabaya2, UIN Sunan Ampel Surabaya3 [email protected], [email protected] 2, [email protected]
Abstract: This article is created to describe the analysis of the implementation of Genre Based Approach (GBA) in teaching reading at Senior High School level. This research is aimed to know how the teacher implement GBA to teaching reading skill through their students, and how is the students’ response towards GBA in learning reading skill. This research is a descriptive study which means the data was taken from observation and interview as the research instrument. Observation was conducted for the whole time of the class to see how English teacher implements GBA for teaching reading. The data of observation revealed that teacher used several steps in teaching reading to their students by using Top-Down strategy. However, the data of interview stated that both teacher and students feel comfort and enjoy joining the process of teaching and learning using GBA. Keywords: Implementation, genre, approach, reading.
1. Introduction According to Burnes (1991: 48) as cited in Ningsih (2015), he argued that reading is In senior high school level, teaching not a mechanical passive task. It involves English as a foreign language is aimed to many things in us. Reading is about to give well competence of students in comprehend the author’s messages in the achieving four fundamental English skills writing by using our background such as listening, reading, speaking, and knowledge and rational thinking that we writing. From those competences, this need to relate it with what we have read. article will only be focus on analyzing Elizabeth S. Pang (2003) defined reading is reading skill and the way of teaching about understanding the written texts which reading in senior high school. include very complex activity that involves As one of fundamental skill, reading both perception and tough. She added that takes an important role in learning English. reading consists of two processes; word By reading, students will gain a lot of recognition which deals with decoding of knowledge and improve their language skill the written symbols and compel it into (Ningsih, 2015). There are so many experts meaningful word; and comprehension that who concern in reading skills. Thereby, focuses on making sense of words, reading was divided by them with various sentences, and the whole of written text to definitions based on their own perception. get the complete understanding.
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In relation with the paragraph above explicit what is expected to the students (3) which stated that reading is a complex the process of learning language is series of activity, it becomes one of the most difficult scaffold of developmental steps which skills to administer. Therefore, being a address different aspects of language. good reader is not as easy as we imagine, Relating with genre approach in particularly when it deals with foreign teaching reading, one of the English language. English as an obligated foreign teachers in a senior high school in Surabaya language that we need to learn in school stated that students reading comprehension also has reading skill to acquire. This skill was low. It was approved from the scores usually takes more time to learn than other achieved by students in final test of national fundamental skills in learning language. examination compared to the other English However, in reality, students still have skills. However, in national exam there several problems in learning about how to were many tests dealing with the types of be a good reader. They still have difficulties texts that students feel difficult to answer to catch any ideas from the written text. It because they don’t understand about the was already approved that the students’ types of texts which is important to answer reading ability was low. In attempt to the question. If the students understand overcome these problems, there were so about the types of the reading text, they can many approaches that the teacher can use in easily identify the generic structure, teaching reading. One of them is ‘Genre topic/main idea, purpose, detail information, Based Approach’ (GBA). Thus, this article meaning of the word, reference, and so on. will concern at analyzing the use of Genre According to Stanley and King Based Approach in teaching reading for (1989:330), there are five reading senior high school. components that can help students 2. Literature review understand the reading text. Those are; 1) - Genre Based Approach (GBA) find the factual information. It demands the Genre Based Approach (GBA) is an student to find out the specific information approach that has been implemented in of the text. Find the specific information Indonesian education since 2006 (Dwi will directly trigger the students to actively Pujiastuti, 2012). There are three guess the whole content of the text before assumptions that underlay GBA: (1) reading all of the text. It is very urgent for learning language is a social activity, (2) student to comprehend the text because learning occurs effectively if teacher is factual information is the main focus of the
135 | National Conference on Teaching Innovation 2019 text. 2) Find the main idea. It is the main approach gives a powerful reply to the topic that is being discussed in the process models. paragraph which helps students understand This approach is used to acquire all of what is in the paragraph about. Main idea is language skill (Reading, Speaking, usually placed in the first, middle or in the Listening and Writing), particularly for last sentence of paragraph. It depends on reading skill in order to recognize the the type of paragraph which has been amount of different types of the text. written by the author. After knowing the Nowadays, the curriculum has been main idea of the paragraph, students can changed into K 13 which tend to use easily analyze the whole content of the scientific approach to teach English. But the paragraph. Main paragraph shows the core fact in its application, there are number of of paragraph, while the other sentences are teachers who still apply GBA because it the supporting ideas of the main idea. 3) was claimed more effective in teaching Find the meaning of vocabulary in the English for students. One of them is the context. It requires the student to guess the teacher that has been interviewed for this meaning of unfamiliar words by relating article. them with the context of the of writing and the other words which gathered with it. 4) - The goal of teaching English in senior high Find reference. It is related with the use of school grade pronouns in a text that triggers the reader to Hartatik (2013) stated that teaching and be more careful in reading the text to learning English at senior high school is comprehend it. 5) Make inference of the expected to achieve informational function. reading text: students are aimed to make an This aimed as their preparation to get the accurate prediction by interpreting the main higher level of education at university. In idea that stated in the text. this level, students are encouraged to have In 2006, the government applied good communicative competence. school-based curriculum (KTSP) that Hymesin Freeman (2000) in Oematan proposed Genre Based Approach as (2007) conveyed that being communicative teaching approach (Ningsih, 2015). Lin person needs more than just linguistic (2006) stated that in GBA, the focus of competence. It requires communicative teaching and learning activities are the competence which means people must variety of genres of text. In addition, Gao know about when, how and what to say to (2007) also stated thatgenre-based whom. The competenceof English language as a foreign language will help students to
136 | National Conference on Teaching Innovation 2019 express their idea or feeling and use the 3. Methods language around the society. They are also This study is a descriptive research. insisted to be able to make a personal or The purpose of this research is to analyze social decision and have responsibility, also the use of genre-based approach in teaching to be able to use their analytical and reading for senior high school grade. imaginative competences (Depdiknas, Sudaryanto (1995) argued that descriptive 2004:5, Oematan, 2007). research is used to know the real condition To achieve this goal, the teacher is of something in the field. For this research, demanded to dominantly giving huge the researcher attempts to concern on the influence through students’ development. use of genre-based approach in teaching Therefore, it is the teacher’s task to guide reading for senior high school grade and the students achieving their communicative how GBA affect the students’ reading skill. competence. Teachers are expected to have The subject of this research is good English competence and twelve grade students of senior high school professionalism in order to give good of Al-Hikmah Surabaya who had been influence for their students’ development. getting GBA in teaching reading, In other words, it certainly related with the particularly for national exam preparation. quality of teaching and learning. In his The data was collected through class thesis, Oematan (2007) as cited in observation and interview of both teacher Soedijarto (1993) has stated that the quality and students. Observation was conducted in of teaching and learning process is order to find the real situation of the measured from three main factors: (1) implementation of GBA for teaching students’ participation and how they get reading in the classroom. The observation involve in teaching and learning process, was started since the first-time teacher (2) the role of teacher in making the class came to the class till the end of the session. alive and more colorful. It depends on the During that time, the researcher had already way of the teacher acts and motivates the designed the instrument which contained students to be an interactive students. the process of teaching: pre teaching, while Therefore, a prepared lesson plan will help teaching, and post teaching. teacher to control the class well, and (3) the There are several notes that the situation of the class when the teaching and researcher got during the observation learning process occurs. starting from pre teaching up to post
teaching. The observation focused on both
137 | National Conference on Teaching Innovation 2019 sides; teacher and students. Teacher was selecting, focusing, simplifying and observed to know the way how he applied abstracting as well as converting GBA in teaching reading to the students. unstructured data which were collected in And students were observed to know their the research. After that, the data were response either physically or intellectually. grouped based on the research instruments: The interview was conducted data of observation and interview. towards teacher and students to get more Third step, the data which has been detail about the implementation of GBA in classified was analyzed deeply to take a teaching reading. The interview was conclusion. In this way, Sugiono (2005) conducted in informal situation to get delivered that the conclusion in qualitative students and teacher feel more relax in research can be in form of description of the answering all the question which has been research’s object. prepared before. During the interview, there were several questions that had been 4. Findings and Discussion developed to get more specific data from - The implementation of GBA in teaching the interviewees about the implementation Reading of GBA. The data of this research was taken from The data was analyzed using a classroom observation of the technique suggested by Miles and implementation of teaching reading Huberman in Emzir (2011). The step are as through GBA, and interview which have follows: been done towards both teacher and The first step, the teacher was students about the feeling in implementing interviewed about the students’ GBA in teaching and learning reading. In understanding about GBA and the reason implementing the GBA, teacher divided the why he applies GBA to teach reading skill activities into three steps of teaching for his students. Then, the researchers process. Those are pre-teaching, whiles- checked the data taken from observation teaching, and post-teaching. But the main dealing with the step of teaching reading focus in this research is the whiles-teaching using GBA and try to correlate it with the activity. Whiles teaching is the main time data of interview. when GBA are implemented by teacher to The next step, the researchers tried teach reading in the classroom. At that time, to classify the data and filter it and then there are several stages that teacher did to choose every single data needed to support apply GBA in teaching reading. the research. It deals with the process of
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First, the teacher will give the text in order to catch the complete stimulation to the students related with understanding. genre of text that want to be delivered. Third, the students will start to Usually, teacher will correlate it with figure out the main idea of every single student’s daily life activity. Then, the paragraph in the text while paying attention teacher guides the students about the real to the generic structure of the text. This is essence of the text that students need to the very important part in genre-based study. For example, the teacher will teach approach according to the teacher’s opinion. about narrative text. To guide the student At this point, students will try to know the for understanding the core of narrative text, coherence of every single paragraph by the teacher will ask the students about recognizing the main ideas. This part also several kinds of story, novel, or other kinds guides the students to find out the most of books that have been read by the important aspect of the text quickly by students. The teacher will ask some analyzing the generic structure of the text. students to retell the story briefly. This step In relation with students’ will make the students have a little bit preparation to face National Exam test, comprehension before going to the main being fast and accurate to find out the material. answers is really needed. It is very important to have reading techniques and Second, the teacher will give the know where actually the most important students some reading texts that demand the aspect of the text placed. Generic structure students to analyze the content of the text, will help the reader to quickly answer the starting from classifying the genre of text, question that deals with the text. The then deciding the main topic of the text that teacher said that there will be some parts will be talk about. According to the teacher, that usually used to create a question in this step is necessarily important to know every genre of the text. This point of view the global content of the text. After was based on the teacher’s own research in recognizing the main topic, students can analyzing the type of questions that easily guest what is the content of the text. commonly appear in national exam since Therefore, by recognizing the main topic, 2006 up to 2018. During that time, he was students -based on teacher perception- have successfully making the students passed the been understood 30% of the whole text. The exam with good English reading score. reason was definitely simple. The topic will guide them to analyze every single part of
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- Students’ response towards GBA it was approved from their group scores in the end of the session, that there are no One of the aims in using GBA for students who get the score under the teaching reading in the classroom is not standard. only to make the students easily understand 5. Conclusion the material, but also to make the students Based on the findings and data feel comfortable in learning the material. analysis, it can be concluded that Genre According to the teacher, teaching reading Based Approach (GBA) is the approach will be very boring if students are only that used to teach reading. The teacher, in asked to read big amount of the text. Thus, implementing GBA, has used several steps genre-based approach will guide students to to make the students get easy following the think creatively in comprehending the text way of teaching using GBA. In this point, without reading the whole of the text. This both teacher and students of Senior High approach uses top-down strategy to read the School of Al Hikmah Surabaya assumed text. Therefore, students are invited to that GBA was giving good influence in understand the global content of the text, teaching and learning reading, especially the topic and the main idea before going when it deals with difference types of texts. further to the detail. By following this way, students can easily Based on the data of observation recognize the genre of texts, main topics, and interview session, the researcher come main idea, supporting idea and some to specific information that students feel important parts looking from the generic enjoy joining the class and following structure of text. teacher’s instruction in analyzing the text
using GBA. The class was so alive, especially when the teacher divided the Reference students into several groups. There was Burnes, Don and Page, Glenda. (1991). hyperactive discussion while the teacher Insight and Strategies for Teaching Reading. Car Harout Brace Janovic was giving instruction to the students about Groupo. Sydney. what to do with the text. In the last session, Dwi Pujiastuti, Gunarso Susilohadi, Muh. teacher closed the discussion by giving Asrori (2012). The Implementation of them question regarding with the text The Genre-Based Approach in SMA Negeri 1 Manyaran. Englih provided and asked them to answer. The Education Study Program. Sebelas students said that this approach can help Maret University Surakarta. them to answer the questions easily. Then,
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Emzir. (2011). Metodologi Penelitian Language Teaching (ELT). Vol. 1 No. Kualitatif: Analisis Data. Jakarta: PT. 1 Raja GrafindoPersada. Oetman, G.Y. (2007). The Implementation Gao, Jiajing. (2007). Teaching Writing in of Genre-Based Approach in the Chinese Universities: Finding an teaching of English at SMAN Negeri Electric Approach, ASIAN EFL 1 Suurakarta (A Natural Linguistic JOURNAL, Volume 15December Study). English Education 2011 (online). http://www.asian- Department. Sebelas Maret efljournal.com/june_05_yk&jk.php University.
Hartatik, Sri. (2013). The Implementation Stanley, M and King. (1989). Building of Genre Based Approach for The Skills for TOEFL. Bina Aksara. Teaching of English. Dissertation. Jakarta. Muhammadiyah University Surakarta. Sudaryanto. (1995). Metode dan Aneka Teknik Analisis Bahasa. Jakarta: Lin, Benedict. (2006). Genre Duta Wacana University Press. BasedTeaching and Vygotskian in EFL: The Case of a University Sugiono. (2005). Memahami Penelitian Writing Course, ASIAN EFL Journal, Kualitatif. Bandung; Alfabeta. (online), December 2011. www. Asian-efl-journal.com/sept 06_bl.php S. Pang. E. (2003). Teaching Reading. International Academy of Education. Ningsih. (2015). The Implementation of Genre-Based Approach in Teaching http://www.curtin.edu.au/curtin/dept/smec/ Reading: A Case Study at SMPN 17 iae in Pekanbaru. Journal English
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The Tendency to Use English in Online Activities by College Students in Indonesia
Musthafa Kamal1, Adinda Aura Salsabil2 STKIP Al Hikmah1, Universitas Brawijaya2 [email protected], [email protected]
Abstract: A survey by Hootsuite & We Are Social (2019) showed that the penetration of internet has reached 56% of the total population in Indonesia, with 53% of the users are using mobile devices to access the internet. Accessing social media (YouTube, WhatsApp, Facebook, etc.) reached the most frequent use of the internet. This condition would allow what Ellis (2015) stated as ‘implicit learning’ of English because of the frequent exposure to English. This study was a survey research with random snowballing population. The data was collected through questionnaire adapted from Lamb & Arisandy (2019) to reveal the oftenness of English use in using the internet. The results showed that subjects broadly use English in their online activities. In conclusion, this situation would let the learning of English happened unconsciously.
Keywords: English usage, online activities, implicit learning
The use of internet is becoming Within a day, the average Indonesian people increasingly difficult to ignore in last decades use the internet for 8 hours 36 minutes. They with the spreading of access to cyberspace. A also spend an average of 3 hours 26 minutes survey by Hootsuite (2019) showed that per day to access social media, 2 hours 52 internet penetration in Indonesia by January minutes for streaming TV or video channel 2019 has reached 56% of its total population activities, and 1 hour 22 minutes for music (150.0 million out of 268.2 million), with streaming activities (data as of January 2019). 53% of all people (142.8 million) are This is indicating that the use of the internet, accessing the internet using mobile devices. especially social media, is becoming a trend Besides, 56% (150.0 million) of the users are among Indonesian people. accessing social media, with 48% (130.0 Beside the fact that many people are using the million) are using their mobile devices to do internet more intensely, one thing can be it. noticed is that the language mainly used by Talking about the frequency of internet usage the internet is English. This condition will in Indonesia, Hootsuite also mentioned that oblige the internet users to use or learn-if they 79% of Indonesians access the internet every haven’t mastered English- it in order to day. The rest, 14% of them access the internet communicate in the activities. One idea to once a week, 6% access once a month, and 1% help this condition is what Sockett (2014) call access the Internet less than once a year. by Online Informal Learning of English
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(OILE). What is denoted by the term is that population, the subjects that were sampled although people having these activities are were a portion of that population, which was chiefly not looking for language learning, the 83 students. Sampling is done by snowball acquisition of language may take place. In sampling technique. Snowball sampling is a other words, the users ‘incidentally’ learn sampling technique where the number of English when they are using it in samples is first small and then enlarged. The communication on the internet. This number of samples increased because the represents what happened to children when subjects sampled were told to choose their they naturally acquire their first language, as friends to be sampled as well. (Sugiyono, the process of learning happened implicitly. 2017) Implicit learning is the acquisition of The steps undertaken in this study are as knowledge about the underlying structure of a follows. complex stimulus environment by a process A. Determine research variables which takes place naturally, simply and B. Determine the population and without conscious operations (Ellis, 2015). research sample Concluding this finding, Sockett (2014) put C. Making the research instruments (in the understanding that language learning is this case adapting the questionnaire) essentially experienced as incidental D. Collecting data vocabulary acquisition through the online E. Checking the validity and reliability. activities of everyday life. If there are invalid items, the items are Research Design deleted and the validity and reliability The variable used is the tendency of using are recalculated English in online activities for Indonesian F. Performing descriptive statistical students. Measurement of these variables was analysis carried out with a research instrument in the G. Performing interpretation and form of a questionnaire. An explanation of the conclusion questionnaire used will be explained in the Data collection was carried out by next section. The research was conducted for distributing questionnaires through around one week with data collecting social media. The questionnaire was conducted through online submission. created with online media in the form of The population in this study were all Google Form, then the link to the Indonesian students from all levels of questionnaire was shared through social education (D3, D4, S1, S2, and S3). From this media.
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3.6 Research Instrument Findings The following are the characteristics of the The research instrument used was a respondents in this study, which are research questionnaire adapted from presented in Table 1. Lamb & Arisandy (2019). In the Table 1. Demographics of research questionnaire, the variable use of respondents English in online activities is divided
into 27 question items. Each question Educa- Percen- Semes Percen- Gender Percentage describes different activities in focus of tion tage -ter tage using English in online activities. In Male 40.96% D3 6.02% 1 6.02% addition, the questionnaire also uses a Female 59.04% D4 7.23% 2-3 21.69%
Likert scale with six answer scales as S1 72.29% 4-5 18.07%
follows. S2 13.25% 6-7 30.12%
1 = Very not describes myself S3 1.20% ≥ 8 24.10% Table 1. shows that respondents in this 2 = Does not describe myself study were dominated by undergraduate 3 = A little does not describe myself students, which was 72.29%. In addition,
4 = A little describe myself the majority of respondents who participated in this study were fourth year 5 = Describe myself students (6-7 semester students) with a 6 = Describes me deeply percentage of 30.12%
3.7 Data Analysis Technique 4.2 Data Analysis
The data analysis technique used is In the questionnaire data, the first step descriptive statistical analysis. Based on that must be taken before data analysis is the questionnaire that has been obtained, checking the validity and reliability of the frequency and percentage of each research instruments. According to answer score is calculated to compare Sugiyono (2017), those two things are the tendency of using English based on absolute requirements so that the research the questions items that have been results are valid and reliable. Valid given. questionnaire means that the questionnaire
can measure what should be measured, and reliable means the questionnaire and the results of the research can be trusted.
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Checking the validity of the Note: Q = Question questionnaire is done by calculating the Cor = Correlation correlation with the total score. If the Cri = Criteria correlation is 0.3 and above it can be said that Based on the results obtained in Table the questionnaire is valid. In addition to 2, it appears that the 13th question is checking validity, reliability checks are also classified as invalid. The question reads "I calculated using Cronbach's Alpha formula. translate English words or phrases using Following are the results of checking the Google Translate." Therefore, the question validity and reliability of the questionnaire, must be discarded and the examination which are presented in Table 2. repeated. The results of the re-examining are presented in Table 3. Table 2. Results of checking the validity and reliability of the questionnaire Table 3. Results of re-checking the
Validity Check validity and reliability of the questionnaire
Q* Cor* Cri* Q* Cor* Cri* Validity Check
1 0.35 Valid 15 0.56 Valid Q* Cor* Cri* Q* Cor* Cri*
2 0.60 Valid 16 0.72 Valid 1 0.36 Valid 15 0.55 Valid
3 0.62 Valid 17 0.56 Valid 2 0.61 Valid 16 0.72 Valid
4 0.58 Valid 18 0.68 Valid 3 0.63 Valid 17 0.56 Valid
5 0.55 Valid 19 0.58 Valid 4 0.58 Valid 18 0.68 Valid
6 0.54 Valid 20 0.52 Valid 5 0.55 Valid 19 0.58 Valid
7 0.56 Valid 21 0.55 Valid 6 0.54 Valid 20 0.52 Valid
8 0.61 Valid 22 0.48 Valid 7 0.56 Valid 21 0.55 Valid
9 0.65 Valid 23 0.57 Valid 8 0.61 Valid 22 0.48 Valid
10 0.73 Valid 24 0.63 Valid 9 0.66 Valid 23 0.56 Valid
11 0.71 Valid 25 0.54 Valid 10 0.74 Valid 24 0.64 Valid
12 0.67 Valid 26 0.51 Valid 11 0.72 Valid 25 0.53 Valid
13 0.20 Invalid 27 0.64 Valid 12 0.67 Valid 26 0.52 Valid
14 0.53 Valid 14 0.53 Valid 27 0.64 Valid
Reliability Check Reliability Check
Cronbach’s Alpha score Criteria Cronbach’s Alpha Check Criteria
0.921 Very high 0.924 Very high
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After a re-examination, it can be seen Most Activities Fewest Activities that all statements can be said to be valid. No. Activity Total Activity Total The reliability coefficient in Table 3. shows Contributin g to online the value 0.924, means that the results are Playing English digital 60 39 reliable or the truth can be trusted, with a 6 Language games in (72.29%) (46.99%) forums English very high level of confidence, which is equal related to to 92.4%. hobbies Booking Watching After obtaining valid and reliable accommoda foreign 59 tion or 40 7 films with research results, the next step is to do a (71.08%) travel (48.19%) English tickets in subtitles descriptive statistical analysis. The analysis English carried out is to look at the frequency and Studying English percentage of each answer score on each Online grammar 59 42 8 shopping in and (71.08%) (50.60%) statement. The frequency and percentage English vocabulary can be used to determine the most activities online carried out by involving English. Using Watching English for films in social 57 English 42 Table 4. List of the most and least activities 9 media’s (68.67%) without (50.60%) language Indonesian Most Activities Fewest Activities settings subtitles No. Activity Total Activity Total Developing Using English 57 42 10 Wikipedia Reading Writing language (68.67%) (50.60%) English 79 blog/fan 19 in English 1 skills online song lyrics (95.18%) fiction in (22.89%) online English
Listening to Making Table 4. above shows the 10 most and English 74 25 2 videos in language (89.16%) (30.12%) English least activities carried out by 83 Indonesian songs students. The list of top 10 activities is Using Reading internet to 73 manga/comi33 dominated by entertainment activities, such as 3 learn (87.95%) c strips in (39.76%) English English reading song lyrics, listening to music, watching YouTube videos, playing games, Watching Following YouTube 70 Twitter 34 4 and watching movies. Not only that, the videos in (84.34%) posts in (40.96%) English English activity of developing English language skills
Writing is also included in the top 10 list. From the list Reading 65 social 38 5 websites in (78.31%) media posts (45.78%) of the top 10 activities, information can also English in English be obtained that more than 60% of students
146 | National Conference on Teaching Innovation 2019 answered that they carry out these activities in awareness to develop English language skills. their daily lives. Of the ten activities, 'reading This is based on the fact that English English song lyrics' was recorded as the most proficiency is needed in the workforce today. performed activity. More than 90% of Entertainment activities are also students stated that they did the activity. included in the top 10 list. This cannot be On the other hand, the list of 10 denied, considering that entertainment is one activities that are at least done is filled by part of human life. Entertainment activities in activities related to online media, such as the form of 'reading English song lyrics' are in content creation (posting on social media, the top list, followed by listening activities of video content, and blog / fanfiction content), English songs. This is because the music is communicating with forums, following very popular in Indonesia. Not only local tweets, and online shopping and online music, foreign music such as Western music booking. Some reading activities are also is also widely known in Indonesia. In addition, included in the list, including reading manga / Indonesians also read song lyrics when comics and Wikipedia in English. However, singing songs, especially English songs. overall the percentage of students who said Conversely, activities such as creating that these activities described themselves was social media content, videos, and blogs / not too small, which ranged from 20% -50% fanfiction are classified as activities that are of 83 students. In the fewest activities, namely rarely or little carried out. This can be caused 'writing a blog / fanfiction using English', because English is not the main language for 22% of students said that they did the activity. Indonesian people, including students Discussion & Conclusion themselves. They are more accustomed to Based on the results of the analysis in making these contents in Indonesian than in Section 4.2, it can be seen that some of the English. Other online media activities, activities in developing English language namely forum communication, following skills are included in the list of the 10 most tweets, online shopping and booking, get a frequently performed activities. These percentage that is almost the same as the activities include the use of the internet for previous activity, which is around 30% -40%. learning English, learning English grammar In this case, the use of English in these and vocabulary online, and developing activities can depend on certain conditions or English skills online. The inclusion of these situations. For example, in terms of activities in the top list can show that communicating with the forum, Indonesian Indonesian students are starting to have an students will use English if the members of
147 | National Conference on Teaching Innovation 2019 the forum are dominated by foreign people. conducting their online activities with the As with tweets, the tweets they follow will Indonesian language that they often use every depend on the people they follow on Twitter. day, with English which most of them have If their following list is foreign (especially learned since elementary school. Overall, this those who use English as their primary research needs further study to find whether language), then of course they will follow teacher should engage more online activities English-language tweets, bearing in mind the in teaching progress so students are more people they follow will use English in each of willingly use and learn English in the class or their tweets. For online shopping or booking, no. it depends on what they buy or order. References Indonesians, including students, will be more Lamb, M., & Arisandy, F. E. (2019). The likely to use Indonesian when they buy / order impact of online use of English on something from Indonesians. It is different if motivation to learn. Computer Assisted Language Learning, 0(0), 1–24. they book accommodations or buy something https://doi.org/10.1080/09588221.2018 from or abroad, they will use English for .1545670 online shopping and online booking. These Sockett, G. (2014). The Online Informal Learning of English. In ELT Journal things also apply to other activities that are (Vol. 70). also on the lowest list. https://doi.org/10.1057/9781137414885 Hootsuite & We Are Social (2019), “Digital In total, 20 out of 27 activities 2019 Indonesia,” retrieved from received more than 50% answers stating that https://datareportal.com/reports/digi tal-2019-indonesia ‘the activity described me,’ regardless of very little. That is, more than 50% (out of 83 Ellis, N. (2015). Implicit AND Explicit Language Learning: Their dynamic students) answered that they conducted 20 of interface and complexity. In Implicit 27 online activities involving English. This and Explicit Learning of Languages. Amsterdam: John Benjamins can show that Indonesian students have Publishing Company. almost the same tendency, between
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READING STRATEGIES IN EFL READING CLASSROOM
Muhamad Azizul Chakim1, Hendra Sudarso2 STKIP Al Hikmah, STKIP PGRI Bangkalan [email protected], [email protected]
Abstract: This literature aimed to analyze the strategy which used in EFL reading classroom. The subject of this literature was the senior teacher of SMP Al Hikmah Surabaya that have interviewed. This research used a descriptive qualitative research. In collecting the data, the researcher used interview with the transcript as data collection technique to collect the information regarding the reading strategy that her used in EFL classroom and to get information about student’s difficulties in reading class. The result of this literature showed that there were so many kinds of strategies that can used in EFL reading classroom. The teacher can used the strategy depend on the situation of students in the classroom. The problem of student’s reading ability in EFL reading classroom were the students lack in vocabulary, low motivation in reading and difficulty in comprehending the reading text. Keyword: Reading Strategies, EFL, Reading Classroom
Background transferable process from the first language Based on the result of the interview to the second language. with pre-research that she has taught a lot of Moreover, success in reading a experiences in teaching reading in EFL foreign language depends crucially upon classroom in Junior High School. Basically, one’s first language reading ability rather teaching reading is certainly tend to make than upon the reader’s level of English. So, the students are able to understand or the students are still need a knowledge of comprehend the context. The other, she how to read enjoy and make it becomes tends to change how to read correctly with habitual action in every day. good pronunciation and try to understand the text using some strategies in reading. The reading class According to Alderson (2000), he The reading class was divided into indicated that second or foreign language two classes that special. There were class reading is necessary to sorting out the for the man and the class for the woman. In causes and the origins of second and foreign every class consist of thirty-four students. language reading problem. Because, there Each reading class had about forty-five are so many teachers believe that the reason minutes in every meeting. Ustadzah Rurin of the students who cannot read English had taught both special classes, she ever well. It is caused by they cannot read well teaches either in the boy class or the girl in their first language. Thus, the assuming class. She had taught in three of the boy of the student’s reading ability is classes and five of the girl classes in the
149 | National Conference on Teaching Innovation 2019 different grades. She usually started the first digression, and unclear connections were meeting of teaching reading with found in their reading. introducing the topic that is going to discuss Therefore, she believed that in the reading class through brainstorming providing them with a step by step activity related to the topic. Then, she explanation on a more detailed part of the provided the learners with a number of reading, a great example, and suitable questions that related to the topic and let the reading practices would help them make a learners explore their thoughts, ideas, or good reading. She would like to give the opinions. The teacher also conducted a opportunity to plan their reading with a short classroom discussion about related given topic. Then, she explained the context topic. of the text. But unfortunately, they have To provide the learners with a more attempted to provide thesis statement and concrete text, she gave them the sample of also topic sentences, these features still did the text that related to the topic and then, not help to construct the unity of each they will recognize the organization of the paragraph of reading text, it means that they sample of the text to learn and comprehend still lack in vocabulary in reading class. the text. After a short look on the sample, However, besides giving the she explained the learners about the context students the meaning of the words right way, of the text. she still maintain to use word class, grammar and context as the base of her The reading problem explanation when evaluating the answers of These students that she taught were the practice questions. Since the book is in the three levels of English proficiency. designed to be similar as TOEFL Ibt They quiet fluent speakers of English and reading section, although with less level of had enough knowledge on grammatical difficulty because the passages are shorter, structure. Nevertheless, they were then not being able to answer the questions categorized in the intermediate and means not understanding the context advanced level of English. Some problems because its goal is to test reading may occur in teaching reading, but not quite comprehension. This, in the context of her often. It depends on the learner’s mastery students seems to be based on the lack of level. Many of their reading did not answer vocabulary. Thus, she assumes that if the the questions and it still difficult to students know more words, not only that understand the context of the text. they will get benefit from her explanation, Sometimes, their reading is redundancy, but they also will use vocabulary as the tool
150 | National Conference on Teaching Innovation 2019 to increase their reading comprehension p.134). So, when a word can be read, three and reading fluency when dealing with the subskills, namely: autographic processing, real text in TOEFL iBT test. phonological processing, and semantic and Therefore, in this paper, I need to syntactic processing have been activated focus on reading comprehension, consecutively. Actually these three subkills considering the points that have been are processed in a rapid, accurate and in an explained before, the purpose of this paper automatic manner, that good readers don is to explore efficient strategies need in not even realize it because their attention is order to increase the student’s reading no longer on word recognition process comprehension. (Grabe, 2009). Moreover, what good readers concentrate on is “...interpreting Literature Review and analysis sentence and discourse thought-patterns” First, I will describe the reading (Coady, 1993, p.8), taking the advantages process from lower level process, focus on of the context of the text to help them. word recognition process as it will help In addition, poor readers are explaining her students’s problem in struggling to recognize words and therefore, reading. After that, the amount of cannot apply the contextual meaning to vocabulary amd the kind of vocabulary that help the students solve the problem of are necessary for reading section. I will unfamiliar words that they meet in a text analysed through the help of vocabulary (Coady, 1993). frequency and vocabulary coverage. Second, a good plan to solve her student’s Implication of word recognition in problem on vocabulary will addressed by teacher’s strategies focusing on approriate approaches and Based on the teacher’s context, strategies that will help their reeading there were two processing in reading such comprehension. Finally, I will give a as higher level process and also lower level solution to the student to comprehend the process. But, the higher level students are context of the text. good in comprehending the context of the text. So, she will focused in lower level Word recognition process students because they still get difficulty in In general, bale to recognize a comprehend the context of the text. They words means that we “...can read a word by could not comprehend the text and could fitting its general visual ‘shape’ into a not read fluently because their word comprehensible context...” (Ur, 2012, recognition process was very slow. This is
151 | National Conference on Teaching Innovation 2019 te reason why the students still get knowledge than for its productive difficulties to make use of the context to try knowledge. According to Nation (1990), he to solve the unfamiliar words that they said that they have to know what does the found in the text. word sound and whatdoes it look like along According to Ryan (1997), he said with its grammatical pattern and its that realting it to vocabulary, words collocation. So, to address this knowledge, recognition is part of word knowledge. It the teacher has two approaches in means that, to know a word does not only vocabulary learning that will be effective mean to know the meaning of the text, but when used in a complementary way. When also to know how to write it (orthographic reviewing back to the earlier challenge in form), and how to pronuce it (phonological reading, word recognition will be the information). Based on the point of view of foundation to evaluate vocabulary learning words recognition, decoding the words in approaches and strategies that will be going English is still a difficult process. The to explore in this section of my paper. reason for this is because English words are As we know, each approach must “phonologically regular and irregular” behave its own strategies. For example, (Ryan, 1997). strategies such as rote memoration, On the point of view of her teaching keyword or mnemonics, and pair word or practice in Junior High School, the translation can be used. According to studentsdo not find the teacher’s Nation (1990) and Schmitt (2000), they said explanation helpful because she did not that a simplified reading and extensive address the issue in any ways. As the reading are the strategies for incidental importance of word recognition on reading learning. The teacher belived that this process has now been clear, I shall turn my strategies can make the students learn both focus now on kind of vocabulary and the the written form (ortographic) and spoken number of words that my students need to form (phonology). Based on the theory of know in order to suggest a well-planned reading, Nation has illustrated this stratgy text to address the problem. clearly: “if an Indonesian learner wants to remember the meaning of (1) Vocabulary approaches and strategies parrot, then the learner may use for reading comprehension (2) the Indonesian word parit meaning “ditch” as the keyword. Based on the teacher’s experiences The learner then (3) imagines a that the student’s meed in learning parrot in a ditch.” vocabulary is more for its receptive
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In addition, Schmitt (2000) argued class and the teacher’s pronunciation when that this type of “memory strategies explaining, should also be counted as one of generally involve the kind of elaborative the reading exposure and it can help their mental processing that facilities long term automatization ot word recognition. retention” (p.135). Perspective in comprehending the Moreover, all of words context of the text recognition’s subkills which ortographic According to Bruce et al. (1983:3) processing, phonological processing, explained in their comprehensive study that semantic, and syntactic processing. That there are three perspectives on reading. The will be mastered by the help of incidental first perspective is reading as a learning. The appropriate strategy under communicative act, which it forces us to incidental approach to address this need focus on the active role of the reader and will be the practice of extensive reading. leads us to an emphasis on the audience in choosing tasks for beginning readers. The Implication of vocabulary second perspective is reading in the context approaches and strategies in of a taxonomy of communicative acts, teacher’s context which the writer explores the differences Considering the usefulness of between reading and participating in a extensive reading and mnemonics strategy conversation and discuss the theoretical and for word recognition process, it will be an practical implications of these differences. appropriate strategy to be used for learning The third perspective is reading as a the 1,000 – 2000 high frequency words and decomposable process, whose product must the academic word list. To take a full still fulfil an overall communicative advantages of those strategies, the students function. So, we consider various sub my keep a list of unfamiliar words that they processes of reading discovering and find while reading extensively. Based on manipulating ideas and generating text at Nation (1990), he said that this way, the different structural levels. students can carry the cards wherever they Moreover, these three perspectives go and rearrange it to help their retention. on reading allow us to begin to formulate The teacher during teaching answer to some of the questions posed practice in the class, she used the help of the above. In terms of teaching reading, the word class, grammar, and context, may still teacher leads us to search for tasks, be difficult for the students. Moreover, the although the students are less complex than passages that students read silently in the reading a story from start till finish. They
153 | National Conference on Teaching Innovation 2019 still maintain the primary function of reading comprehensions when the students language to communicate to an audience. reading. According to many reading models that: “...this is because less skilled Implication of perspective on reading readers dedicate working According to Bruce et al. (1983:4) memory resources to lower- level linguistics and text they said that another implication follows production processes such as directly from viewing reading as a process transcription and vocabulary retrieval, at the expense of composed of sub processes. Hence, higher-level processes such as teaching people to separate the various task coordinating ideas, planning, evaluation, and considering components allows them to learn how to rhetorical elements such as use the most effective generation strategies genre, audience, and goals” (Kellog, 1996, 2001). for each sub processes, how to edit with Therefore, more skilled readers respect to each sub processes, and how to have generally automated these lower- ignore other constraints while working on a level processes and thus can dedicate sub process. So, the writer or the students working memory resources to the higher- who write a lot of these techniques in the level processes. According to Glynn et al. course of their experiences, but they are not (1982) suggest that: usually taught to students explicitly and “Idea generation is reduced also learned in painful trial and error whenever it has to be combined with other components of the fashion. reading process, found that the So, the perspective on reading has been number of ideas generated in the preliminary drafts was elaborated to describe what goes on at each increasingly lower as the stage of the process and to integrate number of constraints present increased, with the fewest ideas cognitive with social factors more centrally. being generated in the polished In evaluating the perspective in reading sentences conditions and the most ideas being generated in comprehensions in reading, the students get the unordered notes condition” a chance to generate their ideas and try to (Glynn, 1982, pp. 52). So, they concluded that reading organize it in reading. So, the perspective on comprehensions was more productive reading is very important and have a when it was carried out in note-from prior correlation with the result of reading. to the production of text than when it was carried out at the same times as a The Solution of the problem producing the text. Therefore, the So far, the important points from the perspective must be followed with the previous sections and the pedagogical
154 | National Conference on Teaching Innovation 2019 implications that have been discussed is to the teacher will try to give some compare between reading comprehension vocabularies to be mastered. After the and perspective on reading. Therefore, the students mastered the vocabularies, the teacher tries to solve the problems of students will be guided by the teacher to teaching reading. The teacher tries to make a spider web or mind mapping to combine the strategies to solve the problem explore their thoughts and ideas before whether in reading comprehensions or reading. After that, the students will try to perspective of the students. understand the organization of the text The first is the teacher introduces or directly. So, the students can write the text provides learners with adequate based on their thoughts or ideas. vocabularies related to the topic before assigning them to write their own text. The Conclusion students can know and memorize the Throughout the paper, the problem vocabularies first and try to organize in of reading comprehensions in reading has reading that related to the topic. The second been analysed from several different is the teacher will set learners free to select perspectives (reading as a communicative the topic of their interests. So, the students act, reading in the context of a taxonomy of can choose the topic based on they want and communicative acts, and reading as a suitable with them. The students choose the decomposable process) and the solution topic that related with their background part has completed this paper with a lesson knowledge. The third is the teacher will plan for a teaching purpose. At the end, the help the learners to make a spider web hope is that students could reflect all the based on their prior knowledge to explore lesson and practices to write something and their thoughts and ideas before reading. The organize the text in reading. students arrange their ideas into spider web The teacher gives a suggestion that or mind mapping, so they can generate their usually in teaching reading is designed in ideas in reading. Then, the finally is the such a way it comes after reading activity. teacher will help the learners to understand It is to help learners to acquire more the organization of the text. The teacher vocabularies on related topic before they will control the student’s reading based on write their prior knowledge or their own their prior knowledge. text. Then, about dealing with feedback, Therefore, the solution of this make a prior agreement with the learners problem that make the students still that the teacher will not correct their work, difficult to organize the ideas in reading. So, but he or she will show them some parts of
155 | National Conference on Teaching Innovation 2019 their reading that need some revisions. Try Ablex Publishing Corporation, pp. 217-226. to be consistent. Actually, when the ETS. (2009). The official guide to the students generate their ideas, the teacher TOEFL test Third Edition. [e- book]. The United States: provides the learners with opportunity to McGraw Hill. plan their reading with a given topic. The Glynn, S. M., Britton, B., Muth, D., and Dogan, N. (1982). Writing and teacher assign the learners to a drafting Revising Persuasive Documents: process in their reading. The students will Cognitive Demands. Journal of Educational Psychology, 74: be asked by the teacher to revise the 557-567. student’s draft that have already made by Grabe, W. (2009). Reading in a second language: moving from theory to the students. And finally, the students practice. Cambridge: Cambridge publish their works on a gallery walk. University Press. Hudson, T. 2007. Teaching second References: language reading. Oxford: Anderson, J. R., 2000, Cognitive Oxford University Press. psychology and its implications. Kellog, R. T. (2001). Long-term working 5th ed. Basingstoke, Macmillan. memory in text production. Bruce, B., Collins, A., Rubin, A. D., Memory and Cognition. 29, pp. Gentner, D., Beranek, B., and 43-52. Inc., N. (1983). Three Nation, I. S. P. (1990). Teaching and Perspectives. The National learning vocabulary. Boston: Institute of Education. Heinle. Washington. D. C. Ryan, A. (1997). Learning the Coady, J. (1993). Research on ESL/EFL orthographical form of L2 vocabulary acquisition: Putting vocabulary – a receptive and a it in context. In: Huckin, T. et al. productive process. In: Schmitt, eds. Second language reading N., and M. McCarthy. eds. and vocabulary learning. New Vocabulary: description, Jersey: Ablex Publishing acquisition and pedagogy. Corporation, pp. 3-23. Cambridge: Cambridge Coady, J. et al. (1993). High frequency University Press, pp. 181-198. vocabulary and reading Schmitt, N. (2000). Vocabulary in proficiency in ESL readers. In: language teaching. Cambridge: Huckin, T. et al. eds. Second Cambridge University Press. language reading and Ur, P. (2012). A course in English language vocabulary learning. New Jersey: teaching. Cambridge: Cambridge University Press.
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TEACHING VOCABULARY METHODS FOR ENHANCING WRITING SKILL FOR FOREIGN LANGUAGE LEARNERS: A LITERATURE RESEARCH
Rihza Galih Faturrochman1, Achmad Anang Darmawan2 STKIP Al Hikmah [email protected], [email protected]
Abstract: AlQahtani (2015) believes that mastering vocabulary is very important due to the language acquisition. Hence, teaching vocabulary must be considered by English teacher. In Indonesia, teaching vocabulary are commonly delivered through drill and memorization where students with low ability in memorization will have difficulties. It comes to another problem where the old technique is not supported with any further activity to make students are able to use the vocabulary in the communication and make the memorization last longer. Therefore, it is really needed to know various methods in teaching vocabulary for enhancing writing skill in order to get optimal outcome for students. Besides, vocabulary is words that building a language as they address object, actions, ideas, without which people cannot convey the intended meaning. At least there are four approaches in teaching vocabulary for enhancing writing skill. They are Explicit approach, Incidental learning approach, lexis approach, and Focus on language structure. Keyword: Teaching, Vocabulary, Writing, EFL context
INTRODUCTION decrease student’s motivation in learning One of the challenges that must be language. faced by many foreign learners are the In Indonesia, teaching vocabulary are availability of vocabulary to speak, right commonly delivered through drill and after of the ability of speaking or writing. memorization where students with low AlQahtani (2015) believes that mastering ability in memorization will have vocabulary is very important due to the difficulties. It comes to another problem language acquisition. Hence, teaching where the old technique is not supported vocabulary must be considered by English with any further activity to make students teacher. are able to use the vocabulary in the Besides, Lack of vocabulary communication and make the understanding is a problem that always memorization last longer. Another issue is occur in learning language. Where students the students have difficulty on recalling the cannot understand several vocabularies memorized vocabulary whenever we want from the topic that is discussed in the class. to have a writing on certain issue, some of This problem causes the learning activity in friends of mine are said that they know the the class become out of plan and it may words in their native language but they
157 | National Conference on Teaching Innovation 2019 found it difficult to find the words in the VOCABULARY KNOWLEDGE targeted language. These issues have made AlQahtani (2015), defines vocabulary the writer concern on the development of as “words that is needed to communicate teaching vocabulary for Second Language well”. While Ghazal (2007), states that Learner and Foreign Language Learner. vocabulary is words that building a language as they address object, actions, THE NATURE OF WRITING ideas, without which people cannot convey Writing has become our culture for the intended meaning. thousands year, and it became important On the other hand, rather than using the since a nation’s quality is measured by the term ‘vocabulary’, Schmitt (2000) using the level of its literacy culture. And writing is term lexeme where he defines it as “the one of it. The higher level of the literacy simplest part of a sentence with single culture in a country, the better the value of meaning despite of the number of the word”. its nation. Writings also have a strong relation in many parts in our life as THE IMPORTANCE OF TEACHING Coulmas (2016) says that so many VOCABULARY FOR ENGLISH scientific fields that cannot be separated to FOREIGN LEARNERS the writing skill, such as “...Philologists, Teaching vocabulary become an historians, educationalists, perceptual and important issue since the experts see cognitive psychologists, cultural English as more than a knowledge, but a anthropologists, typographers, computer tool of communication where words are programmers, and linguists...”. the main component to construct a There are a lot of factor that determine communication which is to convey the how people see writing, they are culture, idea, message, and anything to the other. history, and where they live. As we have Min (2013), argues that known that the old Egyptians is famous as “nonnative speakers of English must increase their one of the oldest nations that we know vocabulary knowledge in order because of their great culture that lets us so to become successful in their academic endeavors in many written heritages whether it’s on the English-medium educational building, statue, and script. Even we live environments. A solid foundation of vocabulary long after their era, we are able to depict knowledge is essential at every their great culture and how they live in the stage of the learner’s second language (L2) development.” past.
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From the statement above, we can VOCABULARY ACQUISITION conclude that vocabulary knowledge is very HYPOTHESIS important for every second language learners of English. Every step of learning English Implicit Vocabulary Learning Hypothesis cannot be separated from the acquisition of “...holds that the vocabulary knowledge. While AlQahtani meaning of a new word is (2015) warns that all good teacher must acquired totally unconsciously consider that learning vocabulary is really is a result of abstraction from strange from students’ native language. That repeated exposures in a range is why teachers have to prepare themselves of contexts.” (Ellis, 1995) with a lot of and up-to-date technique of teaching vocabulary in order to help students She believes that learners acquiring in learning English. language through understanding the message Besides, Ellis (1995) tells what should that is delivered from the text/context even English as foreign speaker master in without their awareness that they have learnt vocabulary before they learn to speak. something. This hypothesis also can be 1. To understand speech the auditory understood as the natural process of learning input lexicon must categorize a novel just like how we learn to walk, or how birds sound pattern learn to fly. It really determined by the stimulus form the environment, natural 2. Learn its syntactic properties condition of learning, and of course it is 3. Learn its place in lexical structure learnt without being aware that we are 4. Learn its semantic properties, its learning. referential properties, and its roles in Dakun (2002), states that the extreme determining entailments implicit vocabulary hypothesis beliefs that every knowledge about the world and 5. Learn the conceptual underpinnings everything inside are learnt totally without that determine its place in our entire being aware, and it is believed that they are conceptual system, and as a result of something indescribable from 6. Learn the mapping of these activated context that is being repeated. input/output specifications to the From this belief, it is adopted in the process semantic and conceptual meaning. of learning language that acquiring a language is happen without the learners
being aware that they already acquire it.
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focus of teacher in teaching writing in order Explicit Vocabulary Learning Hypothesis to increase the students’ writing skill as Different with implicit vocabulary Schmitt (2000) also notes that lexical errors learning hypothesis, learners acquiring make it more difficult for students in language based on the consciousness that comprehension rather than grammatical they have understand the targeted errors. vocabulary or at least become familiar with Schmitt (2000) put up two approach in new vocabulary. This hypothesis holds that teaching vocabulary, they are explicit there are advantages in focus on structure of approach and incidental learning approach. the language, note-taking every unfamiliar Even though these two approaches have vocabulary, and using dictionary as our different perspective in teaching vocabulary, learning source such as understanding its Schmitt (2000) prescribes to use the mix of semantic role and memorize it, which it will explicit and incidental learning approach to be last longer in our memory (Dakun, 2002). success the teaching vocabulary in the He also believes it will increase students’ classroom. I will also add an approach from threshold, which most lower level Hsu (2012), which is lexical approach. proficiency get the benefit from learning the However, it also agrees with the statement word without understanding the context above that lexical is something prominent in rather than learn it in the context. After they writing. have learnt the vocabulary, learning the EXPLICIT APPROACH context will be easier. Just like what I have found in my past experience on learning vocabulary, THE APPROACH OF TEACHING repetition and recycling are the main process VOCABULARY FOR WRITING of vocabulary learning (Schmitt, 2000). In increasing the students’ ability in Sokmen (1997) in Schmitt (2000), describes writing, vocabulary acquisition must be the key principles in explicit vocabulary taught as well. As Schmitt (2000) argues that teaching as below: improving vocabulary size of the students a. Build a large sight vocabulary can solve the problem of lexical errors in b. Integrate new words with old students writing. Even though vocabulary received must be recycled and elaborated c. Provide a number of encounters with a until it becomes productive. Here, I word underline the process of recycling and d. Promote a deep level of processing elaborating the receptive vocabulary as the
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e. Facilitate imaging how to recall vocabulary that already lay deep in our head. Schmitt (2000) use the f. Make new words “real” by connecting term “cross-association” to capture the them to the student’s world in some problem in choosing the proper words to the way certain context based on the proper semantic g. Use a variety of techniques rule. h. Encourage independent learning The next principle is about bringing strategies some relating words to support the word that is being memorized or learnt. This may help The first principle must be familiar to students to have a better understanding of the everyone who consider on teaching and word since many words in English are learning vocabulary, which is the goal is polysemous, where a word might bring widening student’s acquisition of vocabulary. several meanings depend on the context. Based on my experience on memorizing Here, I have a word ‘miss’ which brings at vocabulary, the principle is about to support least two meaning, first ‘fail to perceive or to the explicit approach in vocabulary learning catch with the senses or mind’ and second for students. ‘felling about something or someone’. I While on the second principle it might learning the word, we have to provide the seems unfamiliar based on my experience, context that brings the word to have the first because in my class, we hardly discussing meaning or the second. Once they our memorized vocabulary rather integrate understand how to understand those meaning, the news with the old one. Schmitt explains it will make them easier to memorize and that this principle goes to make group of acquiring the vocabulary. similar words together. But he also notes that They also encourage students to this may confuse students on which word analyzing the vocabulary deeply, here is the should be used on some context. While in my chance where students may have better experience, we do not memorize words memorization, understanding, and ability to because of its similarity on forms, but the use it for the proper context in a certain similarity context or topic. For example, situation. As the process of understanding things in the kitchen, so we will memorize the vocabulary, it is also a must to provide all the noun-form vocabulary that can be the students the best picture of the found in the kitchen where it seems hardly to vocabulary in their mind, as experts beliefs find similarity vocabulary on its form. The that it is one way to process something in only problem the we found on our method is mind. Using many techniques in teaching
161 | National Conference on Teaching Innovation 2019 vocabulary is important for students so they too.” he gives a further explanation that it will not be bored in learning vocabulary and involves a formal learning aspect while find their best way in learning vocabulary students give attention to the semantic and memorized them. As Hsu (2012) aspects. The thing is student try to acquire a mention some technique in teaching language in a very limited time. Teachers vocabulary as Seal provides 3C’s techniques believe that this approach provide more (convey, check, and consolidate a word’s motivation for the students to learning the meaning), while Hatch and Brown add one language while the teacher does not have to ‘C’ so it becomes 4C (connect). however, provide a lot motivation. both of the techniques are only a little among One weakness of this approach is that a lot of variety in teaching vocabulary that not all students from all over the world could can be used by teacher to make their teaching using this approach because this approach is activity become various and interesting. The really depending on the learning last principle but not the least, an environment of the students. Where independent learning must be acquired by environment takes the biggest part in this students since language will never stop approach. developing and its number of vocabularies will increase in time. The awareness of the LEXIS APPROACH students in learning vocabulary will This is a vocabulary-targeted approach, influence the result of the teaching and where it is focus on the role of collocations learning vocabulary itself. in language acquisition (Hsu, 2012). there are three main focus that is developing by INCIDENTAL LEARNING this research, which are: APPROACH A. Corpus Linguistic One of the contrasts of this approach to Corpus is coming from Latin word explicit approach is on maximum exposure means ‘body’. in Linguistics, Dash (2015) to the language that must be made sure by the define corpus as approach to the students. Schmitt (2000) “..., it refers to a large states that the best way to get that is by collection of written and making clear the students into the situation spoken text samples, available in machine- where English become L2. Ahmed (2017) readable form, accumulated defines Incidental Learning Approach is “... in scientific manner to represent a particular the learning of one stimulus feature while variety or use of a language.” concentrating on another stimulus feature
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In simple way, we can conclude that to acquire linguistic knowledge and the corpus in linguistic refers to written and vocabulary choices, syntactic patterns, and spoken that is delivered in scientific manner cohesive devices which is very fundamental to represent the language, whether its variety in learning to write. Vocabulary choices is or its function. Corpus is used to study about really depending on what kind of text that we linguistic properties, features, and want to teach, hence we must also consider phenomena observed in a language (Dash, to teach our student about the vocabulary 2015). related to the text while we are teaching B. Second language acquisition and about the text itself. instruction, and Hyland (2003) also shows us how to implement it on the classroom. He argues Sokmen (1997) in Dakun (2002) states that there are four-stage process, they are: that the trend on learning vocabulary is like A. Familiarization a pendulum where it is start on grammar translation method, and end on implicit B. Controlled writing acquisition which is influenced by top-down, C. Guided writing, and naturalistic, and communicative approach. But now, surprisingly, it returns to middle D. Free writing which is implicit and explicit learning. The first thing that the teacher should do Acquisition and instruction are really is to introduce the text by providing a determining on the approach because it concrete text so students can learn both its shows how teacher and students see a structure and language, and of course the vocabulary for learning language. vocabulary as well. After getting used with C. ELT vocabulary education the structure and the language, students can
This approach is based on belief of a start to write on provided writing task by lexicographer and a leading character of teacher. Here, there is only two possible corpus linguistics, Sinclair, that collocation answer which is correct and wrong answer. cannot be separated on the make of language It will help student to get the better (Hsu, 2012). understanding about the structure and the language usually by fill in the gap questions. FOCUS ON LANGUAGE After that students can learn to write a whole STRUCTURES text by guided instruction so they will have a Hyland (2003) believes that for second well-constructed text. Finally, they can write language and foreign language learners need the text on their own.
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SOLUTION I also provide a teaching writing Lack of vocabulary may bring bad result technique in order to solve students’ problem of writing skill. And since I only learn a in the lack of vocabulary. Focus on language technique of learning vocabulary for writing, structure can help students both in the which is drilling, various technique in structure and the language used in the text. learning vocabulary is needed to reach the best result of learning vocabulary itself. RECOMMENDATIONS After they have good value in vocabulary I recommend all English teacher for their writing skill will also increase (Min, writing that vocabulary also something that 2013). should be considered to increase student’s I have provided three different ability in writing even though many teachers technique in teaching vocabulary for writing only underpin vocabulary to the reading skill. in order to help in solving the problem of For the other researcher, I urges you to make students’ lack of vocabulary. They are: a further research since I don’t give my explicit approach, incidental learning concern on the impact of each technique to approach, and lexis approach. Explicit student’s knowledge of vocabulary in approach is focus on the term repeating and general, and their writing skill in specific. recycling of the vocabulary in order to make the vocabulary last longer by deepening their REFERENCES understanding and knowledge of the Ahmed, S. 2017). Intentional Learning Vs vocabulary to the real context. Incidental Incidental Learning. Journal of Psychology and Clinical Psychiatry. learning approach is focus on how 7(2), environment push students to learn the Alqahtani, M. (2015). The Importance Of vocabulary. The last but not least, lexis Vocabulary In Language approach which is focus on teaching Learning And How To Be Taught. collocation to make students understanding International Journal of Teaching and on vocabulary increase as they know how to Education 3(3), 21-32 put a word in a sentence and where should it Coady, J. & Huckin, T. (1997). Second Language Vocabulary Acquisition. be put on based on its function. Teachers Cambridge University Press who find the same problem as this research Coulmas, F. (2016). Writing systems: An has, may use one of those technique to solve Introduction to their Linguistic the problem. All those three solutions can be Analysis. Cambridge University Press chosen regarded the students’ condition which may be different from one to another.
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Dakun, W. (2002). Vocabulary Acquisition: in English Language Teaching (ELT): Implicit Learning and Explicit the Past, Present, and Challenges Learning. National Institute of Ahead. Education, Singapore Sokmen, A. (1997). Current trends in Dash, N. S. (2015) Corpus Linguistic: An teaching second language vocabulary. Introduction. Encyclopedia of Life In N. Schmitt & M. McCarthy (Eds.), Support System Vocabulary: Description, acquisition, and pedagogy (pp. 237-257). Ellis, N. C. (1995). The Psychology of Cambridge: Cambridge University Foreign Language Vocabulary Press. In Schmitt, N. (2000). Acquisition: Implications for CALL. Vocabulary in Language Teaching. International Journal of Computer Cambridge University Press. Assisted Language Learning.
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