Siliwangi International English Conference Proceedings

SILIWANGI INTERNATIONAL ENGLISH CONFERENCE PROCEEDINGS

“ENGAGING ENGLISH LEARNERS IN NEGOTIATED LANGUAGE LEARNING”

11 – 13 of November 2016 University of Siliwangi, Tasikmalaya

Internal Reviewer:

Rahmat Junjun M. Ramdani Fera Sulastri Asri Siti Fatimah Melisa Sri Neni Marlina Fuad Abdullah

External Reviewer:

Handoyo Puji Widodo

Layout by:

Rima Hermawati

Cover Design by:

Ally Muhammad Abduh

ENGLISH EDUCATION DEPARTMENT UNSIL

SILIWANGI INTERNATIONAL ENGLISH CONFERENCE 2016 PROCEEDINGS “Engaging English Learners In Negotiated Language Learning”

ISBN:978-602-0826-16-5

All right reserved. No part of this publication may be produced, stored in a retrieval system, or trasmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of English Education Department, University of Siliwangi.

Jl. Siliwangi No.24 Tasikmalaya, West Java, Indonesia Phone: (0265) 323532 [email protected]

First Published, October 2016: English Education Department UNSIL Jl. Siliwangi No.24 Tasikmalaya, West Java, Indonesia Phone : (0265) 323532 Email : [email protected] Website : www.eng.unsil.ac.id

PREFACE

Welcome to Siliwangi International English Conference (SIEC) 2016 organised by English Education Department, University of Siliwangi.

A rapid move of globalization and a burgeoning impact of English as Lingua Franca (ELF) have potentially established and fostered the research issues in second (L2) and foreign (FL) language teaching and learning. However, a dearth of attention has been devoted to second language and foreign language listening and speaking viewed from the learners-centered lens. This notion becomes the point of departure for refining a language teaching and learning to be more innovative and creative. With this in mind, engaging English language learners in negotiated English language learning is the avenue to enlighten the language teachers, learners, researchers, material developers and policymakers in framing their capacities for betterment in a language teacher education.

The current proceeding offers valuable information towards the aforementioned issues. In other words, the selected papers represent the cutting-edge developments, particularly in the realm of second and foreign language learning and teaching in multicultural contexts. Briefly stated, it envisages the readership in a wider interest of investigations, particularly in ESL and EFL settings. More specifically, it enables the pre- service and in-service teachers, teacher trainers and educators, professional development coordinators, administrators and researchers in exploring further about theories and practices in teaching and learning English.

The publication of the SIEC Proceedings has taken a long process for a year involving conference planning, screening of presentation abstracts, and the preparation of the Conference Proceedings.

We would like to express our gratitude to the fine work of our contributing presenters upon which the accomplishment of the SIEC 2016 Conference Proceedings depends. We applaud their considerable effort and thank each author for regarding our publication as a venue for sharing their insights.

SIEC 2016 Committee November 2016

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TABLE OF CONTENTS

Page 1. Aab Abdul Wahab Grammatical Cohesion in Academic Writing: A 1 Discourse Analysis

2. Ahmad Zaki Mubarak The Curriculum 2013 design: English Teachers 12 Voice and Its Impact Toward Teaching Professionalism

3. 3 Andang Saehu The Sketch of Teaching Speaking in Islamic 27 Tertiary Level of Education

4. Ambar Pujiyatno Boosting speaking and listening comprehension 33 through speech community based learning method

5. Ani Susanti Free Application for ESL Writing Self-Learning 36 Ali Tarmuji

6. Anisa Mahendrawati Creating Environment Engangement in 40 Yessi Ismi Wulandari Speaking Clasroom: A Practical Guide to Teach Henne Maslahah Students Telling Story

7. Anne Ratna S Efl Learners' Problems And Strategies In 45 Taking Part As Newscaster In Efl Speaking Class

8. Aung si thu Developing autonomous learning materials of 49 structure and written expression of TOEFL preparation

9. Baiq Suprapti Handini The influence of Film Media Through Listening 57 Learning Outcomes And The Interest In Learning English As A Moderation Variable at Yogyakarta University of Technology

10. Chusni Hadiati Undergraduate Students’ Perception tward 61 Listening Proftfolio

11. Dewi Agustina The Use of Mind Mapping Technique in 67 Teaching Speaking

12. Didih Faridah Improving Supra Segmental Features Of 71 Pronunciation Through Oral Peer Feedback (A Classroom Action Research At The First

Grade Students Of English Department Of Galuh University Ciamis In The Academic Year 2013/2014)

13. Didik Tri Wahyudi Using English Movie to Improve Listening Skill 77 Diki Riswandi at high School Level

14. Dina Fitriana Listening Instruction in EFL College Classroom 82 Agung Farid Agustian (Research in Listening Subjects in College Diana Oktavia Level)

15. Edwina Fauzia Interpersonal Relation Analysis Among 87 Debaters in World Schools Debating Championship

16. Eka Wilany Oral Corrective Feedback in Speaking Class 93

17. Eti Nurhayati Encouraging Students to Speak English in 97 Secondary Schoolp 18. Fikri Asih Wigati Students’ Problem in Writing a Research 100 Proposal

19. Hiqma Nur Agustina Film as the Medium of Increasing Students 105 20. Jihan Zahra Nebula How an Asimilator Learns Listening Speaking 108 through Video Clips

21. Lukman Arif Rahman The Use of Movie in Teaching Speaking for 112 Young Learners

22. M. Adib Nazri The Effectiveness of Teams-Games- 119 Tournament to Teach Speaking Viewed from Students’ Self-esteem (An Experimental Study at the Tenth Graders of SMK Batik 1 Surakarta in the Academic Year of 2012/2013)

23. Meike Imelda The Effectiveness of the Think Pair Share 122 Strategies In The Teaching of Speaking Ability to Highly and Lowly Motivated Students in the Tenth Graders of State Senior High School 2 Indramayu

24. M. Izwan Furkon Engaging Discussion Technique In Improving 137 Tri Puji Lestari Juniors’ Speaking Skill (A Case Study Conducted At English Educational Program,

Private University, Ciamis)

25. M. Yunus Comparing Galery Walk and Dice Technique in 143 Henri Agus Prasetyo Teaching Speaking at Vocational High School

26. Nia pujiawati The Unsika Students’ Perceptions Toward 151 Yousef Bani Ahmad Teacher’s Corrective Feedback Provision in Speaking Class

27. Noni Agustina Designing Listening Learning Media Using 154 Ratnawati Susanto Adobe Flash

28. Nunung Nurhayati Teaching Listening in Rangkasbitung 160

29. Nur Aflahatun Collaborative Writing and Direct Instruction 163 Method for High and Low Students’ Linguistics Intelligence in Writing Descriptive Text

30. Nurti Rahayu Need Analysis of Sue of English Travel 169 Rina Suprina Agencies in Jakarta

31. Reza Resdyantika Illocutionary acts found in twilight movie: 179 Andi Rustandi contextual analysis of meaningful communication

32. Rima Hermawati and Enhancing Students’ Engagement Through 183 Asri Siti Fatimah Digital Story Telling: How And Why?

33. Riyatno The use of Whatsapp Group on Teaching 189 Speaking

34. Setia Muljanto Teaching Practicum as Field Experience 196 Program Implementation in order to Improve The self Efficacy of Prospective Student- Teacher

35. Slamet Wahyudi The Use of Critical Pedagogy Principles in 207 Yulianto Assisting Students in Think Critically in an EFL Reading Class

36. Syamdianita Dialogue Reading Activity for Under Graduate 214 Chris Asanti Efl Students: Students Perceived Reading Skill Development and Reading Activities

37. Tuti Purwanti Error Analysis on Students’ Speaking 218

38. 8 Veronika unun pratiwi The Importance of Circle Games In Teaching 228 Dekrit Feryson Speaking At The Primary School

39. Wahyu Trimastuti The Effectiveness of Inquiry Based Teaching 236 in Teaching Vocabulary

40. Winda avionita The Violation of Grice’s Maxims in Clinton- 248 Sanders Democratic Candidates Debate

41. Wini Fitrina Sofyan Using Performance-based Assessment in 253 Guessing- Pictures In Teaching Speaking Skill

42. Woro Kusmaryani Students’ Pronunciation in Reading Short Text 257 Nofvia Devega by Using International Phonetic Alphabet Firima Zona Tanjung Transcript

43. Yayu Heryatun Understanding Speaking Anxiety in EFL 262 Naf’an Tarihoran Classroom

44. Yulia Agustina The effetiveness of Two Stay Two Stray 267 Technique in Teaching Speaking at the Eigth Graders of Mts. Nw Darul Muttaqien Perian in the Academic Years 2014-2015 45. Asep Saepulmilah Exploiting pop songs to enhance students’ 271 success and motivation in efl listening

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GRAMMATICAL COHESION IN ACADEMIC WRITING: A DISCOURSE ANALYSIS

Aab Abdul Wahab [email protected]

ABSTRACT The objectives of this study are analyzing, describing, and finding out the grammatical cohesion in academic writing. This study is conducted through qualitative method. Four articles about social and science are chosen as the data of this study. There are 1262 total number of grammatical cohesion from four articles. The theories used in analyzing, describing and interpreting the data are the theories of Cohesion stated by Halliday and Hasan, Discourse analysis by Foucault, and some supporting related theories from Richard, Sumarlam, Shiffrin, Wales, and Salkie. The result of this research is the grammatical cohesion used in the chosen academic writing are “reference, substitution, and conjunction’ and it is found that the reference cohesion occupies the highest percentage of grammatical cohesion type used in the chosen academic writing. Keywords: Discourse analysis, Grammatical Cohesion, reference, substitution, conjunction

INTRODUCTION Human beings have ability to talk, to use language in order to communicate with one another. They even never bother to think much about it. However, in its function as a communication device, language due to convey and to communicate among the speaker and the addressee, thus the information delivered well and there is no misunderstanding among them. There are elements of language that are arranged regularly. Language is not the number of elements collected randomly or irregularly, but the elements of the language are systematically arranged. In addition, it can also be stated that the language consists of several subsystems, i.e. phonology, grammatical, and grammatical subsystems. This subsystem level in Linguistic known as linguistic level. If sorted from the lowest to the highest level, in this case involving three subsystems language above is the level of phoneme, morpheme, phrase, clause, sentence, and discourse. As a text, discourse either the order of the sentence that has no ties with each other; or the sentences that are enumerated alone. In linguistics, Stubbs (1983: 1) states that discourse is a study of the organization of language above sentence or above clause, and therefore to study larger linguistic units, such as conversational exchanges or written texts. Discourse is a hidden purpose of the investigation of the subject which put forward a statement. David Nunan (1993: 6) even stated that discourse is stretches of language perceived to be meaningful, unified and purposive. Related to that statement, there are two terms that are very fundamental in discourse analysis which studies the relation among a text within the other text. The terms are cohesion and coherence. Various relationships arranged well within the discourse at the further stage will establish the integrity of the discourse meaning. Based on the media submission, discourse is divided into two, namely the spoken discourse and written discourse. In this research, the researcher will analyze about the written discourse. Written discourse in an effective medium to convey ideas, insights, and knowledge that exist in the human mind. However, to convey ideas, insights and knowledge through writing in order to be understood by the readers is not easy because there are several factors that must be fulfilled so

that the discourse can be understood. Cohesion and coherence is two factors included. To make a good and intact discourse, required the ability to understand the proper use of coherence and cohesion. Otherwise, the information to be conveyed through the discourse assumed to be unclear to the readers. The term ‘discourse’ has become common currency in variety of disciplines and it is used widely in analyzing literally and non-literally text. The discourse does not consist of one statement, but of several statements working together to form what the French Social theorist Michel Foucault calls a ‘discursive formation’ (Foucault, 1926: 84). According to Foucault in Wetherell states: “Discourse means a group of statements which provide a language for talking about –a way of representing the knowledge about –a particulat topic at a particular historical moment. Discourse is about the production of knowledge through language, (Wetherell, 2001: 72) According to Tarigan (1987: 27) Discourse is one complete and highest language unit above sentence and clause with continuous cohesion and coherence, which have the reality beginning and ending, communicate as verbal and writing. The term ‘Discourse Analysis’ has come to be used with a wide range of meanings which cover a wide range of activities. The analysis of discourse is, necessarily, the analysis of the language in use. (Brown and Yule, 1983) Discourse analysis concerned with whole texts rather than sentences or clauses. Discourse analysis is not simply an independent discipline, but a ‘systemic, rigorous way of suggesting answers to research questions posed in and across disciplines throughout the humanities and social science and beyond” (Joshstone, 2008: 8) Longrace states that, ‘The term discourse analysis’ ...... covers two areas of linguistic concerns : the analysis of dialogue, especially of live conversation, and the analysis of monologue” (Longrace, 1996: 7). Another definition of discourse analysis stated by Stubbs, M. (1983: 1), Stubbs stated that the term discourse analysis is very ambiguous. Roughly speaking, it refers to attempts to study the organization of language above the sentence or above the clause, and therefore to study larger linguistics unit, such as conversational exchanges or written texts. Discourse analysis divides into : 1. Spoken Discourse Analysis: study of conversations, dialogues, spoken monologues, etc. 2. Written Discourse Analysis: study of written texts such as essays, news, political speeches, etc. Cohesion is created by the signer in the surface text through a variety of linguistic devices. It is a reflection of the underlying coherence of the emerging text (Schriffin, 1987). Only with such a cohesive relationship, elements in the discourse can be interpreted in accordance with the dependence with other elements. Cohesive relationship is often characterized by the presence of the specific language markers (lingua formal). The concept of cohesion is a semantic one; it refers to relationship of meaning that exist within the text, and that define it as a text. Cohesion occurs when the interpretation of some element in the discourse is dependent on that of another. (Halliday & Hasan, 1989: 4). The concept of cohesion refers to a set of possible meanings that exist for linking a text element to what has been mentioned previously. Like other semantic relations, cohesion is expressed through the stratal organization of language. (Halliday & Hasan, 1989:5). Halliday and Hasan stated in their book Cohesion in English that Cohesion is general text-forming relation or set of such relations, certain of which, when incorporated within a sentence structure, are subject to certain restrictions – no doubt because the grammatical condition of ‘being a sentence’ ensures that the parts go together to form a text anyway. (Halliday & Hasan, 1989: 9) Cohesion is divided into grammatical cohesion, consists of reference, substitution, ellipsis, and conjunction and grammatical cohesion, consists of reiteration and collocation (Halliday & Hasan, 1989: 4).

“There are five sources of cohesion can be found in English: cohesion through reference, cohesion through substitution, cohesion through ellipsis, cohesion through conjunction, and cohesion through grammatical items. Of these various types of cohesive relations, the first four are grammatical, while the other are grammatical” (Halliday & Hasan, 1989: 4) Richards, et al, states that cohesion is a grammatical or grammatical relation between the different elements in the text. This relationship can occur between the different sentences or between parts of a text (1985: 45). Cohesion is an internal elements of discourse structure, it is a semantic unit which is implement in three-level language system, i.e. a semantic system (meaning, meaning), lexicogrammatical system (grammatical forms and grammatical wording), and phonological and morphological system (sound and writing, sounding and writing) (Halliday & Hasan, 1989: 4.73)

Grammatical Cohesion Grammatical cohesion is a semantic relationship between elements that marked by the grammatical tools – language tools used in those relation with grammar. (Sumarlan, 2003: 23- 24) mentioned that parts of grammatical cohesion is a grammatical aspect. Successively grammatical aspects are described in detail as follows. Reference In philosophy and Semantics, Wales (1989: 396) observes that reference is concerned with the relation between words and extra-linguistic reality: what words stand for or refer to in the outside world or universe of discourse. So the traditional semantic view of reference is one in which the relationship of reference is taken to hold between expressions in a text and entities in the world, and that of co-reference between expressions in different parts of a text (Brown and Yule, 1983: 204) In a text, the terms reference and refer are convenient to describe the function of words like pronouns and determiners to designate a noun phrase they identify within the immediate co- text (Wales, 1989: 397). According to Halliday and Hasan : Reference is the specific nature of the information that is signaled for retrieval. In the case of reference the information to be retrieved is the referential meaning, the identify of the particular thing or class of things that is being referred to;”(1989: 31) Lyons cited by Brown and Yule found “the relationship between words and the which hold things is the relationship of reference: words refer to things” (1995: 65) From the discourse analysis, point of view, the object of reference referred by a word can be outside and within the language. Reference with the object of reference outside the text called exophoric reference, while the reference with the object reference within the text is called the endophoric reference. As stated by Halliday and Hasan (1989: 33), “As a general rule, therefore, reference items may be exophoric or endophoric; and, if endophoric, they may be anaphoric or cataphoric.” Morley stated that: “The various markers refer either back to something that has already been mentioned or (implied), in this case they have ANAPHORIC REFERENCE or forward to something which is about to said, in this case they have CATAPHORIC REFERENCE, (1985: 76) So, based on the reference direction, endophoric reference divided into two types, that are anaphoric and cataphoric reference. Where the interpretation lies outside a text, in the context of situation, the relationship is said to be an Exophoric relation which plays no part in textual cohesion. Where the interpretation lies within a text, they are called Endophoric relations and do form cohesive ties within the text. What is essential is every instance of reference whether endophoric (textual) or exophoric (situational) is that there is a presupposition that must be satisfied, the thing referred to has to be identifiable somehow. (Beaugrande and Dressler, 1981: 63)

To ilustrate the dichotomy mentioned above, it seems appropriate to give Halliday and Hasan’s (1989: 63) diagram:

REFERENCE

SITUATIONAL TEXTUAL (Exophoric) (Endophoric)

To preceding To following Text anaphora Text cataphora

Diagram 2.1. Types of Reference (Halliday & Hasan, 1989: 33)

Based on Halliday and Hasan, reference divided into three types. There are three types of reference: personal, demonstrative, comparative. Personal reference is reference by means of function in the speech situation, through category of person. (Diagram [2] Demonstrative reference is reference by means of location, or a scale of proximity. (Table [1]) Comparative reference is indirect reference by means of identity or similarity. (Table [2]) (Halliday & Hasan, 1989: 17)

Below is the diagram of three types of reference:

Speaker only: I Speake Speaker plus: Speech r We Roles Male: He Addressees:

You Human Person Female: Singular She Non-Human: it Specifi Other c Plural: they Roles Generalized human:

Diagram 2.2. Personal Referencesone (Halliday and Hasan, 1989: 44)

The diagram above explains that personal reference includes all forms of the pronoun both singular and plural pronouns coupled with ‘it’. Pronouns of personal reference include: first personal pronoun: ‘I’ and ‘We’ then second personal pronoun: you. Furthermore, third personal pronoun distinguishes between specific and generalized human: ‘one’. Specific one categorized

in the plural: ‘they’ and the non-human single: ‘it’ and based on the human sex are male: ‘he’ and the female ‘she’. Semantic Category Selective Non-Selective Grammatical Function Modifier/ Head Adjunct Modifier Class Determiner Adverb Determiner Proximity: Near This these Here (now) Far That those There (then) Neutral the

Tabel 2.1. Demonstrative Reference (Halliday & Hasan, 1989: 57)

Demonstrative reference relates to the reference which is referring to the place, time, deed, matter, circumstance, or the contents from the discourse. Semantically, this reference sub-categorized into demonstrative selective and non-selective demonstrative, as is mentioned in the table above. The demonstrative reference is also called locational reference (Eggins, 1994: 98). It does not involve the identification of a participant in a text (a person or thing), but the identification of a location in time or space. Locational referents to nearby time or space (e.g. here, now, these days, at the moment, above, below) are frequently retrieved exophorically, while locational items referring to distant time or space (e.g. there, then) are often endophorically retrieved. Comparative reference compares identity, similarity, and difference. Comparison contained in comparative reference includes general and particular comparison. General comparison involves the comparison of identity (same, equal, identical, identically), simmilarity (such, adittional, likewise, similar, so, similarly) and the difference (other, different, else, differently, otherwise). While the particular comparison (more, fewer, less, further, better, so-, as-) Any comparison includes at least two things that are being compared and any comparative attached to one entity or concept thus implies the existance of the other entity or concept. Thompson (1996: 151) explains that comparison happens not only in the text but also out of context (situational). It is called exophoric reference. Nevertheless, references which have contribution to the integration of the texts considered cohesive. Substitution Whereas reference is a relation between things or facts and can extend over a long strecth of text, Substitution is the replacement of a part of a sentence with a substitute word or phrase in the same grammatical slot. According to Halliday & Hasan, “ ...... substitution as the replacement of one item by another....”. (Halliday & Hasan, 1989: 88). A substitution is the replacement of a word (group) or sentences segment by a “dummy” word. The reader can fill in the correct element based on the preceding sentences (Rankema, 1993: 37). Substitution is replacement of language element into others in a bigger composition in order to get clearer difference, or to explain some certain language elements. It is an item or items replaced by another item or items. There is a distinction between reference and substitution in which substitution is a realization in the wording rather than in the meaning, the different types of substitution are defined grammatically rather than semantically. Substitution is a relation between linguistic items such as words and phrases in the level of lexicogrammar (Halliday & Hasan, 1989: 89). It resembles reference in being potentially anaphoric and constitutes a link between parts of a text. They also explain that since substitution is a grammatical relation, a relation in the wording rather than in the meaning, the different types of substitution are defined grammatically rather than semantically. The difference between substitution and reference is that reference refers to the same concept. The function of substitution is to replace nouns, verbs, or clauses. Halliday and Hasan

divide substitution into three types: the substitution of nouns, verbs and substitution of clause. “In English, the substitute may function as a noun, as a verb, or as a clause. To these correspond the three types of substitution, nominal, verbal and clausal. “ (Halliday & Hasan, 1989: 90). Nominal substitution Nominal substitution is the` nominal lingual unit replacement (nouns) with one, ones, and same. Subtitution of one and ones always serve as the head of a nominal group and the substitution of same only for the same things. Based on the elements as it replaces, nominal substitution can be divided into two parts, which are: 1) One/ ones Subsitution of one and ones always used to replace the core of the noun phrase and only can replace elements that are also at the core of the noun phrase (Halliday & Hasan, 1989: 91). Nominal substitution one/ ones can replace the entire noun either human or non-human noun. As an exception, the substitution of nouns one/ ones cannot replace uncountable noun. 2) The same This nominal substitution used to replace the whole noun phrase. Verbal Substitution Hasan and Halliday stated that “...... do may substitute either for a verb.....or for a verb plus certain other elements in the clause...” (1989: 113). In English, verbal substitution is do (1989: 130). This substitution replaces the verb in the verb phrase that serves as the head of a verbal group that has been mentioned before, and its position is always at the end of the group (1989: 118). Clausal Substitution Halliday and Hasan stated that “there is one further type of substitution in which what is presupposed is not an element within the clause but an entire clause. The word used as substitutes are ‘so’and ‘not’. (1989: 130). Substitution so serves as a positive substitution to replace the positive clauses, while not used to replace the negative clauses. As described through the table below: Non-Prominent Prominent (given) (new) Nominal Thing (count noun) One (same) The same Process So Do (nominalized) Be The Atribute same Fact Say Verbal Process Do Do so Clausal (β) : Positive So So Report, condition, Negative Not not modality Table 2.2. Clausal Substitution (Hallidan & Hasan, 1989: 141)

Ellipsis Ellipsis is simply ‘substitution by zero’” (Halliday & Hasan, 1989: 142). Ellipsis occurs when the lingual unit in the sentence structure does not need to be shown or removal of certain elements of the sentence or text. Ellipsis is the omission of a word or part of a sentence. It occurs when some essential structural elements are omitted from a sentence or clause and can only be recovered by referring to an element in the preceding text (Nunan, 1993: 25). According to Halliday and Hasan (1989: 144) ellipsis occur when something that is structurally necessary is left unsaid, there is a sense of incompleteness associated with it. The information is understood, but not stated. Like substitution, ellipsis is a relation within the text and in the great

majority of instances the presupposed item is present in the preceding text. Ellipsis is also normally anaphoric relation in the level of words and structures. The difference between substitution and ellipsis is that in the former a substitution counter occurs in the slot and the presupposed item is replaced, whereas in the ellipsis the slot is empty. It is often called as substitution by zero. The purpose of the ellipsis is the efficiency of the sentence. In what follows, we shall discuss ellipsis under three headings, nominal, verbal, and clausal ellipsis (Halliday & Hasan, 1989: 146). Nominal ellipsis “By nominal ellipsis we mean ellipsis within the nominal group.” (Halliday & Hasan, 1989: 147). Nominal ellipsis is the elimination of the core constituents (head) of a noun phrase. The function of Head, which is always filled, is normally served by the common noun or pronoun expressing thing. In non-elliptical nominal group, the Head is the Thing, the noun designating the individual or class referred to. This may be a phenomenon, of any kind: person, animal or inanimate object, abstraction, institution, process, quality, state or relation. In an elliptical nominal group, this element is not expressed, and one of the other element (Deictic, Numerative, Epithet, or classifier) functions as head. Verbal ellipsis “By verbal ellipsis we mean ellipsis within verbal group...... An elliptical verbal group presupposes one or more words from a previous verbal group ” (Halliday & Hasan, 1989: 167). There are two types of verbal ellipsis that are grammatical verbal ellipsis and operator ellipsis. It is the type of ellipsis in which the grammatical verb is missing fom the verbal group. (p.171). grammatical ellipsis is ellipsis ‘from the right’: it always involves omission of the last word, which is the grammatical verb and may extend ‘leftward’, to leave only the first word intact (p.173. Whereas operator ellipsis which ellipsis ‘from the left’ we shall refer to this as ‘operator ellipsis’, since it involves only the omission of operators: the grammatical verb always remain intact. (p.174) Clausal Ellipsis There are three types of clausal ellipsis namely whole sentence ellipsis, subject and verb phrase ellipsis and the object and verb phrase ellipsis.

Conjunction The fourth and the final type of cohesive relation that we find in the grammar is conjunction. (p.226). Conjunctive elements are cohesive not in themselves but indirectly, by virtue of their specific meaning; they are not primarily devices for reaching out into the preceding (or following) text, but they express certain meanings which presuppose, the presence of other components in the discourse. “ (Halliday & Hasan, 1989: 226)

In the dictionary of linguistics, Harimun Kridalaksana stated that: “conjunction is a particle that is used to combine word by word, phrase by phrase, clause by clause, sentence by sentence, or paragraph by paragraph”. (Kridalaksana,1982: 90). Conjunction is a word or compound word that can linking the words, phrases, clauses, sentences, and even paragraphs. Conjunction is “words that join sentences or parts of sentences.” (Roberts, 1964: 285) One explanation to the concept of conjunction comes from Baker (1992). He asserts that conjunction is a relationship which indicates how the subsequent sentence or clause should be linked to the preceding or the following sentence or clause by using cohesive ties which relate a sentence, a clause or a paragraph to each other. Further, he explains -that: “Conjunction signals the way the writer wants the reader to relate what is about to be said towhat has been said before. Conjunction expresses one of a small number of general

relations. The main relations are adittive (and, or, also, in addition, furthermore, besides, similiarly, likewise, by contrast, for instance), adservative (but, yet, however, instead, on the other hand, nevertheless, at any rate, as a matter of fact), causal (so, consequently, for, because, under the circumstances, for this reason), temporal (then, next, finally, after that, on another occasion, in conclusion, an hour later, at last) and continuative (now, of course, well, anyway, surely, after all) (Baker, 1992: 191).

Based on Halliday and Hasan in Cohesion in English, we shall adopt a scheme of just four categories of conjunction: additive, adservative, clausal, and temporal. a. Additive Conjunction Additive conjunction serves to provide additional information on the information that has been presented previously. The form of these conjunctions are and, and also, furthermore, moreover, additionally, beside that, or, likewise, in other word. b. Adservative Conjunction Adservative conjunctions are the conjunctions expressed opposition to the information previously mentioned. Markers of this conjunction are yet, though, only, but, however, nevertheless, in fact, actually, on the contrary. c. Clausal Conjunction Clausal conjunction is the conjunction that expresses the relationship of cause and effect. The simple form of clausal relation expressed by so, thus, hence, therefore, consequently, accordingly, and a number of expressions like as a result (of that), in consequence (of that), because of that. All these regularly combine with initial and. (1989: 256) d. Temporal Conjunction Temporal conjunction is a conjunction that states the time sequence of events. This temporal relation is expressed in its simplest form then. (Halliday & Hasan, 1989: 261). The following is a summary of the temporal conjunctive relation:  Simple temporal relations Sequential : (and) then, next, afterwards, after that, subsequently Simultaneous : (just) then, at the same time, simultaneously Preceding : earlier, before then/ that, previously  Complex temporal relations Immediate : at once, thereupon, on which; just before Interrupted : soon, presently, later, after a time; sometime earlier, formerly Repetitive : next time, on another occasion; this time, on this occasion: the last time, on a previous occasion Specific : next day, five minutes later, five minutes earlier Durative : meanwhile, all this time Terminal : by this time; up till that time, until then Punctiliar : next moment; at this point/ moment; the previous moment.  Conclusive relations Simple : finally, at last, in the end, eventually  Sequential and conclusive relations : correlative form Sequential : First ...... then, first ...... next, first ...... second Conclusive : at first ...... finally, at first ...... in the end  Temporal relations Sequential : then, next, secondly Conclusive : finally, as a final point, in conclusion  Temporal Relations : Correlative form

Seque Sequential : first...... next, first ...... then, first ...... secondly ; in the first place.... ; to begin with ...... Conclusive : ...... finally; ...... to conclude with  ‘Here and Now’ Relations Past : up to now, up to this point, heretofore Present : at this point, here Future : from now on, henceforward  Summary Relations Culminative : to sum up, in short, briefly Resumptive : to resume, to get back to the point, anyway

The Function of Grammatical Cohesion The effect of grammatical, especially collocational, cohesion on a text is subtle and difficult to estimate. With grammatical cohesion the effects is relatively clear if one comes across the word he, for example there is no doubt that some essential information is called for and that the identity of the he must be recovered from somewhere, reference items, substitutes and conjunctions all explicity, presuppose some element other than themselves (Halliday and Hasan, 1976: 288) a. Reference All the types of grammatical cohesion that we have considered up to this point have involved identity of reference. (Halliday and Hasan, 1979: 281) b. Substitution Salkie states that using a substitute thus creates a strong link between one part of a text and an earlier part and helps to make the text cohesive. c. Ellipsis Salkie says that ellipsis is a common cohesive device in text is to leave out a word or phrase rather than repeat it. (Salkie, 1995: 56) d. Conjunction Halliday and Hasan state that Conjunction is cohesive not by continuity of for of reference, but by semantic conection. Some relation is established between the meanings of two continuous passage of a text, such that the interpretation of the second is dependent on the relation in which it stands to the first (1976: 308) Additive conjunction is for giving additional information to the previous information. Avdservative conjunction is for stating against the previous information and causal conjunction is for stating causal relationship.

Objectives of the Study The study is guided by the following objectives: 1. To analyze and describe grammatical cohesions in academic writing? 2. To analyze and describe the functions of Grammatical Cohesion in academic writing? Research Questions 1. What are the grammatical cohesion in academic writing? 2. What are the functions of grammatical cohesion in academic writing? Methodology Design: This present study used a qualitative descriptive method. It means this method is conducted based on empirical data, facts, or phenomenon from the primary sources. It is used to solve the first and second questions of the formulation of the study since it tries to describe the real condition of a phenomenon. This is in line with Denzin and Linclon’s (2005: 3) statement that ‘qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, and phenomena in terms of the meaning people bring to them’.

Data Collection: The data in this study taken from social and science articles at American Journal of Educational Research /htttp://www.sciepub.com for English speaking countries’ articles. Analysis framework: the study draws on Halliday and Hasan’s (1976) Grammatical cohesion model. This framework has the following relations: Reference, Substitution, Ellipsis and Conjunction.

RESULTS AND DISCUSSION Results: The following table shows the types of Grammatical ties, their frequencies and also percentages of usage in the social and science articles analysed: Table 1. Frequencies and percentages of grammatical ties used in the social and science articles

Grammatical Tie Frequency 1. Reference 783 Personal Reference 69 Demonstrative Reference 602 Comparative Reference 112 2. Substitution 3 Nominal Substitution 1 Verbal Substitution 1 Clausal Substitution 1 3. Ellipsis - 4. Conjunction 476 Additive Conjunctions 431 Adservative Conjunctions 24 Clausal Conjunctions 15

The data of this study demonstrated that social and science articles at American Journal of Educational Research are grammatically cohesive. In writing these articles, garmmatical items operated like threads used in weaving the different ideas or propositions raised in the articles. The authors skillfully utilized grammatical units to develop their propositions, and also to convey their messages in varied tones in their expressions across the stretches of the articles. In other words, the data analyzed revealed that authors mostly achieved coherence by reference, subsitution and conjunction. Therefore, employment of grammatical ties enabled the articles writers to link the ideas expressed in the different sentences of the texts, such that the ideas flowed from sentence to sentence for the readers to easily follow with understanding. Therefore, grammatical cohesion contributes significantly to the coherence of social and science articles at American Journal of Educational Research.

DISCUSSION The total number of grammatical cohesion appears in the chosen academic writing is 1.262 ties. It is found that the reference cohesion occupies the highest frecuency of grammtical cohesion type appears in the chosen academic writing. The ratio shows that 783 of grammatical cohesion used in the chosen academic writing is reference, 3 of grammatical cohesion used in the chosen academic writing is substitution and 476 of grammatical cohesion used in the chosen academic writing is conjunction. CONCLUSION

The analysis exhibits that there are three of four categories of grammatical cohesion in the chosen academic writing. The categories of grammatical cohesion in the chosen academic writing are reference, substitution, and conjunction. Each of the grammatical cohesion categories have different functions, depends on the grammatical cohesive markers and placement of those grammatical cohesion types. Reference in academic writing is used as the object of the reference element in the form of thing, people, places, times, events, can also refer to the words, phrases, caluses or sentences. All categories of reference (personal, demonstrative, and comparative) is used in academic writing in English speaking countries’ article. The function of subtitution is to replace nouns, verbs, or clauses.

REFERENCES Beaugrande, R. A. N. Dressier. W. U. 1981. Introduction to Text Linguistics. (Vol 1). London : Longman Brown, G. Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press. Halliday, M. A. K., Hasan, Ruqaiya. 1989. Cohesion in English. London: Longman Group Ltd. Johnstone, Barbara. 2008. Discourse Analysis: Introducing Linguistics. Blackwell. Longrace, E. Robert. 1996. The Grammar of Discourse. Newyork: Plenum Press. Salkie, Rafael. 1995. Text and Discourse Analysis. London: Routledge. Nunan, David. 1993. Discourse Analysis. London: Penguin Group. Rankema, Jan. 1993. Discourse Studies: An Introductory Book. Amsterdam: John Benjamins Publishing Company. Schiffrin, Deborah. 1987. Discourse Markers. Cambridge: Cambridge University Press. Stubbs, M. 1983. Discourse Analysis: The Sociolinguistic Analysis of Natural Language (Vol 4). University of Chicago Press. Sumarlam. 2003. Teori dan Praktek Analisis Wacana. Semarang: Pustaka Cakra. Tarigan, H. G. 2009. Pengajaran Wacana. Bandung: Angkasa. Thompson. 1996. Introducing Functional Grammar. Newyork: Oxford University Press. Wales, Katie. 1989. A Dictionary of Stylistic. London: Longman. Wetherell, Margaret, et al. 2001. Discourse Theory and Practice: A Reader, California: SAGE Publications Inc.

THE CURRICULUM 2013 DESIGN: ENGLISH TEACHERS’ VOICE AND ITS IMPACT TOWARD TEACHING PROFESSIONALISM

Ahmad Zaki Mubarak [email protected]

ABSTRACT

The basic problem of this study was the fact that Indonesia Curriculum 2013 (K-13) was still doubt to be implemented in Indonesia thoroughly. This study is designed to figure out English teachers’ perspectives on the curriculum 2013 design and the influence of their perspective toward English teaching professionalism. Mix Method Research approach under case study and path analysis design are chosen to get the depth of understanding about the investigated issue. Semi-structured interview and Likert scale questionnaires was coded and analyzed descriptively and statistically. The findings showed that quantitatively, teacher has “agree” perspective to curriculum 2013 design and it has positive impact to teaching professionalism but quantitatively their perspectives do not influence thoroughly. Teacher’s teaching professionalism was influenced by English goal and content factors only with t score 5.692 without scientific approach (teaching procedure) and authentic assessment (evaluation). In other sides, the implementation scientific approach was influenced by Goal and content factor by t score 15.3, but no significant influence to authentic assessment.

Keywords: curriculum 2013 design, core competency, scientific approach, authentic assessment, teaching professionalism INTRODUCTION

Numerous studies have been conducted in regard to understanding the curriculum design such as: Curriculum Development in Postmodern Era (Slattery, 2006), Curriculum Development and Design (Print, Curriculum Development and Design, 1993), Curriculum Development in Australia (Brady, 1983) and The Future Curriculum (Siraj, 2008). Some studies have beed reported to know the implementation of Curriculum 2013 (K-13) in Indonesia like The Performance Assessment in K-13 (Triana, 2013), Main Idea and Reccomendation of K-13 to Government (TEFLIN, 2013) and the Document of K-13 (Kementrian Pendidikan, 2012). However, despite the avalibility of the relevant literatures, the problem of curriculum 2013 implementation at school still has problem and teachers still have difficulty in coping with the issues and the government had been being doubt to implement in Indonesia thoroughly.

The preliminary research conducted in one of Senior High Schools in Tasikmalaya bears justification to the issues. From the observation, lasted for about 30 minutes in an English classroom consisted of 36 students and one English teacher, it was found that teacher was powerful to implement curriculum 2013. For example, she implements the scientific approach by modification and use authentic assessment while teaching. The students are difficult to understand what the teacher wants, they are always smiling. The teacher gave some efforts to modify the five pillars of scientific approach; observing, questioning, associating, experimenting

and communicating. The hard work success to students’ understands, they could do what the teacher instructs in teaching and learning activities.

The implementation of curriculum 2013 design has been stopped by education minister for one moment (2015). It was used to reflect the lack of design found, and nowadays will be implemented again with improvement to Indonesia school thoroughly. The big problem is the teacher readiness. The ambiguous concept both previous (school based curriculum) and new curriculum (K-13) lead teachers to implement in same paradigm. It should be solved. Although many teachers are creative to solve by their own solution, the government should know the reality of teacher voice on the difficulties of curriculum design. At least there are four element of curriculum design (Tyler, 1949) the goal, the content, the instructional procedure and evaluation. To arrange these elements called design. So curriculum design refers to the arrangement of the element of a curriculum. An essential feature of any curriculum is the conceptualization and organization of its various parts (Print, Curriculum Development and Design, 1993, p. 94)

Indonesia curriculum 2013 design consists of; goal interpreted by core competency, content interpreted by genre based approach, procedure interpreted by scientific approach, and evaluation interpreted by authentic assessment (Kementrian Pendidikan Nasional, 2013) In factual implementation, the gap between good concept and reality still exist. There are many basic problems: teacher condition, student readiness, facilities, availability of book, school policy etc. these problems have to be solved quickly because the implementation of curriculum will be done in late new academic years.

Based on those reasons, findings from the preliminary data which showed the existing powerful teaching professionalism, misunderstanding the curriculum concept, and each relation will be a focus of study. This present study is conducted under the following research questions: 1. How do English teachers perceive the curriculum 2013 design? 2. What is the impact of curriculum 2013 design teacher voice toward teachers’ teaching professionalism?

Significance of the study

This present study is expected to provide meaningful contribution to government about curriculum 2013 design and relating to English teachers performance. Understanding curriculum design and its influence to teachers’ teaching performance would allow the government to readjust or improve curriculum design. Moreover, this study is expected to provide additional information for those who wish to conduct further studies in the relevant topic and to those who want to know the quantitatively impact relating curriculum design and teachers’ teaching performance.

Definition of terms

To avoid misunderstanding, it is necessary to clarify some of terminologies used in this research

1. According to Indonesia Educational System Act No 20 Year 2013 that curriculum is Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu. Curriculum is a set of plans and arrangement of aims, contents and material as well as the way used as guidance in implementing learning activities to reach particular educational goal.

2. Adapted from Pennington (Brown, 2001, p. 426), there are some major of teacher professional goals: a knowledge of the theoretical foundations of language learning and language teaching; the analytical skills necessary for assessing different teaching contexts and classroom conditions; an awareness of alternative teaching techniques and the ability to put these into practice; the confidence and skill to alter your teaching techniques as needs; practical experience with different teaching techniques; informed knowledge of yourself and your students; interpersonal communication skills, and attitudes of flexibility and openness to change.

LITERATURE REVIEW

This part covers a review of the related literatures concerning curriculum 2013 design and the teacher professionalism that focus to teacher teaching performance.

Curriculum Design

According to Print, The curriculum design refers to the arrangement of the element of a curriculum; an essential feature of any curriculum is the conceptualization and organization of its various parts (Print, Curriculum Development and Design, 1993, p. 94). As Zais stated, there are four element of curriculum: “ordinarily the component or elements included in a curriculum are: (1) aim, goal, and objectives, (2) subject matter or content, (3) learning activities; and (4) evaluation” it can be concluded that the curriculum design is organizing the aim, content, learning activities and evaluation to be holistic document as a planning process and manual guidance for curriculum developer (Zais, 1976, p. 16).

Element in Indonesia Curriculum 2013 The Indonesia curriculum 2013 has four elements related to Tyler concept of curriculum design. They are: a. The aims of education are shown in Kompetensi Inti (Core competency). There are four competency; spiritual competency, social competency, knowledge competency and skills competency (Kementrian Pendidikan Nasional, 2013) The core competency can be operationalized by Basic Competency (KD) which can describe more to core competency designed by this act. b. The content of English Subject. According to Ministry regulation No 64 the content of English subject in Curriculum design for Senior high school are: Text of Advertisement, recount, narrative, explanation, report, descriptive, proverb, riddle, sing, brochure, leaflet, banner, pamphlet, factual report, biography, exposition, hortatory, poetry, interpersonal, transactional, and functional and informational literacy and the text structure of interpersonal, transactional and functional (Kementrian Pendidikan Nasional, 2013) c. The Teaching Methodology of Curriculum Design. According to Indonesia Educational Ministry on Process standard that there are the four strategies on teaching methodology. They are: Scientific Approach, Inter-subject Thematic, Inquiry, and Problem Based Learning. Pengetahuan diperoleh melalui aktivitas“ mengingat, memahami, menerapkan, menganalisis, mengevaluasi, mencipta. Keterampilan diperoleh melaluiaktivitas“ mengamati, menanya, mencoba, menalar, menyaji, dan mencipta”.Karaktersitik kompetensi beserta perbedaan lintasan perolehan turut serta mempengaruhi karakteristik standar proses. Untuk memperkuat pendekatan ilmiah (scientific),

tematik terpadu (thematic antarmata pelajaran), dan tematik (dalam suatu mata pelajaran) perlu diterapkan pembelajaran berbasis penyingkapan/penelitian (discovery/inquiry learning). Untuk mendorong kemampuan peserta didik untuk menghasilkan karya kontekstual, baik individual maupun kelompok maka sangat disarankan menggunakan pendekatan pembelajaran yang menghasilkan karya berbasis pemecahan masalah (project based learning) (Kementrian Pendidikan, 2013, p. 3) d. The Assessment. Authentic assessment is the main assessment in Curriculum 2013. The authentic assessment is an assessment system which measure comprehensively from input, process and output in learning. (Kementrian Pendidikan, 2013, p. 2)

Teacher Professionalism on Teaching

As teachers face many issues regarding to their profession, such as dealing with dynamic interaction among teacher-students as well as teaching the subject matters, they have to learn for their lifetime in order to discover the ways to solve those challenges (Brown, 2001). In the process of teachers’ growth and development, the teaching issues that teachers’ have may encourage them to find effective techniques to teach students, discover how they should teach their students, seek information in maintaining good interaction with students, and find the best way to assess students’ competence. As the result, the attempts that teachers have done to develop their teaching will give positive impact to the students’ achievement (Patnaik, 2015) The number of challenges that teachers have are undeniably required professionalism in order to achieve goals that teachers have designed beforehand- which reflect teachers’ professionalism. Adapted from Pennington, cited in Brown (Brown, 2001, p. 462), there are some major of professional goals: a knowledge of the theoretical foundations of language learning and language teaching; the analytical skills necessary for assessing different teaching contexts and classroom conditions; an awareness of alternative teaching techniques and the ability to put these into practice; the confidence and skill to alter your teaching techniques as needs; practical experience with different teaching techniques; informed knowledge of yourself and your students; interpersonal communication skills, and attitudes of flexibility and openness to change

Previous Related Research Reports There are some relevant research reports dealing with curriculum especially Indonesia curriculum 2013. a. Tyas and Purnomosari, Do We Have to Leave K13? The study conducted by Purnomosasi and Tyas (2014, p. 1) shows that the implementation of K13 at six Junior High Schools at Kota Madiun got some hurdles especially in teaching and learning English. They found that there was no integration between the English skills, the situation and condition of the schools influenced the teaching and learning process, assessment became one of the difficult things to be administered by teachers, and the questioning phase in the scientific approach was the salient difficulty during the teaching and learning process. These findings support the government policy to halt the implementation of K13 in all level of education all over Indonesia. (Purnomosari, 2015) b. Novia Trisanti, English Teacher’s Perspective on Authentic Assessment Implementation of Curriculum 2013. This paper gives findings on the English secondary school teachers’ perspective of the term authentic assessment. The

findings comprise into two perspectives, the positive and negative ones which mean the teachers’ ability in designing it and their difficulties in facing it. The teachers who are involved in this case study are from Central Java and secondary schools English teachers partners of Semarang State University (UNNES). They usually involve in observing teacher trainees of UNNES. Explanatory case study is used here as the description and explanatory on the questionnaires and teachers’ lesson plans are applied to explore more the teacher’s perspective on authentic assessment for curriculum 2013. (Trisanti, 2015, p. 1265) c. Dwiyani Pratiwi, The Implementation of Curriculum 2013: What The Teachers- Educators Voice. Many of teachers still have different perceptions and understanding on Curriculum 2013. Based on data collected through interviews and questionnaire, this paper will provide the description how the educators in Yogyakarta State University understand and perceive Curriculum 2013. Some of them have joined trainings and some others are directly involved in working on the socialization of the curriculum to the teachers. Because they have different background and experience, their perception, belief, and understanding of the curriculum can be different as well. All differences may give benefits to the improvement of the curriculum and in the implementation of it. Teachers-educators also have various interpretation and use their own ways in introducing this curriculum to the students-teachers. (Pratiwi, 2014)

Concluding Remark The theoretical framework shown of curriculum 2013 design and the teacher teaching professionalism should be proved empirically. Moreover, it also presents some relevant studies that show similarities in purposes and differences in level of investigation. Based on the theoretical foundation and gap found in the relevant studies, this present study intends to figure out the possible causes of Tasikmalaya English teacher voice of curriculum 2013 implementation and will be proved by measurement quantitatively. The good concept of curriculum 2013 will be tested by reality of teacher perception and strengthened by path analysis as quantitative paradigm measurement. The result will be similar with the previous study or further will criticize the different result although the purpose is similar.

RESEARCH METHODOLOGY

Research design This study was designed to figure out the natural phenomenon-teacher voice on curriculum 2013 design and it will be proved by quantitative measurement as qualitative enrichment. Therefore, this study was conducted under mix method research principles in which according to Creswell (Hamied, 2014, p. 272), the core assumption of this form of inquiry is that the combination of quantitative and qualitative approach provides a more complete understanding of a research problem than either approach alone.

Data collection Sites and respondents The participants of the study were 4 senior high school EFL teachers who have experiences raging from five up to ten years of teaching. They are five male and ten females. They were selected purposively based on specific criteria (Cohen, Manion, & Morrison, 2007, p. 115) namely have experiences in teaching English in Senior High School classroom and have experiences in dealing with curriculum 2013.

Instrumentation To collect the data, questionnaires was chosen as the instrument of the study which consists of two designs; quantitative with behavioral scale and intensity scale for describing curriculum design and teaching professionalism and qualitative with focusing on the teacher voice reasons. It was conducted to answer the two research questions related to the curriculum 2013 design and teaching professionalism to cope with the issues. The interview format was to confirm the written answer of reasons. This type of interview was used due to its flexibility that, according to Berg(2001, p. 71), the interviewers are permitted (in fact expected) to probe far beyond the answers to their prepared and predetermined questions. Procedures

There were some steps taken in accomplishing this present study. First, the teacher fills the questionnaire according to their perspective. The question is divided into two categories; twenty items for knowing the teacher perspective on curriculum 2013 design which is broke down into four concept (KI, English content, scientific approach and authentic assessment) and ten items for measuring the teacher teaching professionalism. The second step is interviewing teacher to confirm the qualitative answer especially the reason of perspectives. The third is observing chosen teacher to validate the teacher teaching professionalism in empiric action.

Data analysis The data obtained from the questionnaire and interviews which have been recorded and transcribed were first coded based on the predetermined categories which in this case were teacher perspective of and will be analyzed by both qualitative and quantitative. Qualitative data analysis uses memoing and coding (Hamied, 2014, p. 206) then, the data were analyzed descriptively based on its content so that the required information can be drawn. Moreover, the quantitative data obtained by behavioral scale and intensity scale is analyzed by path analysis. The results were then compared both qualitative and quantitative to justice to the relevant theories.

FINDINGS AND DISCUSSION

This present study was designed to investigate teachers’ voice of curriculum 2013 design as well as to prove statistically its influence toward teachers’ teaching professionalism. Therefore, the inquiry was conducted based on these following questions: “How do the teachers perceive the curriculum design? Is there direct influence of curriculum design factors toward teachers’ teaching professionalism?”

The Descriptive Statistics and Descriptive Analysis The data obtained can be described by these central tendency and dispersion:

The average of teacher perspective on English goal and content design in curriculum 2013 is 40.07 / 50. It means that the average scale of teacher perspective is “agree” that English goal and content is easy to understand and implement.

There are three categories of reasons in qualitative data: a. The goal and content of English is very easy to understand and implement # T1: The idea of KI is very good and the concept of curriculum 2013 is very clear and easy to understand. No reasons to reject

# T2: Kompetensi Inti in Curriculum 2013 is very helpful to understand the goals of English.

# T3: The content of English in curriculum 2013 is similar with previous curriculum, so no problem to implement

According to three perceptions above, the teacher voice to goal and content show agreed that goal and content is very good. b. The goal and content of English is easy to understand and implement but has problem # T4: Sometimes, I thinks the goal and the content of English is similar to previous curriculum, may be in other concept and project, heheheh….

# T5: We believe that goal and content by using GBA is the choice in curriculum 2013

# T6: To learn how to implement goal and English content called Genre Based is easy but has problem in field. There are student are difficult to understand.

According to teacher perception above, they still agree that English goal and content design is easy (but not very) with some problem in implementation. c. The goal and content of English is hard to understand and implement # T7: You know, curriculum 2013 must be implemented, but the government is always doubt to implement in all school. It makes teachers difficult to choose.

# T8: No difference to KTSP, but the good concept of K13 is not related to the situation of students. The students from Tasik is not ready to change quickly.

Two perception above shows that goals and content is not easy to understand and implement, but they do not have a choice to do. They are still confused to implement the curriculum 2013 design.

The English teacher perspective on scientific approach could be described by this diagram and the reason given by teachers:

The majority of respondents choose “agree” which assume that scientific approach is easy to implement and good concept in teaching learning activities. Meanwhile, according to interview there are two poles, they agree to implement scientific approach, other not.

# T2: Scientific approach is good concept to curriculum 2013 and will make Indonesia like Korea, we will be productive, creative and we’ll be an advance country.

#T3: Scientific is very helpful to me to “mengilmiahkan” English. The concept is very systematic and easy to implement

They agree that scientific approach is the good approach to English learning activities. Even though, the teachers’ perspective on negative thinking on scientific approach as below:

# T7 : language is different with science. We have particular approach like communicative, GBA and other, why must we follow other own approach? I do not understand.

# T8: I have ever learnt scientific approach in one training. The concept is easy to understand, but difficult to implement. The student in Tasik is hard to realize that scientific is the best approach. Need hard work of teacher.

They disagree that scientific approach is good concept. There are two reasons: (1) the origin of scientific concept and (2) the reality of students. To describe the teacher perspectives on authentic assessment, the diagram below can be a justification followed by teacher voice on authentic assessment design:

According to data, authentic assessment has score 20.07/25. It means that the average of teacher voice is agree. These teacher statements help us to know the reason why authentic assessment has positive and negative assumption:

# T1: By using authentic assessment, we will assess the student in real teaching and learning process. It is different with previous one that assessment is measured at the end. It is not fair

#T3 : Authentic assessment is the good choice, because the teacher can test the student in daily activities although have the problem of qualitative measurement. But it will be easy by the time.

#T7: Authentic assessment have powered to teacher to focus to assess not to teach. It is out of teacher’s role. The end of assessment will make the teacher focus on teaching not assessing. Because it is the policy, I will follow what the Dinas wants.

The contradictive teacher’s voice in authentic assessment can be divided on two causes: (1) the ambiguous of authentic assessment design in teaching definition, (2) the teacher creativity is low to design the authentic assessment in implementation.

The Inferential Statistics and Interpretation Analysis To know the impact of curriculum 2013 design factor toward teaching professionalism of English teacher, the path analysis was used to prove its influence. The design of path analysis in research constellation as follow:

Goal and Content DesignContents Teacher Teaching Authentic Assessment Professionalism Scientific ApproachContents

To know the influence of each factors, we need three model of path analysis: 1. Model one: The influence of Goal and Content design toward scientific approach

Goal and Content DesignContents

Scientific ApproachContents the result of SPSS output for this influence is:

The regression equation is Y = a + bx, so Y = 7.714+ 0.333 with the score of t is 15.318. It is significant because the probability value is 0.00 < 0,05, Ho is rejected. Coefficient determination is:

the score of R square is 0.948, it means that the influence of goal and content of English in curriculum 2013 design toward scientific approach can be described 94.8% by the data. 2. Model Two: The influence of Goal & Content design and scientific approach toward authentic assessment:

Goal and Content DesignContents Authentic Assessment

Scientific ApproachContents the result of SPSS output for this influence is:

The regression equation is Y = a + bx1+bx2, so Y = 11.392 + 0.169 + 0.090 with the score of t for Goal and Content is 0.273, the probability value is 0.789 > 0,05, Ho is accepted. Moreover t for scientific design is 0.050, the probability value 0.961 > 0.05, Ho is accepted. It means that both English Goal & Content design and Scientific Approach do not influence toward authentic assessment according to data obtained. Coefficient determination is:

the score of R square is 0.141, it means that the influence of goal & content of English and scientific approach design in curriculum 2013 design toward authentic assessment can be described 14.1% by the data. Those factors have no significant influence.

3. Model Three: The influence of Goal & Content design, scientific approach and authentic assessment toward teaching professionalism:

Goal and Content DesignContents

Scientific Teachers’ Teaching Professionalism ApproachContents

Authentic Assessment

the result of SPSS output for this influence is:

The regression equation is Y = a + bx1+bx2+bx3, so Y = 18.869 + 0.345 + 0.600 + (-0.087). After looking the three factors t score, no probability values has significant influence, so it should be changed to model 2. Even though model 2 was done, no probability value is significant, then trimming is automatically conducted to be model 3 which show that only English goal & content design influence to teacher teaching professionalism with t score 5.692, probabaility value 0.000 < 0.05, Ho is rejected. Then the score of determination is:

The score of R square is 0.724, it means that the influence of goal & content of English, scientific approach and authentic assessment design in curriculum 2013 toward teachers’ teaching professionalism can be described 72.4% by the data. Those factors have significant influence. 4. Decision According to SPSS output statistics, we found the model of influence factors each other by using path analysis. The model before trimming will be shown by the figure below:

Goal and Content DesignContents t = 0.796 t = 0.273 t = 15.3 Authentic Assessment t = -0.429 Teachers’ Teaching t = 0.050 Professionalism Scientific t = 0.475 ApproachContents

The decision of model after trimming is:

Goal and Content DesignContents t = 5.692

t = 15.3 Authentic Assessment Teachers’ Teaching Professionalism Scientific ApproachContents

CONCLUSION AND RECOMMENDATION

This study is designed to figure out teachers’ perspectives of the curriculum 2013 design as well as its influence toward their teaching professionalism. There are several conclusions:

1. The teacher perspective on qualitative data and quantitative data has a few different result, the qualitative data shows the positive impact of curriculum 2013 design toward the teaching professionalism but the quantitative data proved their perspectives do not influence to teacher teaching performance thoroughly. All elements in curriculum 2013 design was perceived well qualitatively by teacher and has positive impact “agree” to teaching professionalism. Even though, the path analysis proved that only KI (goal and content) influence to teaching professionalism. 2. There is a significant influence between English goal and contents toward implementing scientific approach. KI and the book designed by government help them to implement curriculum easily. Authentic assessment was not influenced by both goal & content design and scientific approach. The teacher argued that authentic assessment is not important things in curriculum 2013. 3. Teacher’s teaching professionalism was influenced by English goal and content factors only with t score 5.692 without scientific approach (teaching procedure) and authentic assessment (evaluation). In other sides, the implementation scientific approach was influenced by Goal and content factor by t score 15.3, but no significant influence to authentic assessment.

In addition, this presents study offers recommendation to consider. First, the government should train the English teacher to implement scientific approach and authentic assessment for English teaching. The differential perspective of both concepts should be solved by teacher training focused on scientific and authentic assessment. Second, although the teaching professionalism still exists in English teacher, their hard work to adapt the new paradigm in curriculum 2013 design should be given new solution, it is an particular English design. Third because of the students’ condition in various place are different, the government need to redesign the various model of curriculum implementation. Design for high achiever, middle, and lower achiever school. The effective model will help the teacher to succeed the curriculum 2013 design.

REFERENCES Brady, L. (1983). Curriculum Development in Australia. Sydney: Prentice-Hall of AUstralia. Berg, B. L. (2001). Qualitative Research Methods for the Social Sciences. USA: Allyn & Bacon. Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman. Hamied, R. S. (2014). Research Method: A Guide for First Time Researchers. Bandung : UPI Press. Kementrian Pendidikan. (2012). Dokumen Kurikulum 2013. Jakarta: Kementrian Pendidikan Nasional. Kementrian Pendidikan. (2013). Permen No 65 Tentang Standar Proses. Jakarta: Kementrian Pendidikan Nasional. Kementrian Pendidikan Nasional. (2013). Peraturan Mentri Pendidikan No 64. Jakarta: Kementrian Pendidikan Nasional. Kementtrian Pendidikan. (2013). Permendikbud No 66 Tahun 2013 tentang Standar penilaian. Jakarta: Kementrian Pendidikan Nasional. Osakwe, R. N. (2014). Classroom Management: A Tool for Achieving Quality Secondary School Education in Nigeria. International Journal of Education, 6(2), 58-68. Patnaik, D. S. (2015). The Role of Professional Development. Ensuring Teacher Quality. No.5, pp.13-19, July 2015: International Journal of English Language Teaching. Vol.3,. Pratiwi, D. (2014). The Implementation of Curriculum 2013: What The Teachers- Educators Voice. TEFLIN The 25 Journal: TEFLIN. Print, M. (1993). Curriculum Development and Design. NSW Australia: Allen & Unwin Pty Ltd. Purnomosari, T. a. (2015). Do We Have to LEave K13, Journal of The 62th TEFLIN. Bandung: TEFLIN 2015. Siraj, S. (2008). Kurikulum Masa Depan. Kuala Lumpur: Penerbit Universiti Malaya. Slattery, P. (2006). Curriculum Development in the Postmodern Era. New York: Routledge. TEFLIN. (2013). Pokok Pikiran dan Rekomendasi Tentang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Tahun 2013. Bandung: TEFLIN.

Trisanti, N. (2015). English Teacher's Pespective on Authentiuc Assessment Implementation of Curriculum 2013. The 25th TEFLIN Journal: TEFLIN. Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. London: The University of Chicago Press. Zais, R. S. (1976). Curriculum, Principle and Foundations. New York: Harper & Row Publishers.

THE SKETCH OF TEACHING SPEAKING IN ISLAMIC TERTIARY LEVEL OF EDUCATION (A Case Study at English Studies Department of Faculty of Humanities of UIN Sunan Gunung Djati Bandung)

Andang Saehu [email protected] State Islamic University (UIN) Sunan Gunung Djati Bandung, Indonesia Jl. A.H. Nasution No.105, Bandung, West Java.

ABSTRACT

This study briefly sketches the speaking activities the lecturer designed to improve students’ speaking ability through classroom observations in one of EFL classes at English Studies Department of Faculty of Humanities of UIN Sunan Gunung Djati Bandung. The focus of the class was on Speaking for general communication. The classroom observations were conducted in seven class periods consecutively. The result showed that the lecturer designed various activities in teaching Speaking for general communication in the EFL class. The lecturer applied teaching activities through physical movements of which they were set up in three stages: pre-speaking, while-speaking, and post-speaking. The activities in the pre-speaking were aimed at generating students’ interest, activating student’s prior knowledge, and trying to anticipate any difficult vocabularies. The while- speaking stage is to invite students to be involved at speaking through various physical activities, such as role-playing a dialogue, retelling a story, listening to English songs, and presenting drama. The post-speaking stage is to internalize what they have practiced or presented and to check students’ comprehension. Keywords: Teaching speaking, physical movement, teaching stages, teaching activities, speaking practice.

INTRODUCTION

The existence of English in Indonesia cannot be denied by everyone. Even, in school context, English has become one of subjects examined in National Examination and School Examination (the Government Regulation of the Education and Culture Minister No. 59 of 2011). In academic context, English has been taught in separated courses of which it represents the language skills—starting from listening, speaking, reading, to writing course. Among the four language skills or courses, speaking should get much more attention to teach than others since it usually takes part in the oral communication between students and lecturers or students and students. Teaching speaking is not an easy task for the English lecturers. The lecturers frequently face many barriers in teaching students how to speak well as they are, by borrowing terms given by Burns and Joyce (1999), being afraid of making mistakes, being laughed by their classmates, or being criticized in the classroom. However, in speaking class of English Studies Department of Faculty of Humanities of UIN Bandung, the students seemed to show their interest in speaking course. Even, I have interviewed informally some of the students relating to speaking course. They said that “the only the day of speaking course they miss a lot.” I also checked the students’ scores of speaking for general communication course whether or not the students’ interest is corresponding to their scores. Fortunately, the document shows students’ fantastic score of speaking for general communication course—the A score is more dominant than B’s, and the B’s is more dominant than C’s.

Looking at the students’ competence in English speaking class with minimum errors in accuracy and fluency and their speaking fantastic score, I am lured to know about the teaching speaking activities designed by the lecturer in the classroom. Starting from late January to mid- March 2016, I was allowed by the speaking lecturer to observe the speaking activities consecutively. Checking the word consecutively—the root of consecutive—in an Advanced English Dictionary and Thesaurus results in some other words relate to it. The possible words are straight, sequent, serial, and successive. Here, I attended the class in the first five class periods, then absent in the sixth class period, then attended again in the seventh class period. During attending the speaking class, I took some notes relating to teaching and learning speaking activities, as the lecturer didn’t allow me to take a camera. Besides, I also interviewed the lecturer in the end of every class period relating to the design of the teaching activities.

PROBLEM With regard to the aforementioned case, this study aims at sketching the teaching activities or strategies applied by the speaking lecturer in one of EFL speaking classes, especially Speaking for general communication course, to the second semester students of English Studies Department of Faculty of Humanities of UIN Sunan Gunung Djati, Bandung.

LITERATURE REVIEW To support the ways of answering the problem, the previous research and review of theories relating to the teaching strategies of speaking skill would be elaborated below. Speaking is a language skill which was, and still is, a core research field. Some previous studies relating to this present study have been conducted by many researchers. For example, Christamia (2014) conducted a study on improving students’ speaking skills through English songs and puppets at grade IV of SDN ADISUCIPTO in the academic year 2013/2014; Susilawati (2013) conducted a study on improving students’ speaking skills using drama at the eleventh grade students of language class of MAN YOGYAKARTA in the academic year 2012/2013; Purwatiningsih (2015) conducted research on improving speaking ability through story telling technique by using picture series; a study on comparing the effectiveness of role- pay and dialogue techniques, but given the same topics was conducted by Danasaputra (2003), but in the form of interview was conducted by Diani (2005); and a study on applying a task called Talking about Something in English (TASE) in small groups was conducted by Wijayanti (2005). At the English Studies Department of Faculty of Humanities of UIN Bandung, speaking is not served as integrated courses but as discrete one due to the students’ needs to speak various types of English discourses intensively as part of their curricular activities. The teaching of speaking in this Department is not only focused on training the students to speak accurately but also focused on encouraging the students to speak fluently. The former is considered to be form-based instruction and the latter is considered to be meaning-based instruction (Murdibjono, 1998). According to Cahyono and Widiati (2011), while the former aims to provide learners with language forms (e.g., phrases, sentences, or dialogues), the latter usually student-centered, aims to make learners able to communicate and the lecturer, therefore, plays a role more as a facilitator than a lecturer.

METHOD Applying descriptive qualitative design in this study, which involved one speaking lecturer, is to understand and report the characteristics of current and past situation by describing what already exists in a focus group as individuals with similar characteristics. Observation checklist and interview guidance were used as the research instrument to collect the data needed. The observation checklist was used as the main instrument of which it

focuses on the speaking lecturer’s actions or behaviors in teaching speaking for general communication course. The observation checklist consisted of variables and descriptors concerning how the speaking lecturer teaches in the classroom. Meanwhile, interviews were used to ‘support or confirm or verify the impression of which has been gained through observation’ in collecting the data relating to how the lecturer teaches the students in the classroom (Kvale, (1996:35). The class observed was Class B amounting to 40 students at the English Studies Department of Faculty of Humanities of UIN SGD Bandung, which ran for one semester from late January to mid-March 2016. The class period was 90 minutes long and was conducted from 8.40 a.m. to 10.10 a.m. on Thursday. Those 40 students were 26 female and 14 male. All of them use English as a foreign language. The class was tailored for facilitating speaking derived from physical movement activities. In the seven class periods of observations, I served as a non-participant observer in the whole class periods. In every class period, I was assigned to play a role (as a story teller, a listener, and an actor) with the lecturer for modeling activity or commonly known as a role model.

FINDING AND ANALYSIS This study is concerned with the need to sketch the teaching activities designed by the speaking lecturer in teaching speaking for general communication course to English Studies Department students of Faculty of Humanities of UIN Sunan Gunung Djati, Bandung. Based on the observations, in general the stages of teaching speaking course can be divided into three stages: pre-speaking, while- speaking, and post- speaking. Each of which has some activities that have been designed by the lecturer prior to teaching. Although I could only do the observation for seven meetings to which it should be all meetings, I could capture the other experiences of the respondent through interviewing. As stated by Seidman (2006), the interview guide is used as it can capture the meaning people involved in education make of their experience. Based on the result of observation and interview, there are many different activities designed by the respondent in teaching speaking for general communication course to students. The design of teaching activities, which is presented in seven class periods, is divided into individual and group activities. Individual activity covers retelling a story presented in the first two class periods and listening to the English songs presented in the third and forth class periods. Meanwhile, the group activities consist of role-playing dialogues played in the fifth and sixth class period and presenting drama showed in the seventh class period. In the process of teaching and learning in every class period, the lecturer always did three stages: pre-speaking activity, while-speaking activity, and post-speaking activity. Besides, the lecturer also prepared suitable and appropriate speaking materials pursuant to the activities being done, in addition to speaking activities to make students more active during class. Pre-speaking Activity In the stage of pre-speaking, most of the time students pay attention to what is being said with the purpose of getting them interested in the topic, warming up them, and getting them the general information about the topic. At that time, the lecturer started the lesson by showing some pictures of place, characters, plot, or other realia related to the story, dialogue, song, and drama and ask the students what they think the story, dialogue, song, and drama are about, whether they ever read the short story or dialogue, whether they ever listened to song, or saw drama presentation, what kind of short story Bandung Bondowoso is, etc. The lecturer then asked the students to explain the story, dialogue, song, drama they read, listened, and saw through actions, visuals, and spoke some sentences. The lecturer sometimes gave a quiz by asking the students if they already know any words in English related to the story, the dialogue, song, and. While the students answered the quiz, the lecturer, on the board, wrote any English

words coming out from the students. Finally, the lecturer explained the unknown vocabularies from the story, dialogue, song, and drama through building some sentences. This pre-speaking activity which was done within 15 to 20 minutes was primarily aimed at activating students’ schemata—borrowing the term used by Anderson and Lapp (1988) to help them comprehend the text they were going to speak. While-speaking Activity This stage is useful to help learners develop the skill of eliciting messages from spoken language through activities. In the stage of while-speaking, it was found that the respondent applied several activities acquiring physical movements as follows. Role-playing Dialogue One of interesting activities in teaching speaking is through role-playing a dialogue. The majority of students felt motivated to practice and encouraged to active participation in the lesson. The lecturer designed a dialogue not to be long but relevant, realistic, and appropriate with the students’ interest. In working with this dialogue activity, the lecturer asked for me to play a role as one of the characters mentioned in the dialogue. In this class period, I served as a participant observer that the lecturer assigned for becoming a partner in a role-play. Before playing the role, the lecturer read the text aloud by himself to describe the situation and place where the dialogue is conducted. The lecturer together with me acted it out in pairs to give the students an idea of how to play a role in the dialogue. While playing a role, both the lecturer and I were playing the content of the dialogue. In this case, the lecturer became a role model of what a good player is like (Day & Bamford, 2002). Having played the role, the lecturer asked the students to act their dialogues out by their own ways in front of the class. Telling a Story In the first session of this stage, the lecturer acted as a story-teller to give an example and skill of how to tell a story well. The lecturer told the story of Bandung Bondowoso with a clear and loud voice inasmuch as if not, the students may lose interest for the story. In the next session, the lecturer then asked the students to show the texts assigned a week before. They were then asked to understand the text carefully, to understand grammar and difficult words, employ dictions based on its context, use their own sentences to deliver the story, and to tell the story in front of the class. Listening to English Songs This teaching strategy seems to be more appropriate for listening skill. But, the idea of using this strategy is to give students an idea of what to speak to what the students have listened to (Harmer, 1991). In working with this activity, the lecturer did free listening activity— let the students listen to the song completely to hear the music and the lyrics. The song was played two times. In the second time, the students were allowed to imitate the songs. Next activity, the lecturer asked the students to come forward to tell what the English song is about. This activity continued until a good interpretation to the song is covered. At the end of the activity, all students sang one of the songs. Doing Drama Drama is a powerful language-teaching tool that involves all of the students interactively. The students were very enthusiastic and serious in their practice. The teaching procedures in practicing the drama: 1) being a role model. The lecturer and I acted out a script to inspire the students of how to perform a play; 2) asking the students to select one of the existing scripts and learn it. In the drama group, the students discussed each play they had and later performed it into a performance in front of the class; 3) asking the students to perform a dialogue in groups. The students performed their play in front of the class. Each group had 10 minutes to perform it; 4) giving feedback on students’ pronunciation. The lecturer noted the students’ mistakes and told the mistakes to students. Thus, other students did not make the same mistakes.

Post-Speaking Activity The post-speaking stage was designed to extend the understanding of the students learned at pre-speaking and while-speaking stages into other learning tasks like writing the answers. EFL students need to act upon what they have learned to expand their thinking, and as stated by Linse (2005), a well-planned post-speaking activity is a useful device for them to speak and think. This post-speaking stage helps students internalize what they have spoken, listened to and comprehended. The ways the lecturer internalizes it can be done through moving on from speaking practice to focus on other language skills, such as reading, listening, and writing. In this context, the lecturer linked the speaking skill with writing skill. He checked the students’ comprehension of the material given by asking them to write what he asked. For example, he questioned the students “what do you know about Roro Jongrang? What does the song of You came to me tell about? Write an essay as your reflection on speaking activities you are involved inside! Etc. Connecting the speaking task with the writing tasks is essentially related because EFL speaking can be taught in an integrated way along with other language skills (Cahyono & Widiati, 2011). This post-speaking stage was run in 15 minutes. In short, the teaching procedures or stages starting from pre-, while-, to post- speaking have helped the lecturer, teacher, or those working on teaching organize the lesson in order to provide the students with step-by-step instruction. In addition, by using those stages, the lecturer could have an opportunity to set how much time should be spent on each stage. Besides, those stages, according to Widodo (2009:43), enable the lecturer to decide what kinds of learning activities or strategies that the students would go through in one lesson. CONCLUSION This study has sketched various types of activities designed by the speaking lecturer in the teaching of speaking for general communication course in English Studies Program of Faculty of Humanities of UIN SGD Bandung. These various activities were intended to help students improve their speaking skill. One principle thing designed by the lecturer in every meeting of teaching is the use of three phase techniques of teaching: pre-speaking activity, while-speaking activity, and post- speaking activity. Theses phases, which are relevant to the principles of effective learning strategies, are supported by physical movements to attract the students’ interests. Unfortunately, the students were only asked to find texts or to choose one of existing texts. It would be better if the students were asked to write their own stories. Although the three phases are advisable to be applied by other lecturers, the lecturers should notice that when there are problems, they should see the problems as challenges and look for solutions.

BIBLIOGRAPHY Anderson, P., & Lapp, D. 1988. Language Skills in Elementary Education (4th Ed). New York: Macmillan Publishing Company. Burns, A., & Joyce, H. 1999. Focus on Speaking. Sydney: Macquarie. Cahyono, B.Y., & Widiati, U. (2011). The Teaching of English as a Foreign Language in Indonesia. Malang: State University of Malang Press. Christamina, V. 2014. Improving Students’ Speaking Skills through English Songs and Puppets at Grade IV of SDN Adisucipto II in Academic Year 2013/2014. Unpublished Thesis. Yogyakarta: Yogyakarta State University. Danasaputra, I.R. 2003. Dialogue vs Role Play Techniques. Paper presented at the 51st TEFLIN International Conference, Bandung, 21-23 October.

Day, R.R., & Bamford, J. 2002. Top ten principles in teaching extensive reader. Reading in a Foreign Language, 14, 136-141. Diani, A. 2005. Some Techniques to Make Shy Students Active. Paper presented at LIA International Conference, Jakarta, 22-24 March. Harmer, J. 1991. The Practice of English Language Teaching. 2nd Ed. Harlow, UK: Longmann. Kvale, S. 1996. Interviews: An Introduction to Qualitative Research Interviewing. London: SAGE Publications Ltd. Linse, C.T. (2005). Practical English Language Teaching. New York: McGraw-Hill. Murdibjono. 1998. Teaching Speaking: From Form-Focused to Meaning-Focused Instruction. English Language Education, 4(1): 1-12. Purwatiningsih. 2015. Improving Speaking Ability through Story Telling Technique by Using Picture Series. Journal of English as a Foreign Language, 4(1): 57-66. Seidman, I. 2006. Interviewing as Qualitative Research. New York: Teachers College Press. Susilawati, R.E. 2013. Improving Students’ Speaking Skill Using Drama at the Eleventh Grade Students of Language Class of MAN Yogyakarta II in the Academic Year 2012/2013. Unpublished Thesis. Yogyakarta: Yogyakarta State University. Widodo, H.P. (2009). Key Issues in Teaching EFL/ESL Intensive Reading: A Videotaped Self- Observation Report. The Journal of Effective Teaching, Vol 9, 3, 38-58. Wijayanti, T. 2005. Improving the Students’ Motivation in Speaking Through ‘TASE’ Technique, or Talking about Something in English. Paper presented at the 53rd TEFLIN International Conference, Yogyakarta, 6-8 December.

BOOSTING SPEAKING AND LISTENING COMPETENCIES THROUGH SPEECH COMMUNITY-BASED LEARNING METHOD

Ambar Pujiyatno [email protected] University of Muhammadiyah Purwokerto

Abstract The aim of this research is to boost speaking and listening competencies for English learners. Speaking and listening competence are very important in communication. Without those competencies, the learners will not be able to communicate well. Many ways to do to make learners acquire those competence, one of them is by doing Speech Community-Based Learning Method (SC-BLM). SC-BLM is a method which applies speech community as a place for learning process. The speech community here means the one like English native speaking speech community, so the process of learning English conducted by the learners is like in real English speech community. There are three steps to implement this method; 1) Preparation, 2) Implementation, 3) Supervision. The preparation covers the making of some policies, aims, regulations, commitment, members of speech community, and speech community. The implementation covers the learning process. It is the focus of learning that is the learning of speaking and listening competence which cover speaking and listening skills and the learners’ way in conducting the conversation process. The supervision during the process is a must to make sure the learning process run well. The result shows that the learners are enthusiastic and active in the process of learning speaking and listening and able to improve their speaking and listening competence. It means not only speaking and listening skills, but also they know well how to behave in conducting the communication. Key words: boosting, competence, speech community, method

INTRODUCTION

Language has great roles in our everyday life. It has many functions, such as to inform, to express feeling, to communicate, etc. As social beings, we always communicate each other by using language. In communication process, speaking and listening have very great roles. If it does not work well, misunderstanding can occur. Speaking and listening competence are very important in communication. The speaking and listening competence must be acquired by the people. Without those competencies, people will not be able to communicate well. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Automatically, talking speaking includes listening, because both skills are related each other. If the learners do not have spirit to learn, they need boosting. In Oxford Dictionary (1995) boost means to help or encourage something to increase or improve, to assist in overcoming obstacles. Many ways to do to boost learners acquire those competencies; one of them is by doing Speech Community-Based Learning Method (SC-BLM). Boosting is important to do to improve their speaking and listening skills. To make it true, a new through pass should be done, that is by using SC-BLM. Speech community means individuals who regard themselves as speaking the same language, (Corder, 1973:53). Speech community in this study is a virtual one. It means that the members of speech community live as if in the native speaking country. In this study, the virtual speech community is the area at Faculty of Letters and the members consisting of lecturers, tutors, and all students. All the members will mostly speak English. In other words, speech community here means only a place for learning English and used as a method.

METHOD

Method is a particular procedure for accomplishing or approaching something, especially a systematic or established one. In this case SCBLM is used to overcome the problem, so SC- BLM is a method which applies speech community as a place for learning process. There are three steps to implement this method; 1) Preparation, 2) Implementation, 3) Supervision (Pujiyatno, 2015)

FINDING AND INTERPRETATION

The preparation covers the making of some policies, aims, regulations, commitment, members of speech community, and speech community. The important policy is the decision letter of the authority, such as dean or head master. It is used as a legal standing of the program. It also used to force the members of speech community to do the program. The aims in this study focus on speaking and listening skills. The regulations are rules that will manage all the activities during learning process. It includes the rewards and punishment. Commitment is the most important thing, if there is no members’ commitment the program cannot run well. Members of speech community are a must in this program. They become the subject and object of learning. The speech community constitutes a place (limited area or wide area) used to learn English. The implementation covers the learning process. It is the focus of learning. The focus is speaking and listening. The learners are not only learning the language skills but also they are learning the way in conducting the conversation process. The materials that they learn cover everything that they need. It is from a very simple thing until the ones that are more difficult; such as greeting, personal introduction, daily routines, telling stories, discussion, presentation, and speech. It will develop step by step. The teachers’ and tutors’ roles are very important in this stage. They must be able to trigger learners to speak. They must always invite the learners to speak and teach them whenever the learners have difficulties, for example when the learner does not know the vocabulary, diction, grammar, pronunciation, and so on. Beside that, the teachers and the tutors also teach the learners when they make mistakes in conducting the communication, such as how to speak with older and command others. The process of learning not only merely conversation, but also there are other way such as discussion and speech. Both usually are conducted for higher level. Basically, in doing this program, the cooperation among the members of speech community is a must. Pujiyatno (2016) said they must work each other. They must commit to join the learning process until the program successful. The learners are eager to learn English, the mentors and the teachers help the learners’ difficulties. They are like a chain. Principally, they cooperate during the process of learning. It can be seen in the following diagram:

Speech community

Teachers/Lecturers

Students/Learners Mentors

To ensure that the implementation stage runs well, the supervision is needed. This supervision stage is done by the teachers and tutors. They make sure that the rules are applied well. They also supervise the mistakes the learners make during the learning process. This stage should be conducted naturally. Based on the supervision, it can be seen that most students are active in learning process and they have enjoyable learning. Related to the second, it is supported by the questionnaire. It shows that 8% of learners said that it was enough enjoyable, 56% said enjoyable, and 36% said that it was very enjoyable. They also improve their speaking and listening competence. It is indicated by the result of the test which shows that 20 % of learners got enough category, 64% got good category, and 16% got very good category. It means that 80% of learners can speak and listen well. It can be concluded that the result shows that most students are active in learning (supervision), they have enjoyable learning (supervision and questionnaire), and they are able to improve their speaking and listening competence (test).

CONCLUSION AND SUGGESTION

Based on the explanation above, it can be concluded that the SCBLM is one of the methods that can be used to improve speaking and listening competence. It can be applied especially for informal and natural learning situation. Some preparations should be arranged well before the implementation to make the program run well. For the other learners who want to learn English naturally and enjoyably can use this method.

REFERENCES

Brown, H.D. (1994). Teaching by principles: an interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research. Corder, S. Pit. 1973. Introducing applied linguistics. Harmondsworth: Penguin. Horby, A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press. Pujiyatno, Ambar. 2015. Proceeding COTEFL 7th : Improving Speaking Ability through Speech Community-Based Learning. Purwokerto: Faculty of Letters University of Muhammadiyah Purwokerto. Pujiyatno, Ambar. 2016. Proceeding TEFLIN 63th : Comprehensive English Learning through Speech Community-Based Learning. Purwokerto: Faculty of Letters University of Muhammadiyah Purwokerto.

HIGH SCHOOL STUDENTS’ REFLECTION TOWARD FREE APPLICATIONS FOR EFL SELF-LEARNING

Ani Susanti and Ali Tarmuji [email protected] Ahmad Dahlan University, Indonesia

ABSTRACT Advancement of technology makes some changes in education including in EFL learning. Nowadays, students learn not only formally in the class but also independently outside the class. In the era of mobile technology, self-learning using personal smart phones grows as a new trend to enhance English skills. There are hundreds of applications developed for English learning. While most of applications related to EFL are made for kids and vocabulary building; adolescents and adult students feel confused when they want to spend their spare for self- learning. This paper discusses about selected free android applications for EFL writing self- learning. The selected applications are Duolingo, Hello English, and Elevate. First, the criteria and the process for choosing the applications are presented. Seconds, the writers discussed the students’ perception toward the applications.

Keywords: mobile learning, EFL writing, and mobile applications

INTRODUCTION Nowadays, smart phone technology is not only used for communication but also for fun and education. Due to the popularity of smartphone for fun and educations thousands of applications (apps) are growing in the market for android and IOS. However the huge number of mobile applications might be confusing for the users when choosing the best application for their English learning. This study aims to filter suitable applications for high school learners which most of them are intermediate English learners. Besides, this study explores the students’ perception toward the use of mobile application for EFL learning and writing.

LITERATURE REVIEW Kukulska-Hulme & Shield (2008) defines MALL as “formal and informal learning mediated via handled devices which are potentially available for use of anytime, anywhere” Language learners who used their devices such as phones, tablets, electronic dictionaries, MP3 Players, and gaming devices to study autonomously improve their language skills (Kukulska- Hulme & Shield, 2008). Review on MALL presents that mobile learning has both advantages and challenges. Mobile learning facilitates social interaction, data exchanging and collaboration with other learners (Chinnery, 2006). Sa’aleek (2014) summarizes that mobile technology effectively enhance the language skills due to the features such as accessibility, interactivity, immediacy, and permanency. However, MALL also has challenges such as reduced screen sized, limited audiovisual quality, virtual keyboarding and one finger data entry, and limited power (Chinnery, 2006). A study about students’ perception toward the use of mobile application was reported by Wang and Chen (2015). The result showed that students have positive perception toward the use of apps with smart phones because they can be used anytime, provide useful materials, and interesting. While Wang and Chen (2015) was involving four college participants, this study reports 35 high school students’ reflections on using certain applications. Sa’aleek (2014) wrote that most studies about MALL focuses on vocabulary, listening, and speaking; whereas grammar, pronunciation and writing skills are underrepresented. This study explores the students thought about how MALL could support their writing improvement.

METHODS There were two phases employed in this study. The procedure was modified from Weng and Chen (2015). The first phase was the selection of the mobile applications by the researchers. The second phase was the use of the chosen application by high school students. In the first phase (conducted on mid of July 2016), the researchers opened google play and typed “learning English writing”. There were hundreds of apps appear, so the researchers limit to only 150 apps for further selection. The next selection was based on several criteria: used more than 100.000 users, got rating 4.5 – 5.0, under the category of Education, using English, and got positive reviews. The next selection was conducted by small group of teachers and students (5 English teachers and 5 first year university students). This group of teachers and students observed the selected mobile applications, and then chose the most appropriate mobile apps for high school students with two main considerations: whether the apps would attract (motivate) high school students? Whether the apps suitable to support EFL writing? The second phase involved 35 senior high school students who join the study voluntary. The researchers introduced the chosen mobile applications and required the students to use the applications 5 – 10 minutes every day during 14 days. The students write weekly journal to reflect their ideas about their practice using the chosen mobile applications. The students’ reflections were analyzed and interpreted using qualitative approach.

FINDINGS AND DISCUSSION: The result of the background survey showed that among 35 students, 32 used smartphones with Android services and 3 of them used smartphone with IOS services. The participants used their smart phones everyday about 4 – 5 hours, most of the time was used for communicate, play games, and watch video. Twenty of them experience English learning using dictionary applications, and the rest have never use smart phone for English learning. Most of students perceive their English proficiency as intermediate learners.

The participants were introduced the three chosen applications and required to utilize the applications every day. The participants did not use all applications, but made preferences instead. The students claimed that they scanned the three applications and chose the ones they felt enjoy. The participants used the apps 10 – 15 minutes every day in their spare time. There are 30 participants used Hello English, 16 participants used Duolingo, and only 8 students used Elevate.

16 participants use Duolingo

30 8 participants participants use Hello use Elevate English

The students take the advantage from the graded and step by step lessons. The students can start from the simplest to more difficult level. In Hello English for example there are 250 lessons which are divided into 10 phases. The students should collect certain score to be able to open

the higher lessons. The students found vocabulary and translation exercises are helpful for them to gain new words and knowledge. Chinnery (2006) reports that small chunks in mobile applications designed for language learning are effective to support students’ learning.

Most students use mobile phone mainly for communication and fun. Careful selection before giving recommendation to students is important step. Interesting and fun activities in the application may suit the students’ needs to learn while relax during their spare time. The killing time learning fosters to unconscious learning.

The practicality and the simplicity of the applications are the other reasons for the students to give the apps credits. The chosen applications can be used anywhere and anytime. Besides, offline mode and small byte size of the apps are necessary consideration for the students’ preferences. Kukulska-Hulme et al, (2015:22) listed some considerations in conducting MALL. One of which is related to the smart phone power and the memory size.

The students felt that these apps help them improve their writing ability because they can practice some guided writing exercises like arranging jumbled letters and words, gap filling, and dictation. While other type of semi free writing and free writing activities were not found in the chosen apps. This says that MALL is not replacing the role of teachers. Therefore, synergizing classroom learning and MALL advantages is a good opportunity to optimize learning.

CONCLUSION Senior high school students found that hello English, duolingo, and elevate are useful for several reasons. First, the lessons in the applications are graded, step by step from basic to more difficult. Second, the apps are fun and challenging; the students collected scores and coins in timed manner. Third, the apps help the students improve more vocabularies, translation, and new knowledge. Fourth, the apps are practical can be used anywhere and anytime in offline mode and have small byte size. The students also felt that these apps help them improve their writing ability because they can practice some guided writing exercises like arranging jumbled letters and words, gap filling, and dictation.

LIMITATION OF THE STUDY This study was conducted in the context where the students have their own personal smartphone, living in the wi-fi rich surroundings,and were intermediate levels of English. Given the important considerations toward the implementation of mobile learning (Kukulska-Hulme et al, 2015:22), similar studies in the different contexts enrich the knowledge about MALL.

ACKNOWLEDGMENT This paper is part of a project about Teaching EFL Writing using MALL and is funded by the Ministry of Higher Education of Indonesia through the Scheme of “Hibah Bersaing 2016” with Project No. : PHB-031/SP3/III/2016.

REFERENCES Kukulska-Hulme, Agnes, Lucy Norris, & Jim Donohue. 2015. Mobile Pedagogy for English Language Teaching. UK: British Council. Weng, Tzu-Huang & Yi-Ju Chen. 2015. Students’ Perception towards the use of Smart Phone Applications for English Learning. International Journal of Educational Science and Research (IJESR). 5 (3), 1-10 Kukulska-Hulme, A & Shield, L. 2008. An Overview of Mobile Assisted Language Learning: from Content delivery to supported collaboration and interaction. ReCALL. 20, 271 – 289. Chinnery, Geroge M. 2006. Emerging Technologies: Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology. 10 (1), 9 – 16 Sa’aleek, Atef Odeh Abu. 2014. The Review of Emerging Technologies. Asian Journal of Education and e-Learning. 2 (06), 469 – 475

CREATING ENVIRONMENT ENGAGEMENT IN SPEAKING CLASSROOM: A PRACTICAL GUIDE TO TEACH STUDENTS’ TELLING STORY

Anisa Mahendrawati1 Yessi Ismi Wulandari2 Hanne Maslahah3 [email protected] [email protected] [email protected]

English Department Faculty Of Educational Sciences And Teachers’ Training Siliwangi University (Siliwangi Street, No. 24 Tasikmalaya)

ABSTRACT

This article aims to capture a basic introduction to literature circle, particularly in teaching students telling story. Also, it tries to dig up due to the fact that students at various levels and various interests can be grouped together for this activity. There are a number of following steps for literature circle activity. Namely, preparation, procedure (in five steps given), and conclusion. At this point, in literature circle activity the use of mobile phones and internet tools are allowed. Because the use of technology is needed to engage the successful of teaching learning process. That is why this article try to dig up the essential of using the technology itself.

Keyword: student centered learning, literature circle, telling story, mobile phones.

INTRODUCTION

Nowadays, Student Centered Learning (SCL) has become the most heated topic in our educational-form.-Corresponding to The Minnesota New Country School (MNCS) in America has been operating as a learner centered school since 1994 and it is recognized as one of the best learner centered schools in the country. In 2006, the U.S. Department of Education named MNCS as one of the top eight charter schools in the U.S. also been called “the coolest school in America” (Thomas, Enloe, & Newell, 2005 as cited in Aslan & Reigeluth, 2016). In our educational institution, in Indonesia especially, this method has to be applied, because it appropriates with Permendikbud No. 81A about Kurikulum 2013 implementation. In this case, student is perceiving subject and teacher is only a guide who empowers students to undertake the responsibility for directing learning, defining and analyzing problem, and constructing solution (Wang, 2014: Etherington, 2011). It means that students is the main actor in a classroom and teacher just give guidance to them in teaching learning process.

Based on student centered learning, students should actively involve in classroom. It is caused by project based learning (PBL) used to increase their involvement (Beglar & Hunt, 2002 as cited in Harmer, 2002). In fact, some students in age 12-13 years old experience difficulties to engage or actively involve. However, it is teacher obligation to create environment engagement in classroom, especially in speaking classroom. It is proven with the current study delivered by Aslan & Reigeluth (2016) inserts that in America learner centered education has

successfully achieved this method about 110 students in grades 6-12. Founded from this case, why not in Indonesia we can implement this method from primary school to secondary school.

One of the skills taught in speaking classroom is storytelling skills. Basically, all of the students are the storyteller and we have to put this believe on students. Connelly & Clandinin (1990) uphold that “humans are storytelling organisms who, individually and socially, lead storied lives… and tell stories of those lives” (p. 2). To teach storytelling, literature circles can be used as the technique. Literature circles are small peer led discussion groups in reading literature and students have to share their interpretations. This suggests that literature circles could promote students’ content knowledge and language learning enrichment. (Roldan and Robertson as Cited in Widodo, 2015). Literature circles engage reading activities and conversational encounters. Because of this statement, it can used as stimulation to teach students telling story.

In this technique, we need to use 10 mobile phones as a tools to engage students in teaching and learning process. As supported by Wei (2016), “Although many media/technology have the potential to promote students’ collaborative learning and to facilitate group communication, the use of smart phones is one of the most convenient means (p. 11). There are so many schools that forbid students to bring hand phone to schools, although there is no government regulation about this prohibition and it is only school regulation. In fact, this school regulation is broken and it is ineffective. On the contrary, Widodo (2016) strongly suggests that “the use of digital is not only develop their language but also enhance their content knowledge and literacies. Also provides a new avenue for pupils to share and discuss their life experiences” (p. 11). In fact, the emergence of technology is needed to engage the teaching and learning activities. That is why we try to dig up the essential of using the technology itself in ELT.

Here are the following stages to teach telling story:

PREPARATION

Firstly, teacher introduces them the overview of kinds of genre provided as the way they tell the stories. Teacher explains about the aim of lesson. Next, teacher gives instruction about what students have to do in teaching learning process. As supported by Theisen (1995), “Applying standards while designing and organizing instruction, a teacher must be clear on what all students need to know, understand, and be able to do at the end of the unit”(p. 2). Afterwards, the teacher lets the students decide what stories they want to learn freely. The students are divided into groups which each groups is consist of 5 students. It is conditional depend on how many students the teachers handled. Write the chart for visualizing the senses adopted by Carter (2015). See Figure 1 on the board and have students copy it (5’).

Think of a special place or a place you love 1. List things that you see:

2. List things that you hear:

3. List things that you feel:

4. List things that you smell:

5. List things that you taste:

Figure 1: Chart for visualizing the senses

After making a chart for visualizing the senses, the most important one is leading the students to pay attention to the roles of host and visiting groups played by students in this learning process.

1. Host Group: a. Text picker: looks for an appropriate text. b. Passage master: understands a text in terms of an author’s main purpose topic, tone, mode, register or style, and main points as well as to critique text relevancy with core competencies in areas of study (e.g., hotel hospitality and accounting). c. Summarizer: prepares a summary of the chosen text, which clearly spells out a topic sentence, main ideas, and a concluding sentence. d. Language enricher: identifies important words and grammatical points that host group members have just learned and visiting group members need to learn. e. Passage enricher: suggests further readings so that visiting group members can learn more about related texts.

2. Visiting Group: a. Text assessor: assesses if the chosen or presented text is relevant to the chosen topic. b. Information seeker: finds as much information as possible in the text. c. Questioner: asks questions based on the text. d. Language observer: identifies any unfamiliar vocabulary and grammatical patterns, which need to be learned. e. Note maker and reporter: take notes of what has been learned or discussed and reports some main points to the whole class and the teacher.

PROCEDURE

Step1: The teacher asks students to line up with their group, brings the students go outside, and lets them imagine a story or situation (see Figure 1). Here the students are able to use their mobile phones or online tools to support their story begin (10’). Step 2: Directing students to discuss what they got from outside and start to arrange the story with group. Give students time to write a paragraph (150 250 words) (20’). Step 3: Participating in the story circle in which every group be host group and visiting group alternately. Before students begin story circle, tell them that they should play their roles as host group and visiting group. Encourage the students to take notes on what the story teller say. Then, story boarding by using everything they got. (capturing view or video recording) (35’). Step 4: Discussing the limitation of the other group when telling story process happened (10’). Step 5: Concluding all the process by giving suggestions about what should they do in the future to minimize the limitation in telling story (5’).

CONCLUSION In early 21st century Students Centered Learning (SCL) become up-to-the-minute teaching method. In fact, it becomes the most applicable teaching method around educational form with a bunch of advantages given. In SCL students become main creator of constructing their own knowledge, making the sense of what they are learning, and building their own fresh understanding. In fact, some students in age 12- 13 years old experience difficulties to engage or actively involve. Here, the role of the teacher is needed to create environment engagement in classroom, especially in speaking classroom, one of the skills taught is the storytelling could be applied in this part. Although literature circles commonly used in reading classroom, literature circles can be used as technique in speaking classroom too because it engages reading activities and conversational encounters. It is a strong classroom strategy because of the way that their couple collaborative learning with students centered learning. They encourage students to deepen their understanding of a chosen story, as students are encouraged to discuss the story happen, plots, specific language used, and their relation to the text. There are a bunch of steps to teach the telling story. Those steps should flow smoothly from one activity to the other activity (Shin, 2006). Here, we try to capture the utility of using mobile phones to engage the learning activities. BIBLIOGRAPHY Aslan, Sinem., & Reigeluth, Charles M. (2016). Examining the Challenges of Learner- Centered Education. Sage Journlas Phi Delta Kappan, Vol. 97(4), 63-68.

Carter, Katherine. (2015). Teaching Descriptive Writing through Visualization and the Five Senses. English Teaching Forum.

Connelly, F. Michael., & Clandinin, D. Jean. (2011). Stories of Experience and Narrative Inquiry. American Educational Research Association, Vol. 19, No. 5. Retrieved from: http://www.jstor.org/stable/1176100.

Harmer, Jeremy. (2002). The Practice of English Language Teaching __ (third edition). Cambrdige. UK : Longman.

Jacobs, George M., Renandya, Willy A., Power, Michael. (2016). Simple, Powerful Strategies for Student Centered Learning. Switzerland: Springer Briefs in Education.

Wei, Fang-Yi Flora. (2016). Creating A Collaborative “Hot Clock”: Using Smart Phones to Motivate Students’ Learning in News Interviewing and Reporting. Communication Teacher, Vol. 30(1), 11-16.

Widodo, Handoyo Puji. (2016). Engaging Young Learners of English in A Genre-Based Digital Storytelling Project (Final Report). Cambridge University Press Teacher Research Programme.

Widodo, Handoyo Puji. (2015). Engaging Students in Literature Circles: Vocational English Reading Programs. Asia-Pacific Edu Res, 25(2):347-359.

EFL LEARNERS’ PROBLEMS AND STRATEGIES IN TAKING PART AS NEWSCASTER IN EFL SPEAKING CLASS

Anne Ratna S. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Garut [email protected]

ABSTRACT

This study is a kind of descriptive research aimed to investigate EFL learners’ problems and strategies in learning news casting in EFL Speaking class. The writer took sample of 24 freshmen learners of English Education Program in one private university in Garut, Indonesia. The sample was selected by using purposive sampling technique consisted of 8 high achievers, 8 middle achievers and 8 low achievers. The data were collected through three instruments such as observation, test and questionnaire. Test in this study was used to categorize learners into high achievers, middle achievers and low achievers. The data then were analyzed using descriptive qualitative as well as descriptive quantitative method of analysis. Based on the results of the study, it was found that high achivers used more than one strategy in studying for news casting test; on the contrary, the low achievers generally used only one strategy. Furthermore, it was also found that among four problems in learning news casting in Speaking class, speaking fast with a good pronunciation and with newscaster-like intonation in reporting the news might be the problem mostly encountered by EFL learners.

Keywords: EFL learners, Problems, Strategies, News Casting, Speaking Class

INTRODUCTION In journalism field the requirement for good news casting skill is not novel issue. For EFL learners who have intention to be a newscaster, having news casting course in Speaking class may be really precious. However, since the news casting is in English, some EFL learners may gain difficulty in learning to be newscaster. This problem in learning to be newscaster is the core of topic area investigated in this study. Since the newscasting course is provided in the Speaking class, then the investigation of the problems faced by the EFL learners is focused on the problem in learning and in speaking as newscaster. Regarding to the problems in speaking, Ur (1996 in Al-Hosni, 2014) mentions that the difficulty in speaking is caused by four factors such as inhibition, nothing to say, low or uneven participation, and mother-tongue use. In addition, the problems or difficulties in speaking English can also be influenced by learners’ character and personalities (including inadequate frequency of speaking opportunities in the classroom), lack of sociocultural knowledge and lack of linguistic knowledge (see Al Hosni, 2014; Al Jamal& Al Jamal, 2014; Aleksandrzak, 2011; Azizifar et al, 2014; Bilal et al, 2013; Farooqui, 2007; Gan, 2012; Jamshidnejad, 2010; and Tuan&Mai, 2015). Based on the theoretical foundation above, this study attempts to investigate EFL learners’ problems and strategies in learning news casting in EFL Speaking class. Thus, the writer formulates the research questions as follows: 1. What are EFL learners’ problems in learning news casting in EFL Speaking class? 2. What are EFL learners’ strategies to succeed in learning news casting in EFL Speaking class?

RESEARCH METHOD This study is a kind of descriptive research since some findings are based on the responses given by the respondents. Quantitative approach was used to determine sample by administering test and to analyze numerical data. However, to focus on addressing questions of people’s perspectives based on what really I in the study, the writer also used qualitative approach. To collect the data, three research instruments used in this study: observation, questionnaire and test. Observation was used as the reference for devising questionnaire. Test in this study was used to determine high achievers, middle achievers and low achievers to help analyze the data to find out the strategies contribute to the success of learning news casting. Since the questionnaire was divided into two parts, i.e., closed-ended and semi-opened questionnaire, the data were analyzed and interpreted using both descriptive quantitative method and descriptive qualitative method.

RESULTS OF STUDY AND DATA ANALYSIS

3.1 EFL learners’ problems in learning news casting The result of questionnaire showed that both middle achievers and low achievers agree that they felt difficulty when they had to speak fast in presenting news. However, the result of questionnaire calculation showed that high achievers were in the range of fifty-fifty for the statement. It means that the high achievers thought that speaking fast in presenting news was neither difficult nor easy to do. Regarding memorizing the news script, high achievers stated that they did not find any difficulties to memorize the news script. Then, the result of questionnaire calculation showed that the middle achieverswere in the range of fifty-fifty. It means that the middle achievers neither found difficulty nor easiness to memorize the news script. On the other hand, the low achievers stated that they felt difficulty to memorize the news script. Meanwhile, for the intonation and pronunciation of a news reporter, all respondents were in the range of fifty-fifty. This can be concluded that all respondents did not find either difficulty or easiness in speaking with a good pronunciation and intonation resembling to real English news reporter.

3.2 EFL learners’ strategies in learning news casting In this section, EFL learners’ strategies in learning news reporting particularly the preparation for the news reporting test were analyzed. The EFL learners’ strategies being researched in this study were such as the learning media or material used to learn news reporting before test, the partner of learning before test, the frequency of 46ractice46g news reporting before test, the setting of time used to prepare news reporting test, and the strategy to remain focus when the news reporting test was taking place. Firstly, regarding the learning media or material used to learn news reporting, most learners used video played by the lecturer in the class as learning media or material to prepare for news reporting test (41.67%). This was followed by the use of example of news reporting performed directly by the lecturer in the class as learning material which became the second strategy used by the sample. This strategy obtained 37.5% of the total sample (24 learners). The strategy of using lecturer’s explanation as learning material and the strategy of watching news on television as learning material both obtained 25% for the third and the fourth strategy selected to prepare for new reporting test. The fifth strategy selected by the sample was the strategy of watching news reporting video. This strategy obtained 20.83% of the total sample (24 learners). The last strategy selected by the sample was the strategy of using internet as learning media and material to prepare the news reporting test. This strategy

obtained the least percentage of the total sample (8.33%). However, none of the sample used the strategy of listening to the news on the radio. Secondly, regarding the partner of learning before test, the top strategy selected by the total sample was 47ractice47g alone. This obtained 66.67% of the total sample. From those who chose 47ractice47g alone, 4.17% 47ractice47 in front of mirror. The second most selected strategy was 47ractice47g with college friend. This obtained 37.5% of the total sample. Among those strategies, the least selected strategy for partner of learning before test was 47ractice47g with people from outside college (such as brother, sister, parents, neighbors, etc.). This obtained 8.33% of the sample. Thirdly, regarding the frequency of 47ractice47g before the test, none of the learners practiced only once. At least, the learners practiced twice (8.33%). Most learners admitted to practice more than four times (66.67%). Then, 20.83% of the total sample admitted to have practice repeatedly for the test. Fourthly, regarding the setting of time used to prepare news reporting test, most learners used the strategy of learning news reporting from more than one day before test (41.67%). There was different time selected by the learners, such as learning from 2-3 days before test (4.17%), 5 days before test (4.17%), and everytime (4.17%). Meanwhile, 47ractice47g on the night of the test was selected by 20.83% of the sample. This number was bigger than the number of learners who practiced one day before test (16.67%). However, there was also learner who practiced on the day of the test (4.17%). This strategy could be regarded as less effective since the learner who chose to practise on the day of the test obtained low score in the test. Finally, during the test, the strategy mostly used by the learners to stay focus in performing news reporting was to keep looking at the camera. This strategy obtained 37.5% of the total sample. Then, 29.17% of the total sample chose to avert the gaze toward another direction such as floor or ceiling. Only 4.17% of the sample used the strategy of looking at the camera sometimes and averting the gaze of the camera other times. Next, 12.5% of the total sample used the strategy of thinking as if there was no one watching from the window. Last, 8.33% of the total sample admitted that they could not stay focus. In contrast, other 8.33% of the total sample admitted to be able to focus.

CONCLUSION Based on the data analysis above, it can be concluded that among four problems in learning news reporting, speaking fast with a good pronunciation and news reporter-like intonation in reporting the news might be the problems mostly encountered by EFL learners. In addition, inability to memorize the script was also the obstacle which led the learners to perform news reporting unsuccessfully. This might result from being an English news reporter was a kind of novel task for Indonesian learners as EFL learners since English was used as foreign language learned in class and not used in daily life. In learning news reporting, EFL learners also encounter a problem related with pronunciation. This uncertainty of pronouncing the word correctly could hinder the fluency to perform news reporting well. Similarly, EFL learners' mispronunciation in reporting English news also reflected poor performance.Among the learning strategies used by the EFL learners in learning news reporting, learners who used more than one learning strategy are proven to give better performance than those who used only one learning strategy.

REFERENCES Aleksandrzak, Magdalena. (2011). Problems and Challenges in Teaching and Learning Speaking at Advanced Level. Poznan: Adam Mickiewicz University Press Poznan. Al- Hosni, Samira. (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30. Al-Jamal, Dina A. & Al-Jamal, Ghadeer A. (2014). An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills. English Language Teaching, 7(1). doi:10.5539/elt.v7n1p19. Azizifar, Akbar, et al. (2014). EFL Adult learner᾽s attitudes towards learning speaking. International Research Journal of Applied and Basic Sciences, 8(10). 1755-1764. Bilal, Hafiz Ahmad, et al. (2013). Problems in speaking English with L2 Learners of Rural Area Schools of Pakistan. European Journal of Humanities and Social Sciences, 24(1), 1220- 1235. Farooqui, Sabrin. (2007). Developing speaking skills of adult learners in private universities in Bangladesh: problems and solutions. Australian Journal of Adult Learning, 47(1), 94-110. Gan, Zhengdhong. (2012). Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hongkong. Australian Journal of Teacher Education, 37(1). doi:10.14221/ajte.2012v37n1.4. Jamshidnejad, Alireza. (2010). The Construction of Oral Problems in an EFL Context: An Innovative Approach. Studies in Literature and Language, 1(6), 8-22. Tuan, Nguyen Hoang & Mai, Tran Ngoc. (2015). Factors Affecting Students' Performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23.

DEVELOPING AUTONOMOUS LEARNING MATERIALS OF STRUCTURE AND WRITTEN EXPRESSIONS OF TOEFL PREPARATION

Aung Si Thu [email protected] English Education Department Yogyakarta State University

ABSTRACT

Nowadays, autonomous materials are recently importance role of the teaching and learning the English language in the Indonesia education. To develop the effectiveness of autonomous materials for autonomous learners, at the age of the information technology, we all need to use the information technology in the language learning for the students to become the autonomy who can study Language not only in the classroom but also in outside of the class. In this paper, based on the analysis and study of my project for the development of autonomous materials, it will give the idea which is how to develop the suitable autonomous materials by using the autonomous approach and method in the Center for Language and Development. Therefore, this paper wants to point out to make the developing autonomous materials suitable for UNY TOEFL Preparation Students from the many designed ways of autonomous materials, and I hopes they will be helpful for teaching reform.

Keyword: autonomous learning, autonomous materials, autonomous approach and method, TOEFL preparation course.

INTRODUCTION

Over the few decades, educators and some of the researchers are so interested in the thinking and concepts of the autonomous learning and independence learning. To get successful language learning, teachers and learners need to understand how to develop the process of the autonomous learning. In fact, autonomous learning and autonomous teaching approach change from the traditional teacher's roles to learners who can study indecently. Galileo Galilei said, "You cannot teach a man anything; you can only help him find it within himself." So, teachers should make students suitable autonomous materials for the students.

When education teaching method of teaching language transfer traditional teacher- center to learner-center in Indonesia, it is very importance that teachers from Yogyakarta State University

try to create suitable autonomous materials for the learners based on the research of learners to develop learning autonomy in learners in the center of language development at Yogyakarta State University. But in spite of the changing the education system Yogyakarta State University, in the TOEFL preparation course, most of the teacher from UNY use the teacher-centered approach in the center for language development at Yogyakarta State University. So, at the second semester of the Master of Education course, I did the project to develop the autonomous materials for the learners who studied the TOEFL preparation course. I think that this study can help not only the teacher but also the students to get appropriate materials for structure and written expression.

In fact, I face a lot of difficulties to make the autonomous materials because there is no network connection of the Autonomous Learning Platform for English language learners at the UNY language centers. On the other hand, autonomous materials are made with the information technologies for the students to learn the TOEFL preparation course in the classroom and outside the class. According to the analysis the data, I know what is students' needs and wants, which types of autonomous materials which they want, what materials is suitable for him.

AUTONOMY LEARNING APPROACH AND METHOD

Richard said that in language learning, autonomy is the ability to take charge of one's learning and to be responsible for decisions concerning the goals, learning processes, and implementation of one's language learning needs. On the other hand, according to the self- determination theory, autonomy is to the human need to actively participate in determining one's behavior. In fact, autonomy has the opportunities which the students can learn what they need and want independently. But to become a good autonomy learning, there are processes which are motivation, acquisition, autonomation, and evaluation with the help of the instruction. I think that learning autonomy is differentiated, individualized, self-directed, self-access and open- access learning.

In Marry, Xuesong & Lamb. (2011), with the autonomy approach, the emphasis is placed on the support offered to learners within the classroom to help them effectively self-direct their learning, beyond the classroom. Therefore, autonomous approach and method are not only for the classroom but also outside the classroom.

Cognitive approaches to autonomous learning

According to the constructivists, autonomous learning is the result of mental construction. Caral & Murphy (2015) described that we learn best when we actively construct our understanding. The reference in the preceding paragraph to knowledge, understanding and skills refer to what is commonly considered to be a description of the types of learning that we become involved with. These three areas for learning are joined by a fourth and are:

1. Knowledge

2. Concepts

3. Skills and

4. Attitudes

Therefore, cognitive approaches for autonomy have four factors because learners learn to get factual information, to understand the concept and idea, to get the skills mentally and physically and finally to act the environment with this skills. These four factors are the cognitive processes for learner autonomous to improve learning style.

Autonomous learners for taxonomy

Valcárcel et al (1997) showed that there are four the cognitive components which are the reception of new L2 knowledge (internalizing input), production (interaction) and autonomy through language use (output), Evaluation. Now, it becomes Valcárcel, Coyle and Verdú's taxonomy. It is the good ideas for learner autonomy as follow

Valcárcel, Coyle and Verdú’s taxonomy.

Knowledge Production Autonomy Evaluation

1. Planning self- 1. Comprehension 1. Transfer 1. Self-assessment Management 2. Retention 2. Language uses for 2. Self –responsibility 3. Construction communication 3. Social 4. Transformation

INTERPRETATION OF NEEDS ANALYSIS DATA

For the autonomous learning Materials of Structure and Written Expression TOEFL, I used the two instruments which are pre-test and questionnaire for students. So, according to the needs analysis data for the autonomous learning Materials of Structure and Written Expression TOEFL, I got the data as the following;

Pre-test result

Problem In One Clause Being sure the sentence has a 7 subject and a verb 17 5

Being careful of objects of Prepositions 10

DIFFICULT SKILLLS

14 17 3 4 Being sure the 8 10 10 10 sentence has a 11 7 subject and a verb 2 33 15 Being careful of objects of Prepositions

Being careful of appositives

Among these 18 skills, most of the difficulties of the students are noun clause which 10% of students can do, adverb clause which 15% students can do, reduced adjective which 20% of students can do and inversion for the condition, 15% students.

Questionnaire

1 14 Problem in Multiple Clauses form Questionnaier 5

11 10 1 0 8 8

7 5 6 5 5 5

4 4 0 4 3 3 3 3 2 2 2 1 1

Using Using Using coordinate Using adverb Using other noun Using noun Adjective time and adver clause connectors cause b clause clause connector connector correctly connections connectors s connector/ correctly subject correctly correctly correctly correctly

Very Eas Modreat Easy y e Difficult

In this skills, most of the students face difficulties to do well. Most of the students said that the most difficulties of skills is the noun clause and adverb clause. On the other hand, most of the students agree that they can make Adjective clause normally. And Most of the students said that they could do coordinate connectors well. Thus, in the skills of in the multiple clauses from questionnaire, noun clause and adverb clause are difficulties for them.

Preferable Input materials of Students

I can see from the chart that most students prefer to three kinds of materials. First, there are 30% of students who prefer the material is that they would like study and practice English structure with the games and group discussion to be appeared in TOEFL test. Second, 15% of students who prefer the material is that they want to study and practice English structure with multiple-choice (TOEFL), pictures and drawing diagonal explanation. Thirdly, 10% of the students which prefer the material would be in studying and practicing English structure with sentences transformation. Therefore, I would like to design the material mostly based on these three types of preferable materials from the students.

Preferable Study time of Students

Frequency of Service (Questionnaire)

7.8% 7.8%

26.3% 47.3%

Once in a waeek Twice in a week Three times in a week Others

Based on the students' preference, most students (47,3%) prefer the frequency of the service will give three times in a week. It almost covers half of the population. However, the rest chooses twice and once in a week. Considering more than 50% students want the treatment to be given less than three times in a week. Therefore, I decide to give material to the students twice a week.

A brief of developing the autonomous learning materials of structure and written expression TOEFL for Autonomous learners

This project is a small one because of the time. So I have to develop material for the only one chapter. Autonomous learning materials for the structure of TOEFL were made as learner autonomy's grammar worksheet or a self-study grammar worksheet, but teachers may also find it useful as additional course material in cases where further work on grammar is necessary.

This unit organized in grammatical categories (Adverb clause of manner, place, time, condition and noun clauses). Grammatical categories are not ordered according to the level of difficulty, but they are ordered according to the leaner's needs.

In the unit, there are explanation and example and on the other hand, there are exercises for input materials. In the practice, students have to do some exercises individually, but they have to work other exercises in group or pair. Teachers help the students as facilitators when the students work to exercise with group activities in the classroom. Individual students can be directed to study certain units of the book by themselves if they have particular difficulties.

In this material, autonomous learners can study it individually, and it is made with

1) The practice provides to get skill in the structure,

2) The internet address to enriches student's knowledge and skill in the grammar and these materials have been from the internet to enhance students' ability,

3) The activities to gives the students an activity to practice some materials that student studied,

4) Learning essential to describes the primary subject of the unit and

5) Learning review to brings to students in the form of questions that reminds students of some learning materials.

CONCLUSION

I think that these materials are autonomous materials. But it is difficulties to develop the autonomous learning materials because there is no networking for an autonomous learner at the center for language and development of UNY. Therefore, to get the real autonomous materials, it is very importance to build autonomous learning platform for the English language based on Network. Without having the network for learner autonomy, we cannot make autonomous materials best in the in the Center for Language and Development. Although there are a lot of materials in online for learners, it is difficulties to know if materials are valid or not. In fact, if there is the university network for the English language for autonomous learners, learners can learn materials themselves according to their levels without helping teacher

REFERENCE

Arnold, Hodder. (2004). Second Language Learning Theories. Great Britain, London.

Caral & Murphy. (2015). Assessment and Autonomy in Language learning, Palgrave Macillan, UK.

Cook, Vivian (2008). Second-language Learning and language Teaching. Hodder Education, a Hachette UK Company.

Dyczok, Hryorij. (2008) Building Grammar skills for TOEFL

Harrison Mohd Sidek. (July 2012-vol 2.5, No 2, p-IISN:1694-609). International Journal of Instruction.

Hurd, Stella & Lewis,Tim. (2008). Language learning Strategies in Independent Settings, the Cromwell Press Ltd, Great Britain.

Hellegers, Luisa Hellegers. (2001). Longman Complete Course for the TOEFL Test. Longman. US.

Hinkel, Eli (2005) Handbook of Research in second Language Teaching and Learning. Lawrence Eribaum Associates, Publishers Mahwah, New Jersey, Landon.

Jack C. Richard (2002 and 2014). Approaches and Methods in language and teaching. New York: Cambridge University Press.

Jillian Ellen Wilis. (2011) "Towards the Learner Autonomy: Assessment and learning approaches." Centre for learning Innovation, Faculty of Education, and Queensland of Technology.

Jo Mc Donough (2013). Materials and Methods in ELT. Wiley-Blackwell Ltd.Marry, Xuesong & Lamb. (2011), Identity, motivation and Autonomy the language learning, Tonawanda, USA.

M.E Patel (2001). English Language teaching. Sunrise Publishers and Distributions.

Pritchard, Alan.( 2009). Ways of learning: Learning Theories and learning styles in the classroom. Routledge, New York.

Peter Wertwood. (2001). What teachers needs to know about teaching methods. Australian Council for Education Research Li.td.

Richards, J.C. (2015). Key Issues in Language Teaching. Cambridge University, Cambridge University press Richard, J.C & Schmidt, Richard. (2010). Longman Dictionary of LANGUAGE TEACHING AND APPLIED LINGUISTICS. Landan: Longman.

THE INFLUENCEOF FILM MEDIA THROUGH LISTENING LEARNING OUTCOMES AND THE INTERESTINLEARNINGENGLISH AS A MODERATION VARIABLE AT YOGYAKARTAUNIVERSITY OF TECHNOLOGY

Baiq Suprapti Handini [email protected] STKIP HAMZANWADI Selong

ABSTRACT

Problems inlearning English invFBUTY lay in the fact that films as media have not been used in order to improve listening learning outcomes and student’s learning interest.This study was categorized as population study using quasi experimental design. The population in this study was all of the fourth semester learners at FBUTY, consist of 40 people. The instrument of this study was a test to measure the learning outcomes of and a questionnaire to determine student’s interest in learning English language. The techniques used in this study were the T test, F test, and two ways ANOVA The results show that (1) there is a difference in listening learning outcomes, (2) there is a different interest in learning english language between the learners who used film as media and other media; (3) there is an influence of learning interest through learning outcomes and (4) the results of two ways ANOVA test is learning outcomes with film as media depends on the learning interest

Keywords: Film media, Interests, listening Learning Outcomes

INTRODUCTION

Listening skill is an important skill that must be learnt by the English learners. Listening is a basic skill in language learning. Communication has an important role in the teaching and learning of English language. A teaching and learning process will be valuable if the teacher can apply a certain strategy to drive the interest and motivation of the learners. In the teaching and learning process, the teacher is a facilitator who helps the learners improve their language skills. In teaching and learning foreign language process, listening is a problematic skill to the learners. There are various factors determining the success of English listening process. Those factors include the teacher, learners, materials, use of media, learning process, strategy, and environment. Widdowson (1978:60) states that listening skill is a skill to understand the spoken language of a particular sentence to be used in an interaction. This means that understanding the context of the sentence to recognize of the significance of the speaker’s meaning. Listening is the reception of what is said/told. On other words, listening is the activity of recognizing the use of a particular sentence that used in an interaction. There are two factors that influence the difficulties in listening. They are internal and external factors. The internal factors are the factors that come from the listeners themselves involving the physical and psychological aspect of the listeners. For example, the listeners’ organs of body that are related to the hearing. Psychological factors involve the intelligence, interest, attitude, motivation, and readiness to learn.The external factors are the factors that come from outside of the listeners. For example, native speaker, environment, facility and teachers’ teaching techniques.

Gerlach and Ely (in wina sanjaya, 2006 p.163) “a medium, conceived is any person, material or event that establish condition which enable the learner to acquire knowledge skill and attitude. Brown (2007: 119) reveals that the instructional media used in learning activities can affect the effectiveness of learning. Media relations instructional films in the communication process to create a model that shows with that college students are an integral part of the process of instructional technology. Use of the media to make students learn more effectively because things have been seen to be giving the impression of a clearer vision, easy to remember and easy to understand. German philosopher Herbart (schunk, Pintrich &Meece, 2010) wrote that interest in a subject can promote motivation and learning. Personal interest can energize among behaviour and human memory to get more motivation to learn something. Therefore, language teaching is inseparable from learning media to increase interest and motivation learmers.

METHOD

This research was undertaken at a Yogyakarta university in February until March. The forty learners were generally the second year college learners from English major and they divided into 2 group .The questionnaire used to obtain information on the interest of students learning English. Five-point scale questionnaire was administrated to gain the participants’attitudes towards the learners’ interest. The five-point scale ranged from 1 (least favourite) to 5 (most favourite). The questionnaire contains statements with the aim that students expressed a desire and interest in learning the English language. This questionnaire is given before and after treatment in the control group and the experimental class. This type of research instrument using a test to measure student achievement listening skills, instrument used in this study contained 35 questions. Form of listening instrument objectively true and false questions that were developed based on the indicators of the level of memory (C1) and the level of understanding (C2). For such tests provided text difficulty level appropriate to the material for the fourth semester. The number of items for each text not as adapted to the short length and complexity of the text content. Inferential statistics are used to test the research hypothesis. Analysis of the data in this study using three analyzes, the first hypothesis using t-test. To determine differences in learning outcomes iusing the film medium with the use of conventional media (tape recorder). The second hypothesis using the F test to determine the effect of the interest of student learning on learning outcomes. then the third hypothesis using analysis of variance of two lanes (Two way Anova) to determine the interaction between the film media and interest in student learning. All hypotheses were analyzed with SPSS 20.0 for Windows.

FINDING AND DISCUSSION

The results of the analysis in this study were (1) there are differences in learning outcomes of listening to English with the use of of film media and the use of media tape recorder. The results of t-test, students learn to use of film media and the use of media tape recorder gets a different mean values. The mean of the acquisition of each group had significant mean value changes in pretest and posttest. The experimental group that uses film has mean value higher than the control group using media tape recorder. From these results indicate that the film media is more effective than media tape recorder in learning English language listening. Film or video is a better option for the practice of listening in class, although sometimes more tiring for learners if the duration time is too long. The use of audio media like tape

recorders more tolerable. (2) There are differences in the interest of student learning that uses film media and using a tape recorder Schramm (1984: 54) argues, many studies states that the film can be an effective medium for learning and can increase the value of learning outcomes. Seen from the difference in treatment applied to the experimental group (using the medium of film) and the control group (using media tape recorder) resulted in a different perception of the concept of learning to listen that will affect the interest of student learning so that influenced the study results. This can be seen in the following table

ANAVA TABLE group Interest Frequency Frequency pretest posttest Exsperiment high 2 12 standart 15 8 low 3 0 control high 1 6 standart 15 12 low 4 2

(3) there is influence of learning interest in listening learning outcomes. In this study, the experimental group (using film media), which reached a value of completeness value is greater ≥ 60 was 16 people, while in the control group who score greater ≤ 60 was 9 people. In the experimental group, there were 6 people who failed, whereas the control group were 11 people. This is in accordance with the opinion of Rubin (Goh, 2002: 8) thatListening is influenced by a variety of reasons that have their sources ‘inside’ and’outside the head. These include motivation, pupose, fatigue, hunger, prejudice, self concept, speaker’s mannerism, emotional response, inattentiveness, disinterest and distractions. Furthermore, (4) to investigate the interaction between media with interest in learning use the analysis of Two-way ANOVA with SPSS 20.0 for windows. The results from Table Test of Between Subject Effects shows the value of the statistic F-test amounted to 11,570 and has a p-value of interest was 0:00. so <0.05 then the conclusion is interest in learning impact on learning outcomes.

CONCLUSION Media does not have any interaction with the interest in learning. Students who have a high interest in English language more appropriate to wear film media, while students who have moderate and low interest more precisely using tape media recorder, it is influenced by several factors such as environmental conditions and personal factors. Factor of environmental conditions involves attention distracted by friends who took a conversation, while personal factors, by the time the film was shown, the image moves continuously so that not all learners are able to follow the information submitted moreover that the low interest in learning the English language.

REFERENCES

Brown, H. D. (2007). Principles of language learning and teaching. (4th ed.). New York: Longman, Inc Goh, C. M. C. (2002). Teaching listening in the language classroom. Singapore: SEAMEO Regional language Centre Schunk, D. Pintrich, & Meece. (2010). Motivation in education. New Jersey: Pearson Education

Schramm, W. (1984). Media besar media kecil alat dan teknologi untuk pendidikan.(Terjemahan Agafur), California: Sage Publications (Buku asli diterbitkan tahun 1907) Widdowson, H.G. 1978. Teaching Language as Communication. New York: Oxford University Press. Wina Sanjaya.(2007). Strategi pembelajaran berorientasi standar proses pendidikan. (Cet.III.) Jakarta: Kencana Prenada Media Group.

HOW TO USE A SONG AS A MEDIUM IN TEACHING LISTENING FOR EFL CLASS

Chusni Hadiati [email protected] English Department Faculty of Humanities Jenderal Soedirman University Purwokerto, Central-Java

ABSTRACT

Language has four major skills, includes listening, reading, writing and speaking. Listening plays important role in developing students’ English proficiency. Improving students’ English proficiency is challanging for teacher. Teachers are required to find a resourceful way to improve increase students’ English proficiency. English is a compulsory subject in Economy and Business Faculty Jenderal Soedirman University. English is not their major subject, however, they have to pass the class. Boredom often occurs during English class both for teacher and for students. To improve students’ English proficiency and to avoid the boredom, a teacher needs to creatively design a method. Song is chosen as a medium for improving students’ listening ability. Song is an authentic material and it is presented melodiously so that it may attract those who do not even understand the expression. A teacher may use a song in listening class and relatas it to other language skills so that it can avoid boredom as well as improve students’ English proficiency. This article shows how to use song as the authentic material to improve students English proficiency.

Keywords: song, listening class, English proficiency, EFL.

INTRODUCTION

English is a compulsory subject for students in Economy and Business Faculty Jenderal Soedirman University. It is not their major subject but they have to pass the class. It sometimes causes difficulties for teacher. Teachers are supposed to increase students’ English mastery. In a condition that English is not their major subject, boredom often takes place. Thus a teacher must be very creative to design a taching method as well as the material both to improve students’ English proficiency and to avoid boredom. English has four major skills that students should master. It covers listening, reading, writing, and speaking. Listening is important in developing students’ English proficiency. However, teaching listening is not practically easy. There are some difficulties in teaching listening. It has become students’ habit to listen to their teacher who tends to speak slowly and clearly. Students often ask their teacher to speak slowly and clearly and they also ask the teacher to repeat their utterances.

Relates to this habit, students often fail when they have to understand every word while listening and they stop listening and they lose the thread. It makes them panic and worried before and during listening class. Choosing a song as listening material will be helpful since song is presented melodiously and it can atrract those who do not even understand the lyric. Listening to song can expose students’hearing to English words. Students can listen again and again and when the song is interesting, some student feel ‘close’ to the song. The closeness may encoureage them to listen more and more. English word exposure can train students’

hearing and it is hoped that students will easily recognize English word. Students will get benefit from listening English song because they can identify English word correctly. This phenomenon often occurs in listening class. Thus, through this article, I show how to use a song as a medium in teaching listening for EFL class. THEORETICAL FRAMEWORK

Listening as one of four basic skills in language plays important role students English proficiency. It is taught to students together with reading, writing, and speaking. Listening is a complex problem solving skills and it is more than just perception of the sound. Listening includes comprehension of word meaning, phrases, clauses, sentences, and connected discourse. There are some scholars who have defined listening. Rivers (1978) highlights that listening is a creative skill. It means listeners comprehend the sound falling on their ears, and take the raw material of words, arrangements of words, and the rise and fall the voice, and from this material raw, listeners create significance. He adds that listening skill is listening with comprehensions, attention, and appreciation. Then, listening activity need to integrate skills of language, such as pronunciation, vocabulary mastery, writing, speaking, and reading. From Rivers’ point of view, it is very possible for a teacher to create listening material and relates it to other language skills. Listening material can be connected to grammar, speaking, and vocabulary mastery.

Saricoban (1999) states that listening is one of the fundamental language sklills. It is a medium through which young children, young people and adults gain a larger portion of their information, their understanding of the world and of human affairs, their ideal, sense of values, and their appreciation. Based on his definition, it can inferred that listening can be a sourceful way for learners to improve their language. Listening can give students information about any topic that can be develop for improving their language’s proficiency. Information received by students during listening class can be manifected in grammar class or speaking class.

A song is chosen as listening material because a song is a kind of autenthic material. An English song can be used for teaching listening in English class. Futonge mentions that song is a great language package that bundles culture, vocabulary, listening, grammar, and a host of other language skills in just a few rhymes. Song can provide a relaxed lesson and it can also form the basis for many lessons (2005). Similar to Futonge, Ross (2006) also mentions that song is an authentic material. She says that the example of authetic material is listening to song to learn more about well-known bands that sing in English. Song can accompany us wherever we are. When designing listening material, teacher needs to make students motivated and stay motivated. The use of song stimulates and motivates students to comprehend the content of materials. METHODOLOGY

Methodology discusses the steps to apply the design. Choosing the right song as the authentic material can be very challanging. I use the song ‘Dance with My Father’ by Luther Vandroz as the material. In applying song as the medium in teaching listening, there are three phases I propose. The first is pre-listening activity, while-listening, and post-listening. Pre- listening activiity can be conducted by asking question about the title of the song. Students can give feed back regarding the title based on their life experience. While-listening activity is applied when student listen to the song while filling in the gaps. Post-listening activity is used to discussed the content of the song. I relate the content of the song with grammar focus.The

grammar focus includes part of speech, derivational and inflectional processes, and simple past tense. DISCUSSION

As it has mention in the methodology, teaching listening using a song as an authentic material is divided into three parts. The first step is pre-listening activity. The song I choose is ‘Dance with My Father’. I start the pre-listening activity by asking my students about the title of the song. Those are some questions I ask my students before I start the listening class.

a. Do you miss your parents? b. What do you think about the title? c. What do you think the song is all about?

From those three preliminary question I ask, student give various answer. Some students who are native to Purwokerto (meaning that they stay with their parents) say that they do not really miss their parents. Some students who stay away from their parents mention that they miss their parents so much. Then I ask one of them to spell their parents’ name, if she/he succeeds, I give him five minutes to call their parents. For the second question, students describe about their parents, especially their father. Some students mention that their fathers are their hero. Some students say that they hate their father because of what their fathers have done to them. Various replies can be developed into various topic of discussion. Students give diverse answer for the third question. Some students mention that the song is about a child who misses his father and others say that it is about the struggle to be a good father. These preliminary questions can be used to build convenient circumstance before students begin the listening activity.

The second part is listening part. In this part, I play the song and student listen to the song while filling in the gaps. I provide my student with the song lyrics and I erase some words from the text. Here is the example of the first two verses of ‘Dance with My Father’.

Back when I was a ______Before life ______the innocence My father would ______me high And ______with my mother and me And then ______me around 'till I fell ______Then up the ______he would ______me And I ______for ______I______loved

If I could get another ______Another ______Another ______with ______I'd play a ______that would _____ ever end How I'd love love love To dance ______my father ______

I usually play the song three times. For the first time, student will listen and try to fill in the gaps. Students are only able to fill in the gaps for about 25 %. They cannot fill in all the blanks. They

sometimes can hear the word but they cannot fill in the right word. For example the second line of the first verse.

Before life ______all the innocence.

The blank should be filled with the word ‘removed’, however, some students fill it with ‘move’, ‘remove’, ‘remake’, ‘remold’, and remote’. The right word is ‘removed’. Some students whose answer is ‘remove’ ask for further clarification why it should be ‘removed’. It is ‘removed’ because the first sentence is in simple past tense so that the following sentence should be acceptable in simple past tense. Hence the right answer is removed instead of remove.

When they listen for the second time, they make some improvement. Their ability to fill in the gaps increases up to 60-70%. Listening the song for the second time can help them recognizing the missing words. Their hearing becomes more exposed to English word. The degree of exposure to English word is significantly proven. It can increase students’ English proficiency. For the second time and third time I play the song, some students have learned to sing the song and they sing along with the singer.

Post-listening activity is conducted to relate the listening material to other language focus. From the song “Dance with My Father’, I relate it to grammatical features. It includes part of speech, derrivational and inflectional processes, and simple past tense both active and passive. First I explain English part of speech and I ask students to classify the words in the lyric into part of speech. There are eight types of words. It covers, noun, pronoun, verb, adverb, adjective, preposition, conjunction and interjection. I give them a chart containing types of part of speech and students are supposed to fill in the chart. Here is the chart.

Part of Speech Noun Verb Adjective Adverb Pronoun Preposition Conjunction Interjection child Remove high never I Until and life Dance sure she father Carry me stair Play

After students finished completing the chart, I can explain the part of speech one by one. For noun, I can elaborate the types of noun, whether it is concrete or abstract. ‘child’ is an example of concrete noun while ‘life’ and ‘love’ are the examples of abstract noun. I may add that noun is also classified as countable and uncountable noun. ‘child’ is a countable noun, so that it can be formed into plural. It becomes ‘children’. ‘love’ is uncountable noun, thus, it cannot be formed into plural *loves. In addition to plural form of noun, I still can elaborate it ito regular and irregular form. ‘father’ is regular noun, and it is formed into plural simply by adding-s, so that it becomes ‘fathers’. ‘child’ is irregular form, as a consequence, it becomes ‘children’ in plural instead of *childs.

I can develop the teaching material from part of speech into simple morphology, derivation and inflection processes. The derivational process happens when the addition of certain morpheme can change the category of part of speech. The word ‘innocence’ (noun) is formed by adding ‘-ence’ into a word ‘innocent’ (adjective). The inflectional process occurs when the addition of other morphem does not change the part of speech into which the morpheme is

attached. The word ‘father’ (noun) becomes ‘fathers’ (noun) is an example of inflectional process.

The last part of the grammar focus is about tense. Based on the lyric, the song is sung in past tense. The lyric indicates that the song is written in simple past tense. Those sentences are taken from the first verse.

a. Back when I was a child. b. Before life removed all the innocence c. I was loved.

Sentence a and b are written in simple past tense. Sentence ‘Back when I was a child’ is an example of nominal sentence in simple past tense. It is formed by using the pattern subject which is followed by to be (was/were) and predicate. The predicate in nominal sentence are words other than verb. It can be a noun, an adjective, or adverb. This sentence can also be modified into negative and interogative form. Sentence ‘Before life removed all the innocence’ is an example of verbal sentence in simple past tense. The pattern is a subject followed by preterite word form and an object. The preterite form of ‘remove’ is ‘removed’. This sentence can also be formed into interogative and negative sentence. Students are also taught how to construct a question using 5W1H.

I can also add the material on how to construct a passive sentence in simple past tense. An active sentence can only be transformed into passive if it employs transitive verb. The word ‘loved’ in ‘I was loved” is a transitive verb. ‘I was loved’ comes from the sentence ‘My father/my mother loved me’. The pattern form of passive sentence is subject followed by to be and past participle. The ability to construct active and passive sentence can increase students’ English proficiency. The last part of post-listening activity is I give assignment for students to write their most unforgettable experience when they were children. This writing assignement is used to measure students’ comprehension on the material that I have taught.

CONCLUSION

A song can be an alternative teaching material for listening class. Choosing a song as an authentic material in teaching listening can be very challanging. Students and teacher can escape from boredom during English class. A song may have ‘closeness’ to the hearers since it may have emotional bound between a song and the hearer. A teacher can also modify this authentic material in listening into other language focus. Teachers’ ability to relate the material to other language focus can boost students’ English comprehenshion. It can be summed up that using a song in listening class can be applied to overcome the boredom during EFL and to increase students’ English proficinecy.

REFERENCES

Futonge, Kisito. (2005). Using English Videos and Music in EFL Classrooms. ESL Magazine: Read and Publish ESL articles.

Ross, J. (2006). ESL Listening Comprehension: Practical Guideline for Teachers. The Internet TEFL Journal.

Rivers, W.M. (1978). A practical guide to the teaching of English as a second or foreign language. Ney York: Oxford Uiversity Press.

Saricoban, A. (1999). The Teaching of Listening. The Internet TESL Journal. [http://iteslj.org/Articles/Saricoban-Listening.html]

THE USE OF MIND MAPPING TECHNIQUE IN TEACHING SPEAKING

Dewi Agustina

Background The rapid of global communication and interaction have put the English language as one ofa medium that is very needed. Without the adequate of English language skills, the students will face many problems in establishing the global interaction.Crystal (2000: 1) states "English is a global language". It means that English is the global language used by various nations to communicate with other nations around the world.One of the international language is used during this time is English. It means that learning and understanding the English language become a necessity that can not be avoided. In some schools labeled as the Bilingual School, requires students and teachers to master the English language.English is the language of instruction for certain subjects. This situation can motivate students to study harder and more comprehensive of English language both written and oral.They not only have to be able to express ideas and thoughts, but also must be able to answer and ask questions in accordance with their levels during the teaching learning activity. In English lessons, there are several integrated topics or materials, such as: listening, speaking, reading and writing skills. All of them are studied regularly. Skill that will be discussed in this paper focuses on conversational skills (speaking skill) to assist the English teachers in enhancing the courage, confidence, and enthusiasm of learners in speaking English by using the "mind mapping" method especially on the topic of "descriptive text". English speaking skills means to habituate the students to speak English by the most convenient way and starting from the simple things. We cannot deny that the low of confidence of the students' English speaking skills, resulting the less motivation and ability of them. It feels difficult to speak English because it is not our own language (Lisna, 2006).If students enjoy the English lessons that are taught through the fun strategy, they will not only be motivated to learn more active and creative, but also the courage and confidence of them to speak English will increase. And in the end, it will also improve their skills in the other language skills.Therefore in this paper will discuss more about what they mean and how mind mapping methodology in teaching speaking specifically on the topic of descriptive text?

Purpose 1. To know the importance of English speaking skills. 2. To know the obstacles in speaking English. 3. To know the steps in increasing the confidence and the ability of students to speak English, especially in the matter of descriptive text through Mind Mapping method.

Benefit 1. To improve students' confidence in speaking English. 2. To improve students' skills in speaking English. 3. To improve the students' enthusiasm in speaking English

English Speaking Skills English is a tool of communication both spoken and written. The meant of communication is to understand and express information, thoughts, feels and develops

science, technology, and culture of the English language. The ability of communicatingand understanding are the ability in delivering the utterance (MONE, 2003: 13).Similarly, in the context of education, English functions as a tool of communication in order to access information in the context of dailysituations, as a means to build the interpersonal relationships, exchange information and enjoy the aesthetics of language in British culture. In addition, English is an international language that is considered to be very important as a means or medium for absorption, transfer, and development of science, technology, arts and culture, and building relationships with other nations.By studying English then someone will open the knowledge internationally. Therefore, learning English is very important to be given because of the globalization of information at this time. A reality, that in class, when the English learning process takes place, most of students have not seen actively learning. They have not learned to the level of communication in the English language. They had only been able to learn, read, memorizing vocabulary, writing, and memorizing the rules of the English language.They have not been able to talk directly. This is because they lack confidence in speaking English, as well as a lack of appreciation of teachers on students who have tried and tried to speak in English. Speaking is the process of building and sharing of information through the use of verbal and non-verbal symbols. Talking is an important part of teaching and learning. Nowadays, students are required to be able to talk and interact with others in English.Therefore, students must master several components of speaking, such as: comprehension, pronunciation, grammar, vocabulary, and fluency.Thus, English teachers must be creative in developing the learning process to create a good atmosphere, improving students' speaking skills, give attention to the components of speaking and make learning English become better.Therefore, English teachers should apply appropriate methods to improve their speaking ability. The method used is Mind Mapping.

The Obstacles in Speaking English There are several obstacles for students in speaking English, such as: 1. The difficulty of expressing ideas verbally, so that students are confused to speak. 2. Limited vocabulary. It makes students are difficult to speak fluently and longer. 3. Limited grammar makes them difficult to speak with the correct rules. 4. Limited pronunciation makes them difficult to pronounce words correctly. 5. Lack of courage and confidence to speak because they are afraid of making some mistakes. 6. Lack of appreciation of the teachers for students who speak English.

Therefore, to overcome these problems, teachers should be able to provide a method that can provide a sense of comfort, fun, not boring, and can help students in making the scheme targeted and well spoken. One of them is the use of a mind mapping method.

The Steps to Improve the Confidence and Abilities of Students in Speaking English through Mind Mapping Method Mind mapping is a way to put the information into the brain and take it back to the outside of the brain.Mind mapping can be called a route map used memory, enables us to compile facts and thoughts in a way that the workings of our brain will naturally be

involved early so that the information given will be easier and reliable than using conventional techniques. Mind Mapping categorized into creative techniques because the constructing of mind mapping requires the use of imagination from the constructor. Students who are creative will be easier to make mind mapping. More often they make mind mapping, then the will be more creative. Tony Buzan in 1970 introduced the concept of Mind Mapping. This concept is also known as Radiant Thinking. A mind map has an idea or central word, and there are 5 to 10 other ideas that came out of the central idea.Mind Mapping is very effective when it is used to bring up the pent-up ideas we have and make an association between the ideas.Mind Mapping is also useful for organizing information owned. The form of the diagram is like a tree diagram and the branches make it easier to refer the information to the other information. In relation to the English speaking skills, especially for the topic of descriptive text, this method can help students in conceptualizing the images that will be described verbally, so that the exposure would be delivered more structured and systematic.In addition, students will also become braver to express their ideas because they already know what to say.The function of the teachers in the learning process is to create an atmosphere that can support students' learning conditions, especially in the process of mind mapping (Sugiarto, Iwan. 2004. Optimizing Brain Power Work With Thinking.) Steps being taken in applying the mind mapping method in teaching descriptive text are: 1. Teacher put a figure drawing (as topic) on the board. This is the stage of introducing the topic. 2. Teacher make three branch lines (arrows) were each given a sub - topic or information, such as physical appearances, characters and talents. This is the stage of conceptualizing ideas that will be developed. 3. The teacher asks the students to mention words that are related to the sub – topic, e.g: slant eyes, pointed nose, curl hair, round face, nice, diligent, skillful, wise, arrogant, good voice, e.t.c. At this stage, the students collect the appropriate vocabulary and can be used to describe a person / people. This stage is called a vocabulary builder. 4. Teachers describe images in accordance with the sub - topic sequentially and systematically. This is done as an example. From this stage, students will observe phrases strung and used to describe the character. Students will not only have an idea of what and how to describe the character / topic in this stage, but they will also learn how to say the words in the English language properly. 5. Students are asked to come forward one by one to do the same thing using the image of characters they had prepared earlier. They are allowed to use a character whose they love, with the aim that they will feel happy and excited. 6. Students are allowed to mix the languages if they forget or do not know the English from of words to be spoken. It is intended that students come to rely upon and maximize themselves according to their abilities. Teachers should not interrupt the students while they're talking. It is to build students' confidence. 7. Teachers provide good evaluation in general or per - personal (depending on the time left). At this stage, the assessment is not focused on aspects such as grammar cognitive assessment, but instead focused on aspects of behavior, such as changes in the attitude of shame or fear of being bold and confident in speaking

English. Not only that aim, the students are also expected to be able and willing to respond to speech acts submitted by teachers in English. This method can also be developed in the writing skills. In advanced stages, students may be asked to assemble mind map which is they had previously collated in writing. One sub - topic can be developed into a paragraph or more, depending on the student's ability.So, if in the early stages of students create three sub - topic (physical appearances, characters, talents), then students at least will have a discourse with three paragraphs. At this advanced stage, the assessment of cognitive aspects can be done optimally.

Conclusion So we can conclude that the method of mind mapping on English speaking skills, especially on the topic of descriptive text may increase self-confidence and enthusiasm of the students, because the students have had a concept of what to say and how to say it. This is because all the things that will be delivered have been arranged and are available in a sub - topic made in the early stages. So that the picture presented students will be more systematic.

Suggestions 1. English teachers will need to increase their creativity in creating methods that are not only creative, but also fun for students. 2. Teachers should also give high appreciation for students who have been willing and trying to speak English. Because it can increase students' confidence and courage in speaking English. 3. As an English teacher we should create the atmosphere and environment to speak English. Because language is a habituation.

REFERENCES

Hyland, K. 1991. Developing Oral Presentation Skills. Cambridge: Cambridge University Press. Guntur, Tarigan. 1981, Berbicara Sebagai Suatu Keterampilan Berbahasa, Bandung: Penerbit Angkasa. Hoskisson, K. & Tompkins, G. E. 1987. Language arts: Content and teachingstrategies. Melbourne: Merill Publishing Company. H. Nashar. 2004. Motivasi Siswa Dalam Proses Pembelajaran. Jakarta: Ghalia Indonesia Hamalik. 2003. Peran Motivasi Terhadap Keberhasilan dalam Belajar. Bandung: Angkasa Anna Sotter. 2008. Practicing English Speaking Skill through Small Group Discussion. Ohio State University Press Riadi, Muchlisin. 2014. Pengertian, Manfaat dan Membuat Mind Maping. Diambil dari www.kajianpustaka.com Buza, Tony. 2008. Buku Pintar Mind Map. Diambil dari www.kajianpustaka.com

IMPROVING SUPRA SEGMENTAL FEATURES OF PRONUNCIATION THROUGH ORAL PEER FEEDBACK (A Classroom Action Research at the First Grade Students of English Department of Galuh University Ciamis in the Academic Year 2013/2014)

Didih Faridah [email protected] English Education Program, Teacher Training and Education Faculty, Galuh University

Abstract

This paper reported the research at improving supra segmental features of pronunciation through oral peer feedback. The study adopted Kemmis and McTaggart’s model of action research (1986) and involved twenty-two first grade undergraduate students of Galuh University as the subjects. The research consisted of three cycles, and data were gathered through observations, questionnaires, interviews and tests. The results showed that students became more active as the cycle progressed. They practiced dialogues in pairs, taking turns giving feedback to each other when mistakes were noticed. Corrective feedback was used to correct the errors made by their peers. This activity finally led to the improvement in supra segmental features of pronunciation, i.e. word stress, linking and intonation. Oral peer feedback motivated them to have better pronunciation and they became more focused on practising pronunciation because the teacher did not correct their mistakes directly. Playing a role as feedback providers made them more critical. Keywords: oral peer feedback, supra segmental.

BACKGROUND OF THE STUDY To be able to communicate in English, students are required to master all the language skills and its elements. One of the key requirements for language proficiency is to secure understandable pronunciation for the language learners. Since English is a language that has no consistency between the written codes and its saying, it is necessary for English students to recognize English pronunciation which is mainly focused on sounds, word stress, phrase stress, sentence stress, linking, and intonation. The methodologies of teaching must change from emphasizing segmental elements of pronunciation to supra-segmental elements of pronunciation and from linguistic competence to communicative competence (Morley, 1991) Ideally, the first grade students have to be able: (1) to pronounce the different sounds of minimal pairs in sentences; (2) to use the pronunciation features (e.g. word stress and phrase stress) in English to communicate with others, both in their daily conversation and in academic situation; (3) to pronounce the linking in words and sentences; and (4) to pronounce correct intonation in the sentences to show different type of expressions. A preliminary study consisting of pre-observation, pre-questionnaire, pre-interview, and pretest was conducted before the action research was implemented. Through pre-observation, pretest, and pre-interview, writer found some problems in the following aspects of pronunciation: (1) pronouncing word with appropriate stress in a sentence, (2) pronouncing sentences with correct linking, and (3) using correct intonation in their sentences or utterances. In addition to providing questionnaires, observations and interviews, a pre-test was also administered to determine the knowledge and skills of students in the pronunciation. The test was divided into three parts. In the first part, the students were told to pronounce words

consisting of secondary and primary stress in the individual words. In the second part, the students were told to produce speech connected with linking consonant to vowel, consonant to consonant, and vowel to vowel. In the last part, students must pronounce correct intonation in sentences. Meanwhile, data from pre-test shows that the highest score for the overall aspects only reaches 21, it means that the average score was only 7. Meanwhile, the lowest score is 16 which is the average only reached 5.3. This score is still very low and did not reach the passing grade. To sum up, students’ pronunciation on supra segmental features needs to be improved. From the pre-questionnaire, it can be drawn that almost all students sometimes faced difficulties to pronounce supra segmental features of pronunciation. In addition, some students often felt that they did not know how to pronounce stressed syllable in words and sentences. Some other students also sometimes experienced it. There was even one student who completely did not know how to practice intonation for different expressions. Further data also indicated that many students sometimes had found difficulties in practicing word linking in sentences and to practice intonation for different expressions. From those indications, it can be concluded that there were still many students who found difficulties in learning supra segmental features of pronunciation. In dealing with the students’ problems in pronunciation, then writer tried to choose oral peer feedback as the solution to overcome them. As already known by some researchers, peer feedback or peer review can be used in improving English skills and elements including pronunciation. Peer feedback gives positive contribution to students in improving their pronunciation. This effect is not only for the students as the speakers, but also for the other students as the listeners and the reviewers. As the speakers, students can be more careful in pronouncing some words related to the topic. The target of using oral peer-feedback is to make students aware of their competence in spoken language, in this case pronunciation. Oral peer feedback can provide students with some correction and feedback for making their spoken English better. Feedback from their friends can become a challenge for their further presentation. Writer designed the research based on the following questions: 1) How does the writer use oral peer feedback to improve supra segmental features of pronunciation skill in class 1E of English Department in Galuh University? a. How is oral peer feedback implemented by the students in order to improve their peers’ supra segmental skill in their pronunciation? b. How intensive is oral peer feedback given by the students so that their peers’ pronunciation skill can be increased? c. How do the students respond towards oral peer feedback given by their peers? d. Among all supra segmental features, which one is the easiest and which one is the hardest to improve by means of oral peer feedback? e. What are writer’s roles during the implementation of oral peer feedback to improve students’ pronunciation skill? Suprasegmental features Suprasegmental features relate to sounds at the macro level. Advances in research have developed descriptions of the suprasegmental features of speech extending across whole stretches of language (prosody). Linking, intonation and stress are important features for effective pronunciation at the suprasegmental level. The following are supra segmental features of pronunciation: a. Word stress Word stress relates to the prominence given to certain words in an utterance. These focus words are stressed (made long and loud) to convey.

b. Linking Linking refers to the way the last sound of one word is joined to the first sound of the next word. To produce connected speech, we run words together to link consonant to vowel, consonant to consonant, and vowel to vowel. We also shorten some sounds and leave others out altogether. c. Intonation Intonation can be defined as the melody of the language (Burns, 2003: 7), or the music of the voice (Cunningham, 1991: xi) – the way the voice goes up and down according to the context and meanings of the communication. The suprasegmental features cover the learners’ ability in making the linking words, using correct intonation in the sentences, and word stressing in sentences. In this research, the indicators of pronunciation are as follows: 1) Students are able to pronounce the correct stress in word, whether it is in the first, second, third or fourth syllable; 2) Students are able to pronounce word linking in sentences. 3) Students are also able to pronounce the correct intonation in sentences, whether its intonation go up (rising) or go down (falling). Oral Peer Feedback and Its Advantages Łęska as cited in Grombczewska (2010) provides the definition of feedback: “It is information concerning the comprehension and reception of the speaker’s message given by the listener.” On the basis of this definition writer assumes that feedback is the information given back to the speaker during a conversation. Everything that students perform and give some response to the speaker can be considered as feedback. There are many different ways of providing classroom feedback. It can be provided in verbal and non-verbal form. Verbal feedback can be expressed by positive or negative comments and corrections. Non-verbal is shown by, for example, gestures or facial expressions. Harmer (2003: 144) views that feedback as correction or assessment that can come from teacher and students. The correction or assessment can be in form of written or spoken. In addition, Kepner (1991: 141) as cited in Grami (2005: 3) defines feedback in general as any procedures used to inform a learner whether an instructional response is right or wrong. To support this view, Yang (in Zeng, 2006) defines peer feedback as feedback given by peer. It can be in written form or spoken/oral form. Feedback can be a critic, suggestion or even correction from their peer, in this research is oral feedback from peer to peer’s work or performance. To sum up, it can be concluded that oral peer feedback is a kind of assessment or correction, given by peer or students toward their peer’s work or performance in spoken or oral form. In this research, the form of peer feedback is given by students to another orally in pronunciation practice. The use of oral peer feedback in teaching pronunciation offers a number of advantages including: increasing the timeliness of feedback, providing new learning opportunities for both givers and receivers of feedback, humanizing the environment, and building community (Corgan, Hammer, Margolies, & Crossley, 2004). By asking students to provide constructive feedback to each other, teacher invites them to participate in each other's learning and thus achieve greater understanding and appreciation for their peers' experiences and perspectives. Moreover, by engaging students in the feedback process, meaningful interaction increases— interaction with peers and interaction with the content of the discussion or presentation—which subsequently promotes students' satisfaction with the course (Richardson & Swan, 2003) and with the instructor (Fulford & Zhang, 1998). If used effectively, both teacher and peer feedback have the potential to increase the quality of students speaking skill, and thus the quality of teaching learning process. Thus, feedback can raise self-esteem, encourage dialogue, clarify

goals and standards, and empower students to improve their own learning (Dawson, Magne and Sentito, 2009). METHODOLOGY The present study applied the classroom action research traditions. It promotes broad participation in the research process and supports action Kemmis and McTaggart (1988) as cited in Burns (2010: 8), action research typically involves four broad phases in a cycle of research. Data collection included test, questionnaires, interview, and observation. Data from the test was analyzed quantitatively by calculating the mean scores, meanwhile data from observation, questionnaire, and interview were analyzed qualitatively by reducing and transforming data, displaying data, and drawing conclusion. The first grade students of English Program in Galuh University in Ciamis participated in the study. There were five classes, consisting of about 120 students. Writer only chose one class as a subject of the study, class E that consisted 22 students. This class is chosen purposively because it is the most complicated class in which the ranges of their achievements were strictly various, from the worst to the best. FINDINGS AND DISCUSSION Findings Regarding the way students conducted the oral peer feedback, based on the observation, we (collaborator and writer) found that students have been able to practice giving feedback in pairs. Besides, confirmation from the teacher encouraged them to have self confidence in practice class. Then, the provision of feedback has also been quite frequent in the last cycle. It was because oral feedback creates challenging and active class because every student has their chance to practice. This intensive practice was also due to enough chance given by me to practice pronunciation with their friends. In relation to the students’ reponses towards feedback given by their peers, this last cycle showed that all students responded positively. They accepted the feedback from their peers; writer also found that all students have been able to provide corrective feedback well. Several responses taken from the questionnaire can be seen below: - Feedback from my peer motivates me to have better pronunciation. - I can be more focus to practice my pronunciation because my teacher did not correct my mistakes directly. The study also proved that the use of oral peer feedback gave significant effects to students’ better improvements in pronunciation. The three cycles of the planned and designed treatment indicate gradual pronunciation improvements. The following table explains the comparative achievements of student pronunciation test of each cycle. Table 1 The Improvement of Pronunciation Score in Cycle 1, 2, 3 Post test Pronunciation indicators Pretest Cycle 1 Cycle 2 Cycle 3 Word stress 6.14 7.32 7.45 7.55 Linking 6.05 6.36 6.45 7.05 Intonation 6.23 6.55 6.86 7.27 In dealing with students’ pronunciation skill, supra segmental features were considered more difficult, but word stress, as the result indicated was the first supra gemental feature that improved better. Students’ responses towards oral peer feedback given by their peers are also necessary to discover. In this case, the observer and writer noticed a gradual change from the cycles. At first, all students felt quite strange with the activity. Many of them showed disbelief towards the feedback given. They also preferred teacher feedback to peer feedback. However, since students’ knowledge of correct pronunciation also increased throughout the cycles, and they also began to know more about oral peer feedback, they finally gave positive responses. They accepted the feedback from their peers and they also tried hard to give feedback to their

peers. They claimed that peer feedback motivated them to have better pronunciation. They also asserted that they became more focused on practicing pronunciation because the teacher did not correct their mistakes directly. In other words, the students no longer felt strange about the feedback given. They now used to getting feedback from friends. When they played a role as feedback providers, they also responded that this role made them more critical because they had to give oral feedback to their peers. This fact is in line with Janssen and Fernandes’ statement (2012:1) that “providing peer feedback is an activity that does not only support the receiver of the feedback in his or her learning process, it is also useful for those who provide feedback, as they have to critically analyzethe work or performance of colleagues.” From the three features applied during oral peer feedback, the result showed that word stress was the most easily increased feature through oral peer feedback. Meanwhile, the most difficult ones were linking sound and intonation. It was due to the fact that EFL learners do not usually consider the use of linking sound and intonation in speaking English. Even worse, minimal exposure to the target language and contact with native speakers could also be the causes (Gilakjani, 2012:124). Surprisingly, the features that once were regarded difficult are no longer a hard thing to do in the last cycle. All students always and often got better understanding in all pronunciation features. Students’ pronunciation in pronouncing the correct intonation in the sentences got better improvement than linking. During the provision of oral peer feedback, writer played her roles as teacher and controller. She taught her students the pronunciation concept, directed them to give oral feedback appropriately, and controlled the activities of oral peer feedback. Sometimes, especially in the first cycle, she also became feedback provider. She gave feedback to some students who felt unsure with their own feedback. If students were let alone in giving feedback, She was afraid of the possibility of giving incorrect feedback. It is because “Not all feedback leads to performance improvement” (Gielen, et.al., 2010:304). In the next two cycles, writer reduced her role as a feedback provider. It was because the tudents have become more critical and knowledgeable about the subjects being discussed. Since the students more crictical, their skill in pronouncing word linking also improved. Discussion Peer feedback activities are process-based collaborative improvements that can enable the students to get involved in self-generated and developed practice under the control of teacher (see Morley, 1991). The problematic barriers in teaching pronunciation with such conditions as students’ lack of practice and low motivation, less conducive classroom, and big size class, can be encountered by peer feedback since it can help stimulate each student in small groups (peer) to freely and collaboratively give evaluative comments to their peers’ ways of pronouncing English words/expressions properly. The treatment in cycle 1 indicated the teacher’s endeavors to introduce the new strategies of using oral peer feedback so as to overcome the identified problems faced by the students and less productive and conducive classroom situations. Integrated and varied task-giving strategies seemed to be significantly helpful and fruitful, though there were still some problems in students’ mastery in certain aspects such as linking sounds and less conducive and cooperative classroom that was caused by high achievers’ class domination. Peer feedback activities have evidently been proved as process-based collaborative improvements that can enable the students to get involved in self-generated and developed practice under the control of teacher (see Morley, 1991). The problematic barriers in teaching pronunciation with such conditions as students’ lack of practice and low motivation, less conducive classroom, and big size class, can be encountered by peer feedback since it can help stimulate each student in small groups (peer) to freely and collaboratively give evaluative comments to their peers’ ways of pronouncing English words/expressions properly. That is why explicit teaching is needed (see Morley, 1994; Fraser, 2000), which led to the use of feedback

as written or spoken correction or assessment that was generated from teacher and students (see Harmer (2003: 144). More specifically, in connection with the aforementioned research questions, this study found several worth-noting findings. First, the implementation of oral peer feedback reveals almost similar findings from the first until the last cycle. In the first cycle, due to the unfamiliarty of oral feedback, many students seemed uneasy in implementing the activity. They are used to getting teacher feedback in the previous lessons. In other words, a teacher-centered activity is quite common for them in teaching pronunciation. It was also noticed that in the first session of cycle 1, some pairs only used non-verbal communication during the observation; they frequently showed facial expressions that looked a little different when their friends made mistakes in pronunciation. Consequently, students did not understand their roles as feedback providers. However, the students became more active as the cycle progressed. They practiced a dialogue in pairs, taking turns giving feedback to each other when mistakes were noticed. Some pairs were sometimes confused with their feedback, so that I tried to give some clarifications. Most of the times, students tended to give corrective feedback directly to correct the errors made by their peers (AbuSeileek & Abualsha’r, 2012:76). CONCLUSIONS AND SUGGESTIONS The findings of the present study, generated from a classroom action research, revealed that the use of oral peer feedback in teaching pronunciation can overcome students’ problems in mastering pronunciation aspects/elements as well as less conducive classroom atmosphere. More specifically, throughout the cyclic programs, the significant beneficial effects of the use of peer feedback on the improvements of teaching pronunciation include such points as pronunciation of word stress, linking sounds, and intonation. The present study is actually limited to the time allotment in giving the treatment, sophisticated technology, and the writer’s (the teacher as researcher) subjective perspectives in some cases. Therefore, the further study is suggested to focus more on longer time of giving treatment, the use of high technology (internet-based teaching, for example), and the influence of gender on the results of the study.

REFERENCES Abuseileek, A. & Abualshar, A. (2014). Using Peer Computer-Mediated Corrective Feedback to Support EFL Learners’ Writing. Journal of Language Learning and Technology, Vol.18, No.1, February 2014. Bitchener, John., Stuart, Young, and Cameron, Denise. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing. 14. 191–205. Burns, Anne and Claire, Stephanie. (2003). Clearly speaking: pronunciation in action for teachers. Sydney: Macquarie University. Crook, Anne. __. Peer-Assessed Oral Presentations: A quick method to generate feedback for individual presentation in bioscience. CDOTL. Fraser, H. (2000). Coordinating Improvements in Pronunciation Teaching for Adult Learners of English as a Second Language. Canberra: DETYA (ANTA Innovative Project). Gielen, S., Peeters, E., Dochy, F., Onghena, P. & Struyven, K. (2010). Improving the Effectiveness of Peer Feedback for Learning. Journal of Learning and Instruction, Vol.20, pp. 304-315, Elsevier Ltd. Gilakjani, A.P. (2012). A Study of Factors Affecting EFL Learners’ English Pronunciation Learning and the Strategies for Instruction. International Journal of Humanities and Social Science, Vol.2, No.3, February 2012.

USING ENGLISH MOVIES TO IMPROVE LISTENING SKILLS AT HIGH SCHOOL LEVEL

Didik Tri Wahyudi1 and Diki Riswandi2 [email protected] [email protected] Post-Graduate Program of English Education, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta, Indonesia

ABSTRACT

Nowadays, technology has taken a part in the teaching-learning activity. One of the technologies that can be used is audio-visual media in form of movies. The current trends within the region of Nganjuk shows that Hollywood, Bollywood and Lollywood films are some of movies that are high school students’ favorites that make them crazy and anxious to watch. Therefore, the current study was conducted to improve listening skills by using English movies at high school level. Audio visual aids were used in the class of the tenth grade students of one of the Vocational Schools in Indonesia. This research used tests as the instrument to get the data that included pre-test and post-test. The result of this research shows that the students’ listening ability improved significantly. In addition, they had a meaningful teaching-learning process.

Keywords: Authentic material, English movie, listening

BACKGROUND

English has been a compulsory subject in high school in Indonesia for many years. Yet, students have been of limited success using English either actively or passively. The curricula have also changed for many times. The result however has no significant increase yet. Most of Indonesian students know English as a subject. They sometimes don’t know what to study and what the purpose of their studying is. For that reason, the students are not competent in English in term of skill, especially listening. Listening is the skill that is almost never taught in high schools or even some teachers don’t teach listening to their students. It has been in their mindset for many years that English subject always deals with grammar such as tenses, memorizing vocabulary, etc. Jenifer (2005) mentioned that there are several spread models of English in this world; English as native language (ENL), English as second language (ESL), and English as foreign language (EFL). Indonesia is one of the countries where English is used as foreign language. This fact can be seen from several indicators. One of the indicators mentioned is that for Indonesians, speaking English out of the class is something rare or probably something strange. As foreign language (learners) there are four skills that students have to master; listening, speaking, reading, and writing. In schools, students are frequently taught reading, writing, and speaking instead of listening. Listening seems the skill that is rare to find. Listening is a skill that is very important for L2 learners to learn at the first place. Buck (2001) stated that a new learner should learn listening at the initial stage of language learning in the same manner as a child learns a mother language. Listening is a difficult to master because it needs more

concentration and comprehension towards what the speakers said. It is not a passive skill, because the listeners are doing the complex process inside their mind. In addition, listening also can help the learners to develop other language elements i.e. vocabulary, grammar, and pronunciation. Krashen (1989) said that listening comprehension provides the right condition for language acquisition and the development of other language skills. It proves that by learning listening, at the same time, the students can gain the other skills of English that they need. Movie is one of the media that can be used by the teacher to teach English for foreign learners. Movies can enhance listening comprehension by providing contextually rich, high interest, authentic and culturally appropriate communicative situations. The problem of the lack of the listening skill in one of the Vocational Schools in Indonesia is that the students had lack of listening skill and felt bored when they came to the class. Since they had no interest in listening, their ability then was low. The teacher should have provided an interesting material. Nowadays, technology has taken a part in the learning-teaching activity. One of the technologies that can be used is video in form of movies which can be authentic materials. Thus, the current study aims to improve listening skills by using English movies at high school level.

REVIEW OF RELATED THEORIES Using Authentic Video in Language Learning Unlike most of their ESL counterparts, many EFL students lack the access to native speakers for authentic communication. Using authentic videos in the classroom can provide opportunities for learners to evaluate a medium that they use in their daily lives (King 2002, cites Stempleski & Tomalin, 1990). Moreover, the realism of movies provides a wealth of contextualized linguistic, paralinguistic cross-cultural information, classroom listening comprehension and fluency practice (King 2002, cites Stempleski, 2000). Lonergan (1984, pp. 4-5 cited in Lustigová, 2013) pointed out that video is able to present “complete communicative situations. At their best, video presentations will be intrinsically interesting to language learners. The learner will want to watch, even if comprehension is limited.” Learners can use video to study how language use may be employed by age and how the relationship between language use and paralinguistic features can be focused, including how to convey moods and feelings. Mirvan (2013) asserted that employing video materials in a classroom can enhance students’ motivation to learn since it can expose them to a wide variety of situations that can help them comprehend similar situations in real life. Allan (1985, pp. 48-49 cited in Liu, 2005), who also argues that video reflects real-life communication, advances another reason why video is more advantageous than other forms of authentic material; it presents “slices of life.” Normally, teachers work with dialog in textbooks or audio cassettes; however, video presents communication more contextually. According to Allan, this makes video a valuable addition to language learning. Natural Everyday Speech King (2002) again stated that films are such a valuable and rich resource for teaching for they present colloquial English in real life context rather than artificial situations, an opportunity of being exposed to different native speakers’ voices, slang, reduced speeches, stress, accent and dialects. What King tries to explain is that by watching movies, the students can experience as if they face or meet the natives. In addition, by watching movies the students can see the real life of the natives so they can easily understand the language since the context is clearly shown. In addition, Brandt (2005) identifies two advantages of using authentic listening material in ELT classroom. First, spontaneous authentic materials exhibit the characteristics of natural everyday speech in a way that read-aloud texts do not. Second, authentic materials are not simplified to reflect language levels of ESL learners. From Brandt’s idea, it can be seen how

movies can help the students’ knowledge and experience that they do not have from sitting in the classroom or reading a book. Developing Oral Skills Listening is one of the primary means of interacting with other people because listening is the most frequently used method for gaining information (Satterwhite & Oslen, 2007:76). The process of listening involves good speaking and listening abilities. Ironically, under the pressure of examination, these two skills are neglected. There are several approaches in using movies as media. King (2002) proposes four approaches: Sequential, Single-Scene, Selective and Whole-Film Approach. She says that while presenting films, some structurally driven approaches have been widely adapted by classroom teachers. Watching movies is not the monotonous activity of merely watching a movie from the beginning till the end. More than that, watching movies can have a varied activity to undergo. Action Hypothesis English movies are effective to improve listening skills at high schools’ level.

RESEARCH METHODOLOGY This Classroom Action Research (CAR) used English movies as the main materials. In accordance with the characteristics of CAR, this research is conducted within some cycles. The procedure for action research can be described in four stages; they are planning, acting, observing, and reflecting (Kemmis and McTaggart, as cited in Burns, 2010:9). The subjects of this research are the tenth grade students of Accountancy Department in one of the Vocational Schools in Nganjuk who study in extra English class conducted after school-hour. This research used pre-test and post-test as instruments to get data. The pre-test and post-test were in the form of true-false questions of narrative text which is appropriate to their level. Besides, the researcher also used questionnaire and observation to know how the effective process of using English movies in teaching listening was. The equipment utilized in teaching-learning process is LCD projector, screen, laptop, and active speakers. Nunan (2003) stated that the design of listening cycles is an important consideration, which involves selecting the content of the video or audio recording and dividing it into sections for presenting in stages to learners. Instructors can design cycles of activities in which learners can participate. Therefore, the sequential approach was applied in watching the movie meaning that the students did not watch the entire movie in the class at once. They only watched the movie for 45 minutes (half of the movie). Then the teacher assigned the students to watch the rest of the movie at home. The teacher paused the movie twice to three times and asked the students to predict what the story was going to be. The movies used in the teaching learning process were animation movies since the students preferred to watch animation movies. They were Kung fu Panda 3 and Home. The researchers chose the movie according to the questionnaire about the kinds of movies the students like. In addition, the language in animation movie is easy to understand and they have moral values which are suitable for teenagers, the students.

RESULTS AND DISCUSSION This classroom action research was finally conducted in two cycles. And the results of the research showed that the students’ scores improved significantly (see table 1). Besides, students also enjoyed the teaching-learning process. Table 1 The students’ mean scores of pretest and postest Pretest Cycle 1 Cycle 2 Mean Score 6 7,6 7,8 In the first cycle, the students watched the movie of Kung fu Panda 3. The result of this cycle showed that the mean score of the students’ posttest was 7,6. The improvement is 1,6. The result of the observation done by the collaborator showed that the teacher did the steps that he had planned before. The percentage of the success of the teaching steps was 76%. However, there were still some points that need to be improved by the teacher. The technical problems, such as the problem with the LCD and the connection of the electricity, disturbed the teaching learning process. Therefore, the teacher should have prepared the equipment he needed before the class began. Another point to remember was that the teacher should have asked the students to predict what the story in the movie would be rather than to directly discuss the answers of the questions in the worksheet. The activity of discussing the answers might be carried out after watching the movie. In the second cycle, the students watched the movie of Home. The students’ mean score also improved 0,2, from 7,6 to 7,8. The percentage of the success of the teaching steps was 84%. In this cycle, the teacher improved the teaching learning process such as the technical problem that happened in the first cycle and the pause-time activity. And the result of the observation showed that there was minor flaw of the teaching learning process. The responses of the questionnaire from the students towards the teaching-learning process using English movies showed that the students enjoyed the teaching-learning. The first question was what made them enjoy the listening class. The answer was that the movies that they watched were funny and the language was easy to understand. Besides, they also could take the moral value from them. The second question was what made them prefer listening while watching to only-listening. When watching the movie, the students did not only listen to the dialog but they also understood the context of situation of the dialog. The movies helped the students to understand the difficult vocabulary, which sometimes make them frustrated in the conventional listening class, from the visual. After the class, the students still discussed the movie they had just watched in the class meaning that the students really enjoyed the listening class. CONCLUSION AND SUGGESTION Based on the research that has been done by the researchers about how to improve the listening skill of the students, we conclude that English movies can improve the students’ listening skills. It helped both the teacher and the students to get an innovative and interesting learning. Before implementing English movies, the students tend to be bored and not enthusiastic to the listening process. In other words, using English movies in listening class could give a meaningful teaching-learning process. Related to the findings above, the researchers propose English movies to be used in teaching listening. The methods of teaching listening using English movies are also essential to achieve the success of the teaching-learning process. Furthermore, the researchers allow the other teachers/researchers to use these interesting media so that they might provide an interesting and innovative learning process.

REFERENCES Brandt, P. A. 2005. Mental Spaces and Cognitive Semantics: A Critical Comment. Journal of Pragmatics, 37: 1587-1594. Buck, G. 2001. Assessing listening. Cambridge: CUP. Central Bureau of Statistics. Burns, Anne. 2010. Doing Action Research in English Language Teaching. New York: Taylor & Francis Jenkins, Jennifer. (2003). World Englishes: A Resource Book for Students. London and New York: Routledge. King, J. (2002). Using DVD Feature Films in the EFL Classroom. The Weekly Column Article 88. http:// www.eltnewsletter.com/back/February2002/art882002.htm. Krashen, S. (1989). Language acquisition and language education. London: Prentice Hall. Liu, Y. (2005). A Case Study on Using English Language Movies in Teaching English as Foreign Language Experiences. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 52-58). Chesapeake, VA: AACE. Lustigová, L. (2013). ESP as a challenge to confront-A case study of technical English in a pre-intermediate level university classroom. Journal on Efficiency and Responsibility in Education and Science, 6(4), 308-327. http://dx.doi.org/10.7160/eriesj.2013.060408. Mirvan, X. (2013). The advantages of using films to enhance student’s reading skills in the EFL classroom. Journal of Education and Practice, 4(13), 62-66. Nunan, D. (2003). Listening in a second language. The English Centre, University of Hong Kong. Retrieved September 22, 2013, From http://www.jalt- publications.org/tlt/articles/2003/07/nunan Satterwhite, M & Olsen, J. (2007). Business Communication at Work 3rd Ed. New York: McGraw Hill International Edition.

LISTENING INSTRUCTIONS IN EFL COLLEGE CLASSROOM (RESEARCH IN LISTENING COURSE IN COLLEGE LEVEL)

Dina Fitriana ([email protected]) (STKIP Pasundan) Agung Farid Agustian ([email protected]) (STBA YAPARI-ABA Bandung) Diana Oktavia ([email protected]) (STKIP Pasundan)

ABSTRACT

Listening instruction in EFL classroom was framed by instructions’ orientation. The materials instruction are basically designed as an instruction format in classroom teaching and learning. In EFL classroom, the lack of native speaker teacher or lecturer has made the local teacher and lecturer use audio material with handbook as an instruction to achieve the course objectives. The research aims to reveal what instructions are the materials have and what are the features in the materials instructions. The research was used a descriptive qualitative method. The research data were used handbook materials which were used in efl classroom listening course. The research results there wasthe instruction orientation namely text-based orientation used. Mean while, there were five instruction features in the research result such as listening input, classroom interaction, learner response, and challenges for language learners.

Keywords: listening instruction, orientation handbook materials, efl college classroom

INTRODUCTION Course in listening have an important role in language program especially at college level. The needs for understanding between speakers make listening has given priority in English program at college level. Students’ understanding of the basic principle in listening has become objective in listening instruction and students orientation. The lack of native speaker teacher has made local teacher or lecturer used handbook material equipped with native audio or even create its own material. Laying on this issue, non-native lecturer lies on instructions and objectives as the basic reference in teaching listening. Based on the research problems, the research aims to reveal what instructions and features in the listening course material. Listening course instruction has attracted great interest in recent year. Listening course can help student in language acquisition. Study from Hernandez (2003), Tennyson (2010), Park (2010), Hong (2011), Muniandy (2012), Kuswahyuningsih (2013), Richards (2013) focus on listening instruction both in L1 and L2.

LISTENING INSTRUCTION Approach on listening instruction more or less influenced by course orientation. The notion of orientation heavily relates to listening comprehension. The focus of comprehension emphasize on recognition of specific task and information. Listening itself is the process of receiving, constructing meaning from, and responding to spoken. According to Vandergrift and

Goh (2012) there are three types of listening instruction over the years: text-oriented instruction, communication-oriented instruction, and learner-oriented instruction. The text-oriented instruction typically, learners had to discriminate sounds, answer comprehension questions based on a listening passage, or take dictation of written passages. Communication-Oriented Instruction CLT methodology (including variants such as task-based learning) typically promoted the development of all four language skills. Listening, speaking, reading, and writing were taught in a series of lessons or units so that learners could practice each skill in relation to the theme. Learner-Oriented Instruction approach focuses mainly on the use of cognitive strategies, may not go far enough in helping learners develop the metacognitive aspects of learning.

METHOD AND DATA The research used a descriptive qualitative method. The research data used are handbook materials which were used in efl classroom listening course. The first handbook came from semester 1 English education program at STKIP Pasundan Cimahi. The second handbook came from semester 1 literature program at STBA Yapari-ABA Bandung that used in listening course.

RESULTS AND FINDINGS Text-oriented Instruction in EFL College Classroom In text-oriented instruction, the emphasis is on recognizing and understanding different components of a listening input. These include individual sounds and phonological features, Table 1 Features of Text-Oriented Listening Instruction in STKIP Pasundan Handbook on Listening Learning Instruction Example of the materials objectives Listening input 1. Reading sounds, Listen Task 1.1 Reading vowel to imitate and memorize sounds, listen and repeat sound linking verb: (is): (1)You’ll hear…(audio played) Question (1) name is Answer /nameiz/,

Task 1.2 Intonation of yes/no question: (2)You’ll hear…(audio played) Question (2) Are you abby’s sister? Answer Yes, I am. 2. Identify relevant details from oral input

Task 2.1 Listen and circle the

correct answer (1)You’ll hear… (audio played) Question: (1) Her name is.. Answer (a) Alina (b) Elena

Task 2.2 Listen and describe

what people are wearing? (1)You’ll hear…(audio played) Question: (1) David wears… Answer black suit, red tie, and black shoes. Classroom 1. Learner-teacher, and Task 1.1 Practice the interaction learner-learner conversation with a partner. Be interaction sure to use the correct intonation Question: Conversation. Work in pairs. Take turns describing two people in your class. Learner response 1. Discriminate sounds at Task 1.1 Mark the stressed word- and sentence- syllables in the numbers. levels Question (1) 14, 15, 16……ect Answer Fourt’een, fift’een, sixt’een

Text-oriented instruction is sometimes called a “quiz show” format, where learners have to answer different types of questions based on text instruction exercises. They required writing out their answers; learners were required to respond in the form of short answers or to select answers from options given.

Table 2 Features of Text-Oriented Listening Instruction in STBA Yapari-ABA Bandung Handbook on Listening course Learning Instruction Example of the materials objectives Listening input 1. Reading sounds, Listen Task 1.1 Listen and repeat the to imitate and memorize words sound (1)You’ll hear…(audio played) Question (1) Table, board, door Answer /tey-bul/, /bord/, /dor/ Task 1.2 Listen and repeat the six picture words and sounds (2)You’ll hear…(audio played) Question (2) Bull, horse, boy Answer /bul/, /hors/, /boy/ Task 1.2 Listen and underline stress syllable 2. Identify relevant details Question (1) Japan, Japanese, from oral input Italy, Italian

Answer Japan, Japanese,

Italy, Italian

Task 2.1 Complete the sentences. Listen and check. (1)You’ll hear… (audio played) Question: (1) What is bonjour

… English Answer in Question: (2) … you spell it Answer Can Task 2.2 Listen to the song “HOME” and complete the missing lyrics (1)You’ll hear…(audio played) Question: (1) in Paris and.(1).. I wanna..(2).. home Answer (1) Rome (2) go Classroom 2. Learner-teacher, and Task 1.1 Practice the interaction learner-learner conversation with a partner. Be interaction sure to use the correct intonation Question: Conversation. Work in pairs. Take turns describing two people in your class. Learner response 3. Discriminate sounds at Task 1.1 The /a:/ and /aʊ/ word- and sentence- sounds levels 1 You’ll hear…(audio played) Sound 1 car Sound 2 cow /a:/ /aʊ/ Once again, text-oriented instruction is similar to “quiz show” format, where learners have to answer different types of questions based on traditional instruction. Not only writing out their answers, learners were required to respond in the form of short answers or to select answers from options given.

CONCLUSION

The main important aspect of text-oriented instruction in EFL college level is ideas of cognitive psychology. Listening objective was presumed to be built in an increasingly manner from individual sounds to words, to strings of words and. The listener’s understanding of the message was presumed to develop with each stage. Learners were also often asked to write down what they heard as a way of reinforcing the input. Challenge for learners is that learner is not able to learn language as communication process but rather input and output in the way of text instructions language as a process. Teaching learning process is based only on text oriented, not learner oriented or communicative setting oriented.

BIBLIOGRAPHY

Hernández, A. (2003).Making Content InstructionAccessible for English LanguageLearners . International Reading Association

Hong, B. S. S. (2011). Review of Instructional Materials: Identities: English is Part ofWho I Am. 4-Semester English Series for Mexican HighSchools.The Journal of Applied Instructional Design Volume 1/issue 2/P26-29/November 2011.

Morreale, S, Rubin, R. B., and Jones, E. (1998). Speaking and Listening Competencies for CollegeStudents. Washington DC: National Communication Association

Muniandy, J. (2012). Teaching And Learning Constructive Listening Skills: A StudyAmong Efl Learners (Pengajaran dan Pembelajaran Kemahiran Pendengaran Berkonstruktif: Kajian Dalam Kalangan Pelajar-Pelajar EFL). Journal of social science and humanity Volume 7, Number 1, 165-176, 2012

Park, Y.J. (2010).Instructional Design Implications for Non-native English Speaking Graduate Students:Perceptions on Intercultural Communicative Competences and Instructional DesignStrategies for Socially Engaged Learning. Virginia: Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University.

Putri, Y. K. (2015). Lab. Work for Aural Oral Reproductions. Bandung: STBA Yapari Bandung Press.

Richards, J. C. (2008).Teaching Listening and Speaking: from Theory to Practice. New York: Cambridge Univ. Press.

Richards, J. C. (2010). Tactics for Listening; 3rd Ed. New York: Oxford Univ. Press.

Tennyson, R.D. (2010). Historical Reflection on Learning Theories and Instructional Design. Journal of Contemporary Educational Technology, 2010, 1(1), 1-16

Vandergrift, L and C.M. Christine, Goh. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. New York: Routledge

Zhang, W. S. (2007).Teach more strategies in EFL College listening classroom.Mar. 2007, Volume 4, No.3 (Serial No.28) US-China Education Review, ISSN1548-6613, USA

INTERPERSONAL RELATION ANALYSIS AMONG DEBATERS IN WORLD SCHOOLS DEBATING CHAMPIONSHIPS (WSDC)

Edwina Fauzia1 [email protected] Siliwangi University

ABSTRACT In debate, there will be always a winner. Debaters are demanded to provide comprehensive ideas and facts that support their arguments, so their grammaring ability could be the prominent key of winning. Regarding to this issue, this discourse study tried to portray interpersonal relation that occurred among debaters in World Schools Debating Championships (WSDC) 2015 through interpersonal meaning of systemic functional grammar. The findings of this study implied that grammaring ability is important for increasing debaters’ domination in debating.

Keywords: systemic functional grammar, grammaring, interpersonal meaning,social distance, debating, World Schools Debating Championships (WSDC)

INTRODUCTION

Debating is one of public speaking activities. It aims to emphasize the people, both the opponents and the audience, by delivering arguments which is based on speaker’s value, belief, and attitude. Debating develops critical thinking (Freeley and Steinberg, 2012, p. 30). Particularly, they are demanded to apply principle of critical thinking to help them elaborate their thought and facts about the motion provided. In debating process there are exchanges occurred between affirmative and opposition side, each side tries to defend and offend the motion through their arguments. These exchanges show interpersonal relation that occurred among them and it depends on social distance that engaged them. Magee and Smith (2013) argued, “Social distance can be thought of as a form of psychological distance, one of many factors that affect whether something or someone is experienced as being close to or far from the self here and now” (p. 165). In addition, Smith and Trope (as cited in Magee and Smith, 2013, p. 159) stated that power creates asymmetric social distance. It is concluded that whether close or far the relation between people is influenced by power and it will always make asymmetric social distance. In other words, Fairclough (1989, p. 46) described power as distinction between powerful and non powerful participant while the powerful one is controlling and constraining non-powerful participants. Constrains identify power that occurred among people, who is powerful and non powerful participant. The type of constrains are contents (what is said or done), relations (social relations among people) and subject (position that people can occupy). To sum up, interpersonal relation among people will always be asymmetric. There will be powerful and non powerful participants that participate in exchanging good-and- service and information. Although the distance is close, in this case, debaters which have

same roles, but their social distance will be shown by argument that analysed by systemic functional grammar approach.

RESEARCH METHODOLOGY

This present discourse research took the participants from a match of WSDC 2015, namely Sweden as proposition team and Argentine as opposition team. The data was obtained from video recording, and to make the analysis easier, it was formed into transcript. After that, the excerpt would be analysed clause by clause using mood analysis.

FINDINGS AND DISCUSSION

Based on the result, interpersonal relation that was occurred among debaters in World Schools Debating Championships (WSDC) showed that the opposition side is more dominant than proposition side. This is because five factors, namely, the use of imperative mood, the use of polar interrogative mood, avoiding huge use of low modality, comprehensive use of mood adjunct and proposition side’s ineffectiveness in delivering arguments. These five factors will be explained briefly below. First key point of opposition side’s superiority in debate is the use of imperative mood. Moreover, it can be seen in table 1. Opposition side is often using imperative mood rather than proposition side doing. Imperative mood has function to demanding good or service and it intimidates proposition side. In addition, all of imperative moods found is realized in point of information!Meanwhile, D’Cruz (2003, p.35) implied that point of information indicated that speakers understand provided issues in debate, so it indicated that proposition side did not comprehend the motion provided because lack of demanding point of information and they tend to refuse demand from opposition side. Table 1: Frequency of categorized mood

Mood

Mood Class Proposition Opposition Full declaratives 126 114

Full polar interrogative 2 7

Full WH interrogative 10 1 Imperative 5 11 Minor 0 0

Abandoned/incomplete 0 0

Total clause 146 137

Second important point of opposition side’s domination is use of polar interrogative mood that can be seen in table 1. Polar interrogative expect yes or no answer, and in this debate opposition side used polar interrogative as highlight of their arguments,

however it is realized in this clause; The first, is it beneficial for Greece in short and the long term? Then the opposition side explained this highlight as showed in this excerpt; For Greece, debt actually worse for getting one and we want to the other which is improving that has happened last year. So, therefore, of course, ladies and gentlemen, it’s not beneficial for Greece. They answered the highlight of the arguments clearly, and there is no any beating- around-bush statement that confusing the audiences and their opponent. In addition, opposition side in this debate tried to force their opponent to agree with their argument. In contrast, proposition side used WH-interrogative too much so it will make ambiguous arguments that confusing the adjudicators and their opponent. This result is supported by another finding that conducted by Huang (2014, p. 91), he argued that WH-interrogative mood provided listener more choices to express ambiguity while polar interrogative provided one choice, yes or no, which clearly shows attitude of speaker.

Table 2: Categorization of Deontic and Epistemic Modality

Proposition Opposition Moda Total Deonti Episte Total Deontic Epistem ls Modals c mic modals ic Can 9 2 7 5 2 3

Could - - - 1 - 1

Might ------

May ------

Dare ------

Ough ------

Shall ------

Shoul 1 1 - 3 - 3

Woul 7 3 4 13 5 8

Will 5 1 4 9 4 5

Must 3 1 2 - - -

Proposition Opposition Moda Total Deonti Episte Total Deontic Epistem ls Modals c mic modals ic Total 25 7 18 31 10 21

Thirdly, opposition side avoided using low modals in stating their arguments as seen on table 2. Opposition side minimized use of can and optimized use of median modal will and would. Will and would are used for giving prediction, hope, certainty and determination of the action. In this excerptthat categorized as epistemic modal, we would be sinking morally, all of the creditors, but also the Greece as whole, opposition side predicted that if the debt is forgiven, it will make all of stakeholders sinking morally. Meanwhile, in the excerpt that categorized as deontic modal, and because of that, this house would not forgive and forget, they ensure their opponent with friendly way that they will not forgive and forget Greece’s debt. Similar with the finding, El Falaky (2015) in his study about US presidential debate US found that the median modals can be ascribed to the friendly intimate yet assertive and effective tone of the candidates. The fourth factor of opposition side’s domination is comprehensive use mood adjunct as seen on table 3. Mood adjunct created and maintained meaning of conversation, so did interaction in debating. Mood adjunct gives intensity, presumption, probability and usuality of arguments that delivered by opposition side. As seen on the excerpt, we’re going to explain the message actually delivered to the EU or the global economy, they added actually to show their attitude that Greece’s debt would not be forgiven.

Table 3: Frequency of categorized adjuncts

The last factor of opposition side’s superiority is proposition ineffectiveness in Adjuncts Types of Adjuncts Proposition Opposition Circumstantial 57 65 Mood 7 15 Comment 5 2 Polarity 5 6 Conjunctive 38 23 Continuity 28 25 Total adjuncts 140 136 Total clause 146 137 delivering arguments, however it is proven by 146 clauses that has brought their arguments wider, as seen on excerpt, So we also clarify, so, we tell you that we not forgiving every single country debt. We see this is exclusive to Greece. Why? Because the real patient are Greek when we see they no chance of fixing themselves. After this excerpt, they argued about the importance of Greece’s debt to maintain education, infrastructure and society and then wider to argue about austerity measure. Therefore, opposition side is easier to rebate it with providing example of the countries that hard to pay debt like Spain and Portugal, and it is shown in this excerpt, Therefore what they tell us about the debt be cancelled to Greece, we require analysis of why it’s exclusively to Greece which has same condition to the fellow country being able to decide. It’s just some case of Spain or Portugal seven years before. In closing, it is proven that interpersonal meaning has built relation among debaters that occurred in arguments. Both teams are trying to defeat each other by delivering arguments based on facts and attitude toward the motion. However, these results showed that high certainty and firmness of arguments that wereseen from the five factors built assertiveness of language on opposition side’s arguments in case of defeating their opponent in debate.

CONCLUSION

Concerning to the research that aimed to investigate interpersonal relation occurred among debaters in World Schools Debating Championships (WSDC), therefore the result portrayed that to win a debate, steady material and good knowledge are not enough. However, debaters also need grammaring skill in case ofdelivering facts, opinion, and idea with less ambiguity and high certainty so their arguments really assert their opponent. This research portrayed that interpersonal meaning has built important point in making meaning in conversation, especially in this debate.

REFERENCE

D’Cruz, R. (2003). The Australia-Asia Debating Guide 2nd ed. Melbourne: Australia Debating Federation

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics2nded. New York: Continuum

El Falaky, M.S. (2015). Vote for Me! A Corpus Linguistic Analysis of American Presidential Debates using Functional Grammar. Arts and Social Sciences Journal.Vol. 6 Issue. 4

Freeley, A.J. & Steinberg, D.L. (2012).Argumentation and Debate: Critical Thinking for Reasoned Decision Making. Wadsworth

Fairclough, N. (1989). Language and Power. New York: Longman

Fairclough, N. (2003). Analysing Discourse: Textual analysis for social research.London: Routledge

Halliday, M.A.K. (1994). An Introduction Functional Grammar. Edward Arnold Publisher Ltd.

Halliday, M.A.K &Matthiessen, C.M.I.M. (2014).Introduction to Functional Grammar. New York: Routledge

Huang, K. (2014). Snip-Snap: An Analysis of Interpersonal Meanings in a Political TV Interview. International Journal of English LinguisticsVol. 4 No. 5

Magee, J.C, & Smith, P.K. (2013).The Social Distance Theory of Power.Personality and Social Psychology Review.

Wattles, I &Radic-Bojanic, B. (2007). The Analysis of An Online Debate-The Systemic Functional Grammar Approach. FactaUniversitatis Vol. 5 No. 1

ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASS

Eka Wilany [email protected] Universitas Riau Kepulauan Batam +6281371083367

ABSTRACT EFL Students usually make some errors in utterance while they are speaking. It is needed feedback from the lecturer to correct their spoken errors. The lecturer has his/her types of feedback to correct them. Even though, the students sometimes do not aware of what they need to do for the next time they have to speak again. This study employed qualitative design which was concerned at lecturer corrective feedback strategies. The objective of the research was on how types of corrective feedback strategies used in speaking class. The subject of the research was students in speaking class English Department of Riau Kepulauan University Batam. The data was taken by using observation to find out types of corrective feedback strategies used by the lecturer and describe the types used. There are six types of corrective feedback; explicit correction, recast, elicitation, metalinguistic clues, clarification request, and repetition. It is discovered that recast is the feedback used frequently. This study expected to be some informative inputs for lecturers to use corrective feedback strategy in speaking class.

Keywords: Oral Corrective Feedback, Spoken Errors, corrective feedback strategies.

INTRODUCTION English is one of foreign languages in Indonesia. English is studied as language that is very important to communicate in international community. It is to transfer meaning of someone to other people needed. In fact, English and Indonesian language have some differences in structure, pronunciation and phonetic symbols. They make EFL students got challenge in studying it and entail a greater risk of making errors. Especially for EFL students, English can be difficult for them to be learnt. It is because in communication they do not use the language. It is only studied and learnt in certain place, like school, course, and others. It can be said that practically they have limited time and place to apply English. Practice English correlates to someone speaking skill. By acquiring speaking skill, the students can express themselves and learn how to follow the social and culture rules which is appropriate in each communicative circumstance. When they get errors in speaking, the lecturer uses corrective feedback to give signal to the students during class. By giving feedback correction to the students, they would decrease making the same mistakes. This research investigated types of corrective feedback strategies used by the lecturer and described the types used investigated from spoken errors employed by EFL students in Riau Kepulauan University Batam.

REVIEW OF RELATED LITERATURE Definition of Corrective Feedback Corrective feedback defined by many experts in similar ways. As Chaudron (1977) in Mendez and Cruz (2012) defined that corrective feedback as any reaction of the teacher which transform clearly, refers to disapprovingly, or demands the learner utterance improvement. Additionally, Chaudron (1977) in Jurkowitz (2008) stated that for teachers, it functions as a

means of informing students of the accuracy and appropriateness of their formal target language production. Furthermore, Fungula (2013) defined that corrective feedback is the teacher’s cues to the learners to indicate that there is an error that should be corrected. Related to the definitions above, corrective feedback can give contribution to both teacher and learner, depends on its function.

Types of Corrective Feedback The following types of corrective feedback are used by Lyster and Ranta (1997) in Dalton-Puffer (2007): 1. Explicit correction Teacher supplies correct form and clearly indicates that has said was incorrect. 2. Recast The teacher formulates all or part of what the student has said; it remains open whether something was wrong or not. 3. Elicitation Teacher directly elicits a reformulation 4. Metalinguistic clues Teacher provides information related to well-formedness of the student utterance 5. Clarification requests Teacher uses phrases such as pardon! Or include a repetition of the error as in “What do you mean by X?” 6. Repetition Teacher repeats the ill-formed utterance by using intonation to highlight the error.

RESEARCH METHOD This research used descriptive qualitative design. It was concerned to the description of corrective feedback types employed by the lecturer and what types of corrective feedback frequently used in the speaking class. The research was taken in English department of Riau Kepulauan University Batam. Speaking subject was chosen to focus on the oral corrective feedback. For collecting the data, the researcher used observation. It was used to get data about types or strategy of oral corrective feedback used by the lecturer employed by students’ spoken errors. Data was also explained to describe the error of students’ utterance and what types of corrective feedback employed by the lecturer.

FINDING AND DISCUSSION

Finding The data was collected by using classroom observation. The data was analyzed according to Lyster and Ranta (1997) as stated in Dalton-Puffer (2007). Spoken errors employed by the students, collected, described and tabulated. The following expalanation is the data description of errors of students’ utterance which classified to the types of corrective feedback used by the lecturer. First is Explicit. In explicit type, the lecturer indicates that the students’ utterance was incorrect and the lecturer gives the correct form. The error of students’ utterance provide in the example: S: Our Restaurant also have restroom. L: The subject of the sentence is singular, so you have to use has.

Our restaurant has restroom. It can be seen on the example above that the lecturer gave correction directly, moreover she provide explanation about the correct form that in simple present tense structure, a singular subject has to put ‘has’ not ‘have’.Another example of explicit type in corrective feedback is: S: Is it the favorite menu in this restaurant? T: do you want to ask a question? S: No, T: You said in question form but in fact you want to give a statement. It must be changed into ‘It is the favorite menu in this restaurant.’ It shows that the teacher gave the correct pattern of a sentence. Meanwhile the student employed the error utterance. Second type of corrective feedback is recast.It is not directly indicates that the students’ utterance was incorrect. The lecturer reformulates or provides the correction to the students’ error implicitly. As the example: S: Ok, I will presentation T: I will present.. S: I will present.. Third is clarification request. It indicates that the lecturer misunderstood to the students’ utterance. For example: S: The concept of our restaurant is vintage. T: What do you mean by vintage? Based on the example above, the lecturer was confused to the term of vintage. The lecturer did not know the vintage meant by the student. Next type is metalinguistic. It contains comment, information, or question related to the students’ utterance. It can be illustrated as below: S: Those are refrigerator. We put in the center of the restaurant. T: do you put refrigerator in the center of the restaurant? S: Yes. T: Why? S: we have limited place to keep. As stated above that the lecturer needed more information about the statement of the students. The lecturer gave a question to the students about the reason why they put the refrigerator in the center of the restaurant. Then, Elicitation, Lecturer can use elicit completion by pausing to allow the students to fill in the blank, such as: S: too many flower T: too many…. Lastly is repetition. In this type, the lecturer adjusts her intonation so as to highlight the error. It is illustrated as follow: S: Finger chicken is 15 dollars. T: finger chicken? S: I mean ‘ceker’ mam. The description above represents the data from the observation. however, more data was presented in the following discussion.

Discussion Based on the explanation above, it was discovered that the lecturer used six corrective feedback types. Lister and Ranta (1997) in Dalton-Puffer (2007) stated that the corrective feedback types are explicit, recast, clarification request, metalinguistic, elicitation, and repetition.

Six types of corrective feedback above were discovered in the data. The percentage of each type can be seen in the following table based on the observation.

Table 1. Number and Percentage of corrective feedback types No. Corrective Feedback Types Numbers Frequency 1. Explicit 6 13,04% 2. Recast 25 54,34% 3. Clarification Request 2 4,3% 4. Metalinguistic 4 8,7% 5. Elicitation 8 17,4% 6. Repetition 1 2,2% The table above shows that each type of corrective feedback used by the lecturer. it was started by explicit type, the lecturer employed the type six times and the percentage is 13,04%. Moreover, recast type used 25 times in which the percentage is 54,34%. Then, it is 2 times of Clarification request type employed, it is 4,3%. Next type, the lecturer used 4 times of metalinguistic type and the percentage is 8,7%. Elicitation type discovered 8 feedback, it is 17,4%. Lastly, Repetition that is only one time used by the lecturer, is 2,2%. Related to the result, it was discovered that recast was the most frequently employed by the lecturer in giving feedback to the students. The lecturer frequently reformulation part of the students’ utterance directly. While repetition got the lowest percentage, it was employed 1 times.

CONCLUSION AND SUGGESTION The data analysis found that all types of corrective feedback were employed by the lecturer. However, recast was as the most frequently used. The percentage of recast was 54,34%. On the other hand, repetition has the lowest percentage employed by the lecturer, it was 2,2%. It can be assumed that when the lecturer corrected the error of students’ utterance, the students felt comfortable since the teacher was not directly force the students because of their errors. It can be refusing the confusion of the students when they speak in front of the class. Moreover, they also can refuse anxious when they try to present their opinion to the class. It is suggested that the lecturer can use appropriate and effective corrective feedback strategies or types. It is because corrective feedback types employed by the lecturer influenced the quality of the students’ work and utterance. Furthermore, for next researcher, it is suggested to conduct further study so that the reader gets more references about corrective feedback to gain effective corrective types or strategies to be employed.

REFERENCES Dalton-Puffer, Christiane.(2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Philadelphia: John Benjamins Publishing Company.

Fungula, Bob Nsimba.(2013).Oral corrective feedback in the Chinese EFL classroom. Retrieved from https://www.diva-portal.org/smash/get/diva2:693017/FULLTEXT01.pdf

Jurkowitz, Lisa A.(2008). Interaction, Meaning-Making, and Accuracy in Syncronous CMC Discussion: The Experiences of a University-Level Intermediate French Class. Ann Arbor: ProQuest LLC. Mendez, E.H. and Cruz, M.R.R. (2012).Teachers’ perceptions about oral corrective feedback and their practice in EFL classrooms, Profile, 14(2), 63-75.

ENCOURAGING STUDENTS TO SPEAK ENGLISH IN THE SECONDARY SCHOOL

Eti Nurhayati

ABSTRACT All language learners need to develop English skills in each of these areas, include speaking. To be fluentin speaking English, a teacher needs to encourage students to become active in learning. One of teaching method that I proposed here is demonstration by using various stories (folklore, fairytale) to motivate secondary students to speak English. Each student in class is given a task to look for its story text, then they are asked to tell the story in front of the class. The student is not only tells the story, but they are also given a chance to use their creativity to make the story more interesting. The students are given an opportunity to wear a dress and any other properties to support the story they tell. This plain task makes them more confident to speak in front of class and more engaged. Therefore, this is recommended to encourage students in English speaking in classroom. Keywords: demonstration, speaking skills, story telling.

INTRODUCTION Improving and developing speaking skills is really important. Nunan (1999) and Burkart & Sheppard (2004) argue that success in learning a language is measured in terms of the ability to carry out a conversation in the (target) language. Therefore, speaking is probably a priority for most learners of English (Florez, 1999). Speaking activities are taught in the classroom, speaking can raise general learner’s motivation and make the English language classroom fun and dynamic place to be (Nunan, 1989 & Celce-Murcia, 2001). Speaking is fundamental to human communication. In the daily lives most of us speak more than we write, yet many English teacher still spend the majority of the class time on reading and writing practice almost ignoring speaking and listening skills. If the goal of the language course is truly to enable the students to communicate in English, then speaking skills should be taught and praticed in the classroom (Nanthaboot, 2012). However, these are following some finds of result which conducted by Nunan (1989) about student speaking activities in classroom : 1. Students were required only to answer some display questions following a reading text or guided by some stucture which have no impact on improving their oral communication skills. Even in dialogue drills, students just memorized the whole dialogue and some were asked to act it out in front of the class as they learned it by heart. 2. The teacher most of the time controlled the class by doing most of the speaking and directing all the language production. Most of the time, the teachers were obsessed with correcting their students’ errors. This made the students passive recipients waiting for direction and afraid of making mistakes (teacher centered learning). 3. Student lacked motivation to speak. In addition, most of the students could not express themselves adequately and even found difficulty answering simple open-ended questions. Students continued to make the same errors even after being corrected many times. From Nunan’s research, it can be concluded that the student’s speaking activity in class is still limited. Briefly, it is caused by teacher’s domination in class and lack of student’s motivation to speak. This condition also happened in my class. Speaking is a key skill in school foreign language curricula due to the children natural ability to learn from natural experiences, develop their social-awareness, and become competent speakers of a foreign language.However, based on the point 3, students lacked

motivation to speak. Whereas the researcher points out that children’s desire to connect emotionally and communicate with others enhances speaking. For this reason, teachers need to create the responsibility to connect and adjust topics and tasks to meet children’s interests. The only way for children to talk meaningfully in the classroom is when there is something they really want to say. The researcher also suggests that providing an element of choice for pupils will increase their motivation (Toledo & Hoit, 2016). Therefore, students need to encourage to become active participant in learning. School is place for student to learn English language, so all English teachers should be responsible for promoting its effective teaching. One of teaching method that I proposed here is demonstration by using various stories (folklore, fairytale) to motivate secondary student in speaking English.

Steps Teaching Speaking Teacher gives knowledge by introducing narrative text to student. Teacher shows the example of story telling performance using video.

Teacher gives a task to them to find the story which will they perform by browsing via internet, reading some books, magazines, etc.

Students are asked to understand every single character in a story individually. Then, they do exercise for their performance as far as they can.

In the next meeting, every student performs their story in front of the class and watched by another students.

Figure 1. Steps of the Demonstration Model in Learning Speaking English

For the first step, teacher can introduce the student about narrative text in the beginning of learning when the first meeting of this narrative material. After this learning finished, teacher gives homework to student to find a story (fairytale, folklore, fabel, etc) that they want to perform. The story can be found by looking for via internet, books, and magazine. Student is given a time around one week to prepare the performance. They are asked to understand each character in story and also they need to do practice. Next week, that is time for student to perform their own story in front of class where their friends will be the observer. Based on the demonstration model above, the student’s creativity is tested. Student can decide themselves how they want to deliver the story, what kind of dress they want to be weared, what the tool they needed to be helped them in performances, and others in order to make the story told more interesting and easy to be understood by their friends. By this way, the observer (student) also can learn how to speak English from the performer. In this case, the students are learning each other and this principle are named by peer teaching/learning. Therefore, beside to encourage the student’s speaking skill, this method also makes student more confident to speak in front of class.

CONCLUSION This model is good to encourage student in motivating them to speak. This model gives the student an opportunity to learn by doing and learn by observing their friends themselves. In case, learning by doing to speak and learning by observing their friend’s performance gives them various learning experiences. Therefore, this model is recommended.

REFERENCES Burkart, G. & Sheppard, K. (2004). Content ESL Across the USA : A Training Packet. A Descriptive Study of Content-ESL Practices. National Clearinghouse for English Language Acquisition. [Internet]. [downloaded on June 9 2016]. retrieved from : http://www.ncela.gwu.edy/pubs/cal/contentesl/ Celce-Murcia, M. (2001). Teaching English as a Second of Foreign Language (3rd Ed.) Boston : Heinle & Heinle Florez, M.A. (1999). Improving Adult English Language Learners Speaking Skills. ERIC Digest (ERIC Document Reproducion Service No. ED : 435204) Nanthaboot, P. (2012). Using Communicative Activities to Develop English Speaking Ability of Matthayomsuksa Three Students. Thesis of Srinakharinwirot University. Nunan, D. (1989). Designing Tasks for the Communicative Classroom. New York : Cambridge University Press. Nunan, D. (1999). Second Language Teaching and Learning. Boston : Heinle & Heinle Publishers. Toledo, Flor & Steven Hoit. (2016). Development Speaking Skills in First Grade : The Impact of Puppets on Young Learners’ Spoken Interactions and Motivation. Cambridge University Press Teacher Research Programme.

INVESTIGATING THE PROBLEMS ENCOUNTERED BY STUDENTS IN WRITING A THESIS PROPOSAL

Fikri Asih Wigati [email protected]

ABSTRACT

Studies revealed that Indonesian students still faced difficulties in writing a thesis (Kereviati,2004;Emilia,2009). This study addresses the question of the problems of the students in writing a research proposal. The participants in this study were six students who enrolled in the thesis proposal writing class in the sixth and seventh semester of English Education Program in a university in Karawang. The data were collected by way of two techniques: analysis of the thesis proposal portfolio and interviews. The data were later codified and triangulated in order to reveal the students’ technical problems based on the research elements (Introduction, Literature Review, and Methodology).The findings show that the students still had problems in achieving the communicative purposes the thesis proposal’s elements. In general their problems were in giving justifications. They still missed to fill the gap with the previous researches. They also still confounded to connect the literature review with the purpose of the study as if each part stands by itself. Their writing also failed to spot the justification of their choice of the research methodology. The findings of the present study provide some recommendations for lecturers to improve the teaching learning process especially in writing a thesis proposal. BACKGROUND

Possessing writing skill is unquestionably a requirement since writing ability can allow people to interconnect and to transfer knowledge though they come from different background and cultures (Weigle, 2009 in Wigati,2014)

Unluckily, in Indonesia, students often face difficulties accomplishing writing tasks. In line with that, it is also found that the students’ academic writings are still not satisfying (Alwasilah, 2001: 15; Mukminatien, 1997: 2; Yuhardi,2009,Wigati,2014).

Almost in all universities in Indonesia, the students of English Education Programs are required to write their research proposal in English including the research site of this current research. Unfortunately, in fact, based on the observations and informal interviews, the students are still facing many problems in writing their thesis proposal. RESEARCH METHOD

In this research, a case study was done to investigate the students’ problems in writing a thesis proposal by using English in one university in Karawang. The respondents of this study were one Lecturer teaching Research in English Language Teaching and Proposal Seminar; and6 students of the seventh semester who are writing a research proposal.

There are two kinds of data collection techniques used in this current research. The first is students’ portfolio. Students’ portfolio in the Research Writing Classes were analyzed based on linguistic aspects and the elements of research proposal. The second is interview. The interviews were used to juxtapose the data obtained from the students’ portfolios.

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RESEARCH RESULTS

Key elements

The main elements that must be presented in a thesis proposal is the table of contents, introduction, literature review, methodology, and references (Emilia,2008). The table below is to indicate the presence or the absence of these elements in the respondents’ thesis proposal. Table of Introduction Literature Methodology References content review 1 V V V V V 2 V V V V V 3 - V V V V 4 V V V V V 5 V V V V V 6 - V V V V The table showed that almost all of the respondents wrote all of the thesis proposal elements though two of them did not write the table of content. When it was confirmed by the interview, it was found that they forgot to write the table of content because they put their focus mainly on the content of their proposal. Emilia (2008) states that the table of contents is required to give an overview of the contents and can help the writer in keeping the organization of the proposal. To solve this problem, lecturer can explicitly inquire the students to write the 5 key elements: table of content, introduction, literature review, methodology, and references.

Elements and Linguistic Features

This section discusses the results of the research on the introduction, literature review, and methodology in the thesis proposal of the respondents.

Introduction chapter

The Introduction should contain elements of establishing a research territory, establishing a niche, and occupying a niche (Emilia, 2008).

Establishing a research territory

Showing that the general Providing Introducing and research area is important, background reviewing items of central, interesting, information about previous research problematic, or relevant the topic in the area (obligatory) 1 V V V 2 V V - 3 V V - 4 V V V 5 V V V 6 V V V The results of the analysis shown in the table indicate that all respondents show that their research’s area is important, central, interesting, problematic, or relevant. They also provided some background information about the topic of their research. However, R#2 and R#3 did not

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write the reviews of previous researches in the area of their research. R#2 and R#3 confirmed that they did not write related researches since they had difficulties in finding the related researches. They were still too focus only on the printed researches materials rather than online journals.

Establishing a niche element

In this second element, researches should indicate a gap in previous research, raising questions about the gap, or adding new insight. Researches also should identify problems or currents needs.

Table. Establishing a niche element

Indicating a gap in the previous Identifying a problem research #1 - V #2 - V #3 - V #4 - V #5 - V #6 V V From the table above, it is shown that though all of the respondents had identified their research problems, only R#6 who wrote the gap between her current research with the previous research.

Occupying a niche/ position of the research

The last element of the introduction chapter is the limitation of the problem, research question, and research significance.

Tabel Occupying a niche

Research Research Research aim Research scope question significance 1 V V V V 2 V V V V 3 V V V V 4 V V V V 5 V V V V 6 V V V V The table shows that all respondents wrote the research scope, research question, research aim, and research significance. It is because this element is clearly acknowledged in the research writing guideline.

Analysis of Linguistic Features Elements of Literature Review

The second element is the coverage in the literature review. Almost all the respondents still have weaknesses in writing a literature review. The first weakness is that the topic discussed is not focus. They are not familiar with the theory and the opinions about the topic discussed. They tended only put the materials they found side by side though it is not connected each other.

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They also still had difficulties in paraphrasing, summarizing, and synthesizing, so almost of the contents are the copy of the sources. The second weakness is that they did not use the latest sources. From the interview data, it was justified that they found the difficulties in finding the source materials. They were only interested on the printed materials and ignored the e-book and journals which are available in the internet.

Analysis of Methodology Chapter

Methodology consists of Research Approach; Research Design, Research Site and Participants, Data Collection Techniques, and Data Analysis (Cresswell,2003; Meriam,1998;Paltrick&Starfield, 2007;Swales and Feak, 2004)

2.3.1Research Design: All proposals mention the research design selected in the research to be done, however, only R# 1,2,3,4 who gave the justification why they chose the design.

2.3.2. Research Site and Participants: All respondents mention the research site and participants, but only R#2 explicitly explained the reasons of the selection of the research site and not all proposals have an explanation of how the sample is selected and with what purpose.

2.3.3 Data Collection Technique: All participants wrote the data collection technique, However, they only wrote the definition of the types of the data collection techniques. They forgot to write how they will get the data in their research.

2.3.4. Data Analysis: All of respondents wrote the data analysis but for them who concerned on the qualitative research, they still had some confusion in writing the data analysis. CONCLUSION

There are several conclusions that can be drawn from this study. The first is that the students still had the difficulties in achieving the objectives of the communicative elements of a research proposal. They have not been able to fill the gap of the previous researches. They also failed to connect the literature review with the research will be done as if each chapter stands alone and is not related to one another. The third is the lack of justification in the methodology.

REFERENCES

Alwasillah, C. (2007). Pokoknya Menulis: Cara Baru Menulis dengan Metode Kolaborasi. Bandung: Kiblat.

Cresswell J.W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches: Second Edition. USA: Sage.

Emilia, Emi. ( 2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta

Hyland, K. (2009). Teaching and Researching Writing. Malaysia: Pearson Education Limited.

Merriam, S. (1998).Qualitative Research and Case study Applications in Education. San Fransisco: Jossey-Bass.

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Mukminatien, N. (1997). The Differences of students’ writing Achievements across Different Course Levels. Unpublished Dissertation, Institute of Teacher Training and Education at Malang: Postgraduate Program in English Education.

Paltridge, Brian& Starfield, Sue.( 2007). Thesis and Disertation Writing in a Second Language. New York : Routledge

Swales, John M & Feak, Christine B. ( 2004). Academic Writing for Graduate Students. Michigan: The university of Michigan Press.

Yuhardi. (2009). Exploring The Students’ Difficulties in Writing Argumantative Essay.Unpublished Thesis, English Language Education Program. Bandung: Graduate School Indonesia University of Education

Wigati (2014). The Students’ Difficulties in Writing A Descriptive Essay across Language Proficiency Levels. Unpublished Thesis, English Language Education Program. Bandung: Graduate School Indonesia University of Education

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FILMS AS A MEDIATIONAL TOOL FOR BUILDING STUDENTS’ SPOKEN ENGLISH ABILITY THROUGH CRITICAL VIEWING, ANALYSIS, AND PRESENTATION

Hiqma Nur Agustina [email protected] English Education Department, Syekh Yusuf Islamic University, Tangerang

ABSTRACT Both spoken and written skills must be well mastered by the students of English department. Through film as a mediational tool to attract students attention and fluency to speak English, this paper tries to explore the usage of film through critical viewing, analysis and presentation. Students examine film to produce their capability and comprehension in speaking English actively. Film as a mediational tool really brings success to give positive impact to be the mood booster for students to develop their English especially their speaking ability. There will be two main subjects developed fast through the usage of film as a mediational tool, they are the students as the presenters and other students as the active audiences. Through this activity, the output to change students attention to speak English actively has done successfully. The result of the study is really giving the benefit for students both in training their speaking skill and ability through practising their knowledge and ability to use critical viewing, analysis and presentation and increase students self-confidence to communicate using proper and better English. Key words: analysis, critical viewing, film, mediational tool, presentation, spoken English ability

INTRODUCTION There are many ways to improve students skill in mastering English especially for Indonesian students as the learners for understanding English as the foreign language. Most of the time, the lack ability in mastering English as the global language is because English is not their mother language, lack of good environment which support their motivation and also the lack of interesting method that become the booster to be the fast method. As the researcher and lecturer, I would like to share my ideas to be the alternative solutions of learning to make English become the interesting topics for students. Among the systems of learning that I have applied in the students of university level, I found through watching the film will attract the students attention and interest. Films as the media of learning will attract students to reveal their idea, opinion, and aspiration. This becomes the cause of the circle of learning will be wider in many aspects, one of them is related with speaking skill ability. Language presents reality in chunks which can be referred to by chunks of language (Broughton, 1980: 28). We can also denotate some realities through film, that’s why I prefer use film as the mediational tool to build students’ spoken ability. Some barriers also arose related with the effort and the ability of the lower students in using and applying this method of learning. Later, I would like to explain the way to make every students get involve and participate with this method.

LITERATURE REVIEW Facing the ASEAN Economic Community (MEA) Indonesia is now facing the real competition among the global world, competing with other countries in many aspects such as economy, education, trading, industry and many others . Related with this condition, of course, we can’t deny that mastering English is a must for every citizen. English becomes the common means of communication, what is more, is what seen as a vehicle for everybody in the ASEAN community to relate and connect one to another. Facing MEA or ASEAN Economic Community in this period of time will challenge every students to speak more active. We can say later that mastering English is not becoming the optional, but it

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is a must or becoming the requirements for everyone especially if we do not want to be the follower than the survival in the working field. Comparing with the neighbour country, Malaysia, indeed English is already being their mother language beside Malay since the citizen can speak English more fluent than Indonesia people. Being colonialized by Britain gave Malaysian opportunity to understand, speak and use English as their daily language, such as in school, office, market both formally and informally. Another country which is also speaking English actively is Singapore. English should be taught in Singapore schools even most population are Chinesse. One view is that of the British of the British businessman who argues that his local employees are using English daily, not only with him, but in commercial contacts with other countries and Britain (1980: 5). Therefore they must write their letters and speak on the telephone in a universally understood form of English.

The Urgency of Speaking English Actively Some ways of of thinking require deeper reflections (Bloom in Dawes, 2008: 3); these ways of thinking really need students understanding to know, practice and then speak fluently. We can use dialogue and discussion to draw on knowledge and understanding, and encourage opportunities for analysis and creativity. In addition, teaching and lecturing university students will also not difficult, but not easy to do too. Deep learning happens when students feel an interest in the task and is personally motivated to engage with an activity. Even, we can also insist students to do the task, but if they are not really interesting with the task or method, it will not attract students’ attention. Speaking English fluently and properly is the main goal to be mastered by students, so when they have graduated from the department they could apply any kind of great opportunity in the working field without feeling worries and threatened that they are not sufficient enough with the English speaking skill.

Film as the Mediational Tool for Building Students’ Spoken Ability Watching a film differs from viewing a painting, a stage performance, or even a slide show. A film presents us with images in illusory motion (Bordwell, 1993: 2). On sober reflection, we readily admit that films are like buildings, books, and symphonies – artifacts made by humans for human purposes. Yet, as part of an audience watching an enthralling movie, we may find it difficult to remember that we are seeing is not a natural object, like a flower or an asteroid. “The cinema is an invention without a future,” Louis Lumiere is often uoted as saying. And indeed it might have appeared so in his day. But as this revolutionary mode of discourse was applied, in turn, to each of the older arts, it developed organically (Monaco, 1981: 20). I hope to ceate the “cinema situation” in the class to create the interesting and sophisticated of learning method. Film consists of many aspects than can be enjoyed and discussed like other materials such as novels, short stories, drama, and poem. But, I believe that film as the medium of learning will be much more interesting. It is because students will be much more enthusiast to see the whole scenes starting from the beginning and the ending. Films as a part of the creative industry is related with the artistic form. It is best thought of in relation to a perceiver, the human being who watches the plays, reads the novels, listens to the piece of music, or views the film.

Critical viewing, Analysis and Presentation: Best Method of Speaking English Learning Through film as the mediational tool to attract students’ attention in communicating and speaking English will be gotten through some activities, they are critical viewing, analysis and presentation. Students will be divided in some groups in the beginning of the semester. After showing some movies with some genres such as drama, horror, romance, action and cartoon, each group will discuss some aspects in the film. The interesting aspects in the film is varied, for

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instance: the character of the actress and actor, the message, the plot, the background, the places, the climax and the summary. Each group will discuss among the members at home. In every sesion of the meeting, there will be one group will present the analysis, lead the discussion through the presentation in front of the classs. The activity will broad the students’ ability both the presentation style, bravery to speak English and practice to be the speaker about their topic in front of the audiences. Meanwhile, the other students will be given the session to ask, give comments and advice or even argue when they disagree or have different opinion. This method of learning is really attactive since many students like to see films in their daily life. Furthermore, when they are feeling interest with the topic and method, so they will participate to discuss actively.

CONCLUSION Using film as the mediational tool for practising students’ speaking skill through critical viewing, analysis and presentation will give the great impact to practice and improve their critical analysis, bravery to present their paper and lead them to be the real researcher. This activity by using film as the instrument of learning in gaining students’ ability in communicating and speaking English actively in line with the enactment ASEAN Economic Community (MEA) in Indonesia. Being ready to compete and get involve to be a part of this global economic system will make Indonesia take roles as the leading country. And having the great human resources with the great ability, skill and background of knowledge especially by mastering the global language that is English will be our main and important goal.

REFERENCES Bordwell, David & Kristin Thompson. (1993). An Introduction Film Art. Fourth Edition. USA: McGraw-Hill, Inc. Broughton, Geoffrey, Chistopher Brumfit and others. (2003). Teaching English as a Foreign Language. Second Edition. USA: Taylor & Francis e-Library. Dawes, Lyn. (2008). The Essential Speaking and Listening: Talk for Learning at Key Stage 2. USA: Routledge. Monaco, James. (1981). How to Read a Film. The Art Technology, Language and Theory of Film and Media. Revised Edition. New York: Oxford University Press.

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HOW AN ASSIMILATOR LEARNSLISTENING AND SPEAKING THROUGH VIDEO CLIPS?

Jihan Zahra Nebula [email protected] Siliwangi University

ABSTRACT

Experience as its mirror in recalling how the process of learning was running, can be something that shapes learning in the future to be better. Learning has been as easy as checking our phone now, we can learn everywhere and in every condition. This paper aims to reveal how an assimilator learns with using song video clips, and to inform that learning with it can be one of the easiest ways to learn two out of four language skills, listening and speaking. The data will be in the shape of coded autobiography about my own experience in learning listening and speaking English with the help of song video clips, and the result was that there were three stages in learning listening and speaking English; imitating or repeating, translating, and the last is uttering or applying what has been learnt in to daily conversation.

Keywords: listening skill, speaking skill, assimilator, song video clips.

INTRODUCTION

Assimilator is one of learning style types (Kolb, 1984) with its own characteristics shaping the way they learn things. Learning style however is an individual’s natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills (1995, as cited in Dornyei, 2005, p. 121). As an assimilator, I have my own ways in learning the two skills; speaking and listening. When I was a kid, I found it interesting to learn speaking and listening by watching song video clips with lyrics. It happened in 2000 when I was still in a primary school, I loved watching English song video clips, and from that very moment I started to learn English more. Talking about listening and speaking skills, each holds important role. It cannot be denied that listening is considered as the most widely used language skill in normal daily life (2012, as cited in Paul F. Gonzalez et.al, 2015, p. 95). Concerning the speaking skill, Oradee (2012) remarks that speaking is considered as the most essential skill when learning a foreign language since it is the basic ability for communication. There are many ways can be used in learning the two skills, and I choose song video clips to help me with. Video had important role in helping me to learn, as a visual learner, I learn best through seeing. Visual learners learn through seeing, so tools like pictures can be key to uderstanding new concepts. Video, however, guided me to find my ways in learning listening and speaking English. The research question of this paper is how an assimilator with characteristics learns to listen and to speak English with well known media, song video clips.

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RESEARCH METHODOLOGY

This narrative inquiry study took no one else as the participant but myself as the writer. Learners, teachers, and researchers are storytellers and characters in their own and others’ stories (Clandinin and Connelly, 1990). When someone uses his or her story as the research approach, narrative inquiry can be used as the research method. Talking about the past, seeing yesterday today, and looking forward to what will occur at the future are suitable to use narrative inquiry as the method, people are always tellers of tales. They live surrounded by their stories and the stories of others’, they see everything that happens to them through that stories and they try to live their lives as if they were recounting them (1964, as cited in in Webster, Mertova, 2007, p. 1). The data were obtained by writing up autobiography telling my experience in learning listening and speaking English with the help of song video clips. The autobiography was analyzed using coding technique by Saldana (2009), a code in qualitative inquiry is most often a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data.

FINDING AND DISCUSSION

The ways that I used in learning speaking and listening English were imitating or repeating what I heard from the video clips, finding out the meaning or translating, and uttering or applying what I had heard in daily conversation. Those three stages were the reflections of three characteristics of an assimilator; precise, industrious, and analytical. Children learn by imitating or repeating what they hear, they imitate adults and repeat after them. Repetition of new words and phrases is a basic feature of children’s speech (Yoshida, 2005). Imitating involved listening with five stages; hearing, understanding, remembering, evaluating, and responding (Tyagi, 2013).

Figure 1.1 coded autobiography The blocked sentence is one of coding results telling the process of imitating or repeating. After imitating or repeating what I have heard from the song video clips, there comes a desire to know the meaning of words or sentences I just listened to, translating the sentences or words in to my mother tongue is the best way to help. With the help of translation, learners

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could be encouraged more to learn English language and undertand it better (Karimian and Talebinejad, 2013).

Figure 1.2 coded autobiography After the first and second ways have been done, the third way is applying what I have learned in my daily conversation by speaking it up. The lyrics from song video clip can be used to express my feelings at certain moment, depends on situation and condition. Speaking is defined as interactive process of constructing meaning that involves producing, receiving, and processing information. Its form and meaning are dependent on the context in which it occurs, the participants, and the purposes of speaking (1997, as cited in Torky, 2006, p. 30).

Figure 1.3 coded autobiography

The three stages had been done, and those stages somehow added new knowledge about how I learned listening and speaking English. As I found it interesting, I could just do it over again and let people know these stages to give them information about my way in learning.

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CONCLUSION

Learning is not always about books, sitting in the classroom, and being given explanation about materials by the teachers. Learning can be done everywhere, and in any way. Knowing myself, knowing what I used to do in learning English have helped me so much in finding my ‘really me’ way to learn, and video clip, a well known media can be used as easy as checking our phone.

REFERENCES

Connely, M, F,. & Clandinin, Jean, D (1990). American educational research association: Stories of experience and Narrative Inquiry.

Dornyei, Zoltan .(2005). The Psychology of Language Learner ( Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates, Inc., Publishers . Mahwah, New Jersey.

Gonzalez, F. Paul. et.al (2015). EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills. English Language Teaching, Published by Canadian Center of Science and Education.

Karimian, Z., & Talebinejad, M.,R., (2013). Students’ Use of Translation as a Learning Strategy in EFL Classroom. Journal of Language Teaching and Research, Academy Publisher Manufactured in Finland.

Saldana, J. (2009). The Coding Manual for Qualitative Researcher. London: Sage p.3&17.

Torky, Shiamaa (2006). The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Student. Ain Shams University Women’s College Curricula and Methods of Teaching Department.

Tyagi, Babita (2013). Listening: an Important Skill and Its Various Aspects. Dept. Of Professional Comm,. The Criterion an International Journal in English.

Webster, L., & Mertova. (2007). Using Narrative Inquiry as Research Method. First published by Routledge Parksquare, Mileton park, Abingdon, Oxon OX14 4RN.

Yoshida, Haruyo (2005). Imitating and Repeating Foreign Language: Impications for Language Teaching.

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THE USE OF MOVIE IN TEACHING VOCABULARY TO IMPROVE YOUNG LEARNERS’ SPEAKING ABILITY

Lukman Arif Rachman [email protected] Universitas Pendidikan Indonesia

ABSTRACT The most problem commonly found in teaching English for young learners is lack students’ vocabulary mastery. Students face difficulty to produce language and find out the appropriate vocabulary to be used when they want to speak. Therefore, the study presents the report on the use of movie in teaching vocabulary to improve students’ speaking skill. The study was Classroom Action Research which aimed to solve the problem faced by teachers in teaching speaking for young learners. The study used movie since movie is believed as the media that can introduce a lot vocabularies for students. The type of movie used was cartoon movie, Dora the Explorer. The study was conducted at an English Course in Cimahi which involves four elementary students in third and fourth grades of elementary school.The study used three cycles. Each cycle consisted of planning, acting, observing, and reflecting. The data were obtained through video transcript and assessment sheet.The result of the study shows that there was improvement of students’ vocabulary mastery which influences students’ speaking ability (fluency, pronunciation, and grammar) during and after the implementation of the movies.There were some challenges found in the process of using movies in learning and teaching process such as the implementation and preparing the movies. Hence, it is recommended that preparing and organizing the material should be prepared well to make effective learning process.

INTRODUCTION Teaching vocabulary is very important since vocabulary is the basic language component for language learners to comprehend. Teaching vocabulary is one of the most important components of any language class since it is a medium which carries meaning of something (Joklova, 2009). Vocabulary strongly impacts learners’ live since they are often identified by their written and spoken vocabularies (Blachowicz & Fisher, 2004). Without mastering vocabulary, people cannot express their opinion in the language since vocabulary is the vital organs of the language (Harmer, 2001). Therefore, teaching vocabulary should be begun since beginning especially for young learners. In teaching vocabulary to improve students speaking ability, memorizing the word is not a good strategy to use but meaning must come first in the process of learning (Cameron, 2001). It means that when young learners learn language through memorizing the words, they will be easy to forget and find difficulties in using the words. In building vocabulary mastery to improve speaking skill, the use of media can be helpful for young learners to absorb the words. The media used can be audio, visual and audio-visual media. One of beneficial media that can be used is movie. Movie is considered as complete media in presenting the material through audio and visual and stimulating students to practice in language production. Above and beyond, movie may be used to introduce a new word and present a new language and to revise or to develop language (Walker, 1997). Additionally, it is believed that movie creates an attractive enjoyable learning environment and experience young learners a happy learning process (Tomalin, 1991: 48). Therefore, the study used movie in order to solve the problems found by teachers in teaching vocabulary to improve students’ speaking ability and to describe the effectiveness of movie in building students’ vocabulary mastery and students’ oral skill. Hence,

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study is focused on the use of movie in teaching vocabulary to improve young learners’ speaking ability?

METHOD The study uses classroom action research is a type of study which is conducted to reveal problems found in learning process and find the solution to solve the problems in order to improve the professionalism of teacher in teaching (Alwasilah, 2011). In order to improve teaching ability and solve the problems in the class, the study collaborated with the other teacher in gaining the data. Moreover, classroom action reseach is a study which focuses on teaching and learning process in the class. The samples of the study were 4 students in the class of starter 2. The students in this grade were the students in second and third grade of elementary school. The reason of choosing this class was the reluctant of the students in this class to speak in the class. It was based on the investigation conducted in teaching speaking in this class. So,the use of movie in teaching speaking for young learners was employed in order to stimulate them to speak and help them in acquiring vocabulary. The first instrument is videotaping which was conducted in every meeting. The next instrument is assessment sheet which is adapted from Linse (2005). Assessment sheet was used to measure students’ vocabulary mastery and speaking performance in Pre test and Post test in every cycle. The format of assessment sheet was adapted from Linse (2005). Assessment sheet contains five aspects. The aspects are students’ vocabulary, fluency, pronunciation, comprehension, and grammar. The study employed coding to analyze the video transcripts. The transcript codes used were adapted from Suherdi (2011). The use of of codes of the response such as Repetition, Reprhase, Extending, No response, Irrelevant response, Relevant response, Pausing, Grammatical and Pronunciation error, Correction, and Confirmation were used to know students’ speaking peformance in the process of Pre test and Post test. The data obtained.from the coding of videotranscript were documented and analyzed by counting the total of the responses found in videotranscript. The codes used in the study are listed in below.

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Table 1 Transcript Codes Categorization Main Sub- Sub- Respons cat.1 cat.2 e Language Movement  Repetition Rp RRp  Rephrase Rph  Extending Ext  No response RO  Relevant response Rr  Irrelevant response Irr  Pausing Pas  Pronunciation Error ErrP  Grammatical Error ErrG  Correction Corr  Confirmation Cfr Techniques  The movie uses language at children’s level T1  Sequences T2 a. Moving from known to new T2k b. Moving from concrete to abstract T2c  Giving language prompt T3  Practical ‘hands-out’ (making something) T4  Giving clear purpose of the activities T5  Reminding the previous material T6  Providing visual support / media (e.g. picture, objects, T7 etc.)  Giving clear situation or contextual materials T8  Opportunities for students through senses: T9 a. Hearing T9h RT9h b. Seeing / looking T9l RT9l c. Touching T9t RT9t d. Feeling T9f RT9f e. Moving T9m RT9m  Giving opportunity for student to demonstrate T10 RT10

 Giving opportunity for student to communicate T11 RT11

FINDING AND DISCUSSION The data obtained from video transcript analisis also shows the improvment of students’ vocabulary mastery which influence students’ speaking ability. The data were obtained by coding the video transcript in pre test and post test in every cycle. Table 3 shows the data of video transcript analisis from three cycles in pre test and post test.

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Table 3 (Video transcript analysis) Pre test Post test

Name Ro Pa Irr Errp Errg Rr Ex Ro Pa Irr Errp Err Rr Ex u t u g t Cycle 1

Student 1 - 2 5 2 - 5 - - - - 2 - 8 -

Student 2 - 3 5 2 - 6 - 1 - - 3 - 8 -

Student 3 1 1 3 1 - 7 - 1 - - - - 9 -

Student 4 4 3 3 1 - 4 - 2 4 4 - - 6 - Cycle 2 Student 1 2 - 6 - - 3 - - - - 1 - 8 4 Student 2 - 2 5 1 - 3 ------9 5 Student 3 2 1 9 - - 2 - - 1 - 1 - 9 7 Student 4 3 2 7 - - 2 - 2 3 1 1 - 7 2 Cycle 3

Student 1 4 1 3 - 2 1 - - 1 1 - - 6 3

Student 2 3 - 2 - 2 1 - - 1 - - - 6 4

Student 3 4 2 3 - 1 1 - - 2 - - - 6 3

Student 4 5 3 1 - 2 1 - 1 - 1 - - 5 1

Accordng to the table, it can be seen that in pre test of cycle 1 students disposed to give long pauses, no respons, irrelevance respons, and some pronunciation errors in interview section. It was because students have very limited vocabulary. After watching the movie in treatments, there were the improvement for students’ vocabulary. Hence it improve students’ speaking in post test.There were the reducetion response in long pauses, irrelevance response, no response, and error of pronunciation of students in interview section. Although there were the increasing response in long pauses and irrelevance response for student 4, there were also increasing response for student 4 in relevance response. In line with cycle 1, there was also the improvment of students’ vocabulary which influence students’ speaking ability in cycle 2. It could be seen while comparing the response given by students in the pre test and post test of cycle 2. In the interview section of pre test in cycle 2, there were some response of students like no response, long pauses, irrelevance response, and error of pronunciation. There were only a few relevance responses from students in answering the questions given by teacher in interview section. Differently with the response of students in the post test of cycle 2, there were the reduction of students’ response in no response, long pauses, irrelevance response, and pronunciation error. In the post test of cycle 2, there was not only the improvement of students in relevance response in answering the questions but there was also the improvement in students’ extending response. It is based on comparing the data obtained from the pre test and the data obtained from post test. The video transcript shows the improvement of students.The data obtained from cycle 3 also showed the improvement of students’ vocabulary mastery which influence the enhancement of student ability in speaking comparing students’ response in pre test and post test. In cycle 3, there was not only interview section to test students ability in pre test and post test but there was also the game section in pre test and post test of cycle 3. In the pre test of cycle 3, there were many responses from students in long pauses, no response, irrelevance response, and errors of grammar and only one relevance response in interview section which was got from each student. Differe ntly with the post test of cycle 3, there were the reduction responses of students in long pause, no response, irrelevance response, and error of grammar while the relevance response of students increased. The relevance response which was expected from students in

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cycle 3 was not only able to answer the vocabulary asked in the questions given by teacher in interview section but students were also able to arrange the sentence and ask the question with using where in game section. In game section of pre test in cycle 3, students made the errors of grammar in arranging the sentences while the different situation was occured in the game section of post test where the students were able to make the sentence very well without grammar error. The video transcript shows the improvement of students’ grammar in producing the sentence.

The improvement of vocabulary mastery was influenced by repetition in the movie and stimulates students to speak. Some students tried to imitate and repeat the vocabularies found the movie although some students were still reluctant to repeat and imitate the vocabularies. In the second Action, most of students were able to pronounce the vocabularies when they were watching the movie and some students were brave to repeat and imitate the vocabularies. The Table 3 shows students’ responses toward the movie showed.

Table 4 (Students’ Responses) Cycle 1 Actions RRp RT11 RT10 T4 RT9h RT9L RT9m Action 1 10 2 2 - √ √ √ Action 2 6 - 4 √ √ √ √ According to Table 4, repetitions were found in the movie of cycle 1 which most of them were the repetitions of the vocabularies hence; it influenced students to repeat the vocabularies repeated in the movie frequently. It can be seen in the table 2 that there were 10 responses of repetition (RRp) which were conducted by students in the Action1 and 6 repetitions in Action 2. The students’ response toward the repetition found in the movie can be seen in the sample of video transcript which is showed below. Therefore, it can be concluded that students learn vocabularies by repeating the words from the movie. Moreover, they also experience the words they learn by seeing the figure of the words (RT9L), moving some verb words (RT9m), hearing the words (RT9h). By doing those, students could learn vocabularies optimally.

The Influence of Vocabulary Mastery toward Students’ Speaking Ability The improvement students’ vocabulary mastery affects their speaking ability in some aspects as mentioned by Linse (2005). According to Linse (2005) that there are some aspects which can be the foundations in measuring speaking ability beside vocabulary mastery; they are fluency, pronunciation, comprehension, and grammar. In line with Linse statement, the improvement is not only occurred to students’ vocabulary mastery but also in fluency, pronunciation, comprehension, and grammar. Fluency Bryne (1986) in Rost (2002) supports the main goal in teaching the productive skill of speaking will be oral fluency which means without too many hesitations. According to Harmer (2007), the fluency of speaker deals with pausing which is based on the long and the frequent pausing in the conversation.The fluency of students’ ability in speaking improved from cycle 1 until cycle 3. The improvement was occurred when the students had watched the movie for two times in each cycle. It could be seen from the score of post test in every cycle which was rising up comparing with pre test score. The Figure 2 shows the improvement of students’ fluency in speaking in every cycle.

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Pronunciation In the study, students’ pronunciation was not clear enough to be measured by teacher but it could be seen (see assessment sheet) that students’ pronunciation was improved while comparing student’s pronunciation in pre test and post test. In cycle 2, the students’ pronunciation was only improved for student 2. Differently in cycle 3, students’ pronunciation was not only improved in telling the vocabularies asked but also in telling utterances. The improvement of students’ pronunciation could be seen in table 2 by comparing Error of pronunciation (Errp) which was happened in the pre test and the post test in every cycle. According to the table 2, Students’ Error of pronunciation was decreased in each post test in every cycle after they watch the movie. Figure 4.8 shows the improvement of students’ pronunciation in every cycle. Comprehension In the study, students’ comprehension in every cycle was also improved although only in cycle 1 and cycle 3 and only student 4 in the cycle 2. According to speaking student assessment sheet, most of students understood what teacher asked in pre test but most of students still felt difficult to answer and tell the vocabularies asked in English so, they tried to answer in Indonesia language for some moments. Moreover, the conversation occurred in pre test commonly needed frequent repetitions and slow speed in asking and telling the questions to students in interview section. It is exampled in sample of video transcript showed below Grammar In the study, the students’ grammar ability in speaking was only improved in cycle 3. It was because in cycle 1 and cycle 2, students were only treated to answer the vocabularies asked which were contained in the movie so; students’ grammar could not be measured. Differently in cycle 3, students were not only treated to answer the vocabularies asked but they also were able to imitate the utterances.

CONCLUSION Related to the research question of the study, is movie effective in teaching vocabulary to improve young learners’ speaking ability, and to solve the difficulties of teacher in teaching vocabulary to improve young learners’ speaking skill, it can be concluded the use of movie in learning process improved young learners’ vocabulary mastery to improve speaking ability. Considering to three cycles,it could be seen that the improvement is not only in students’ vocabulary mastery but also in some aspects such as fluency, pronunciation, comprehension and grammar. The improvement students’ vocabulary mastery which influence speaking ability was occurred in the stages in three cycles. It means, the improvement got thebetterment in each cycle which encouraged teacher to innovate the activities in each cycle.The improvement of young learners’ vocabulary to their speaking skill toward the use of movie in the learning process was based on some factors. As mentioned in previous chapter, the use of movie entitled Dora the Explorer contained some factors which could stimulate students to improve their speaking ability.

REFERENCES Alwasilah, A. Chaedar. (2011). Pokoknya Action Research. Kiblat Buku Utama. Bandung Cameron, Lynne. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press. Harmer, Jeremy. (2007). How to teach speaking. Singapore: Longman Linse, Caroline T. (2005). Practical English Language Teaching Young Learners, McGraw-Hill ESL/SFL. Newyork Rost, Michael. (2002). Teaching and Reseach Speaking. UK: British Library.

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Suherdi, Didi, (2009). Classroom Discourse Analysis “A Systemiotic Approach”.Bandung:CELTICS Press. Tomalin, B. (1991). Teaching young children with video' in Stempleski S & ArcarioP (eds) Walker, S.A. (1997). Video in Teaching English for Specific Purposes.(Online).Available at http://skyscraper.fortunecity.com/networking/68/edtech/aisha.html (October, 11, 2015) Blachowicz, C.L.Z, & Fisher, P. 2004. Vocabulary lessons: Research points to four practice that teachers can use to expand students’ vocabulary and improve their reading. Educational Leadership, 61(6), 66-69. Joklova, Katerina. 2009. Using Pictures in Teaching Vocabulary. Byrno:Masaryk University

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THE EFFECTIVENESS OF TEAMS-GAMES-TOURNAMENT TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ESTEEM (AN EXPERIMENTAL STUDY AT THE TENTH GRADERS OF SMK INGIN MAJU, SURAKARTA).

M. Adib Nazri [email protected] STKIP HAMZANWADI SELONG NTB

ABSTRACT

Self-esteem is the students’ evaluation and feelings about themselves (Woolfolk, 2007). In other words, self-esteem refers to how the students evaluate and feel about themselves. Such evaluation is built up through repeated experiences of success and failure, other people’s impressions, and the self-appraisals in relation to ideal selves. This research is conducted to ascertain whether: (1) Teams-Games-Tournament (TGT) is more effective than lecturing to teach speaking at the Tenth Graders of SMK ingin maju Surakarta in the Academic Year of 2012/2013; (2) the students who have high self-esteem have better speaking ability than those who have low self-esteem at the Tenth Graders of SMK ingin maju Surakarta in the Academic Year of 2012/2013; and (3) there is an interaction between teaching methods and students’ self-esteem in teaching speaking at the Tenth Graders of SMK ingin maju Surakarta in the Academic Year of 2012/2013. This research was experimental. The research instruments consist of the students’ self-esteem questionnaire and speaking test. Based on the research result, there are three findings as follows: (1) the students who are taught using Teams-Games-Tournament have better speaking ability than those who are taught using lecturing. In addition, the use of Teams-Games-Tournament is more effective than lecturing to teach speaking; (2) the students who have high self-esteem have better speaking ability than those who have low self-esteem; and (3) there is an interaction between teaching strategies and students self-esteem.

Keywords: Teams-Games-Tournament, lecturing, self-esteem, speaking, experimental research. INTRODUCTION English as an international language is learned by many people in four skills, one of those skills is speaking. Joanne (1987: 3) states that English has particular role as the language of communication between people who are speaker of the different languages. Allan (2008: 10) states that a complete social account of English in Indonesia from Independence to the present would necessarily involve information about the role that English has played in society at large and in particular in business, politics, education, and the media. Briefly, however, it is possible to note that English has played an important role in education as it is a compulsory subject in schools and it in the university. English encompasses language skills and language elements. The language skills are listening, speaking, reading, and writing, while the language elements are pronunciation, vocabulary, grammar, structure, and fluency. As a matter of fact, there are many students are less interesting in speaking. It is caused by their lack of vocabulary mastery, so that they are anxious to speak. Gebhard (2000: 48) states that such condition is caused by many factors such as: (1) they have low self-esteem to speak English; (2) they have low interest because the techniques and

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methods used by the teacher are not interesting for them; (3) they do not practice English regularly. These problems may affect their ability to have low ability in speaking. Method of teaching is one of the important components in the learning system; it cannot be separated from other components which are influenced by factors such as: learning objectives, teaching materials, learners / students, facilities, time and teacher. There are many kinds of methods. One of those methods is Teams-Games-Tournament. Teams-Games-Tournament is one of the team learning methods designed by Robert Slavin for review and mastery learning of material. Slavin has found that TGT increased basic skills, students’ achievement, positive interactions between students, acceptance of mainstreamed classmates and self-esteem (Mahony, 2006: 2). However, many teachers still apply lecture in teaching speaking. The activity in lecture is teacher-centered. Lecture encourages one-way communication. Students just become the followers and depend on the teacher during the teaching-learning process. In the other words, lecture places students passive rather than an active role. The information tends to be forgotten quickly when students are passive. According to Brown (2002: 52), lecturing method is possible to give students handout materials covering 10 times what they could have written in an hour, so consider how we can combine speaking, getting them to read material within the lecture and other activities.

RESEARCH DESIGN The research belongs to experimental study. According to Creswell (2008: 60), the experimental study is procedure in quantitative research in which the investigator determines whether an activity or material makes a difference in results for participants. A factorial design is used to analyze the main effects for both experimental variables as well as an analysis of the interaction between treatments. This study used a simple factorial design 2x2 which aimed at describing and proving the influence of using Teams-Games- Tournament to teach speaking viewed from students’ self-esteem. This study was carried out at SMK Batik 1 Surakarta in the academic year of 2012/2013. It is located at Jl. Slamet Riyadi Kleco Surakarta.The population of the research was the tenth graders of SMK BATIK 1 Surakarta in the academic year of 2012/2013. It consists of 4 classes with 38 students in each class. So the total number of population is 152 students. To draw a sample from a population, the classes were chosen randomly by using cluster random sampling. The classes were divided into two groups, group 1 as an experimental class and group 2 as the control class. The researcher set the experimental and control classes randomly using lottery. The sample of the research was two classes, group 1 and group 2 of the tenth graders of SMK BATIK 1 Surakarta in the academic year of 2012/2013. So the total number of the samples are 76 students.

RESULTS The data deal with mean, mode, median, standard deviation, and frequency distribution then completed by histogram and polygon. The analysis of the data comes into eighth groups: the data of the students who were taught using Teams-Games-Tournament (TGT) (A1), the data of the students who were taught using Lecturing (A2), the data of the students having high self-esteem (B1), the data of the students having low self-esteem (B2), the data of the students having high self-esteem who were taught using Teams-Games- Tournament (TGT) (A1B1), the data of the students having high self-esteem who were taught using Lecturing (A2B1), the data of the students having low self-esteem who were taught using Teams-Games-Tournament (TGT) (A1B2), The data of the students having low self- esteem who were taught using Lecturing (A2B2).

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Normality and homogeneity test must be done before analyzing the data by using inferential analysis. The normality test functions to know whether the sample is in normal distribution or not, and the homogeneity test is to know whether the data are homogeneous or not. The sample is in normal distribution if Lo (L obtained) is lower than Lt (L table) at the 2 2 level of significance α = 0.05. L stands for Lilliefors. If χo is lower than χt at the level of significance α = 0.5 (0.05), it can be concluded that the data are homogenous. After the result of normality and homogeneity test are calculated and fulfilled, hypothesis test can be carried out. he data analysis is done using multifactor analysis of variance (ANOVA) 2 x 2. H0 is rejected if Fo > Ft, it means that there is a significant difference and an interaction. If H0 is rejected the analysis is continued to know which group is better by using Tukey test.

DISCUSSION AND CONCLUSION Teams-Games-Tournament (TGT) is one of the methods that is considered as an effective method. In this case, Teams-Games-Tournament (TGT) is more effective than lecturing to teach speaking. Teams-Games-Tournament (TGT) must be applied well in teaching learning process. In short, the steps of Teams-Games-Tournament (TGT) are: (1) the teacher explains the material; (2) the students work in a group of four; (3) each member of group plays a game in the given tournament table with embers from other groups; (4) the students go back to their groups to add up their individual tournament scores; (5) the teacher announces the winning group and gives certificate to groups. The implementation of TGT and Lecturing depends on the students’ self-esteem. The students who have high self-esteem are more appropriately taught by using Teams- Games-Tournament (TGT), while the students who have low self-esteem are more appropriately taught by using Lecturing. However, because there are students having high and low self-esteem in a class the teacher has to use the technique commutatively to avoid the students’ boredom and reaches the students’ speaking skill. It is suggested to the teachers to apply Teams-Games-Tournament (TGT) in teaching speaking in order to improve the students’ speaking ability. The teachers should consider that self-esteem is one of the factors that may affect the students speaking ability in the teaching and learning process in the classroom.

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ENGAGING SENIOR HIGH SCHOOL STUDENTS IN THINK-PAIR-SHARE INTEGRATED SPEAKING OF RECOUNT TEXT BY CONDUCTING CLASS ACTION RESEARCH

Meike Imelda [email protected] SMAN 2 Indramayu

ABSTRACT

The aim of this study is to improve students’ speaking ability through think pair share technique by conducting class action research method. In particular, this study examines whether the use of Think Pair Share Strategy improves students ’fluency and accuracy. This research was conducted at one of the Senior High Schools in West Java. It was carried out to 30 tenth graders participated in this study. They were recruited using purposive random sampling. This sampling was intended to know the students’ fluency and accuracy in speaking. This study was conducted in two cycles and each cycle consisted of three meeting. The instruments for collecting data were quantitative (speaking test) and qualitative data (diary notes and observation sheet) based on the data analysis from each activity, there is a significant achievement in cycle I and cycle II. In the speaking test, the student’s score kept improving in every test, the mean of the student’s score in cycle I was 6.475 and cycle II was 7.058. Based on diary notes and observation sheet, it was found that the use of Think Pair Share technique was effective and improved students’ fluency and accuracy in speaking. It can be seen from the increasing the mean of the students’ score above in speaking and the student’s motivation enthusiasm. Based on observation, the student’s active when working in a pair, they share their speaking to the class and the students enjoyed the activities during the learning process.

Keywords:Think-Pair-Share, Speaking, Recount

INTRODUCTION

English is the foreign language to be taught at Junior and Senior High School in Indonesia. In Indonesia English teaching has been based on the curriculum designed by the central government throughout provision of curriculum policies. Education curriculum in Indonesia has been changed several times. On this year of 2013, the curriculum has been changed with an integrative thematic concept applied to elementary, junior high, high school, and vocational school. To prepare for the implementation of the new curriculum 2013, the ministry has given teachers training, as well as mentoring sessions during the first few months of the 2013/2014 academic year. The training would not be enough to prepare teachers for the new curriculum. It would be very hard to instruct and force teachers to apply this new curriculum. The responsibility of the teacher is to enable students to communicate effectively through oral language. With an increasing focus on collaborative classrooms, teachers are more often incorporating pair and group activities into their daily lesson plans.

Daily conversation interactions are typically context in speaking that can be directly observed by communication. English for communication purposes which integrated all four Macro skills. The students of Senior High School are focused on mastering four language skills: listening, reading, speaking and writing. Listening and reading are receptive skills while speaking and writing are productive skills (Harmer 2004: 60). All of the skills are to be improved in the process of teaching and learning English.

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In the process of teaching and learning, speaking English is greatly overlook in English Foreign Language classroom. Speaking competence mainly covers speaking accuracy and fluency. Speaking accuracy indicates “the extent to which the language produced conforms to target language norms” (Yuan & Ellis, 2003:2) which involves the correct use of pronunciation, vocabulary, and grammar. Speaking fluency refers to the ability to produce the spoken language “without undue pausing or hesitation” (Skehan, 1996:22) too many hesitation and pauses in speaking may hinder the speaking fluency.

Speaking English is not easy because a speaker should be able to master the elements of speaking English such as grammar, vocabulary, pronunciation, intonation, fluency, body language, and gesture. Dealing with speaking skill all the students have to be competent to speak English fluently, accurately and systematically. To achieve the competence of English at Senior High school 2 Indramayu the teacher are required to serve interesting classroom atmospheres in teaching and learning process at class.

The fact represents that most of the students do not get the competence standards of speaking. They cannot perform the English speaking well. Their difficulties are: firstly in learning process the students did not speak English at class activity, secondly the students do not enjoy study English at class. Thirdly, the students can not do their task well for example presentation and final task. Next the students do not have self-confidence and finally students get low score in speaking assessment. One of the causes of the problems above is the teaching strategies applied by the teacher. They do not apply the effective teaching strategy.

Based on the background above, to overcome such problems and help the students improve their speaking, the teacher needs to implement an appropriate teaching technique. Implementing an appropriate teaching model can develop students’ new interest and motivation in teaching and learning process. The teaching technique should be suitable with the context nowadays. The researcher tries to find out the effective teaching strategies in order to help the students improve their speaking skill. One of them is cooperative learning strategy, think pair share. The think pair share strategy can solve students’ problem in speaking

( Lyman, 1987:48)

For students in senior high school grade ten, the texts that are expected to be mastered such as recount text, narrative and descriptive text. As stated on syllabus of 2013 curriculum in basic competency basic competence 4.8 capturing the meaning of the text recount oral and written, about the employment report and description of historical events.

Reasons for Choosing the Topic 1) Learners learn English as a foreign language have many difficulties in learning speaking at the classroom 2) Teachers should be creative in designing their way of teaching. The teaching technique should be suitable with the context nowadays. 3) Learners get low score in speaking assessment. Concerning to the above condition the researcher improved teaching learning process by Implementing think pair share for teaching speaking. It is expected to impove students’ fluency and accuracy. The teachers must be active and creative in searching and

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finding innovative teaching learning models to help the students in improving speaking skill. Students do not bored if teaching learning model interesting for the students.

From the fact above, the researcher interested to study about Engaging Senior High School Students in Think-Pair-Share Integrated Speaking of the Recount historical event

Scope of the Study

The study used a collaborative classroom action research (CAR). The researcher try to know the treatment effect of the specific techniques to teach speaking through the implementation of the think-pair-share. The study definitely helps the teachers to be aware to the better technique for teaching learning process, think-pair-share. In this context, the results of the study might provide more insight into the existing knowledge about the development of educational world.

THEORETICAL REVIEW

Think-pair-share strategy

Think pairs share strategy designed to provide students to think a given topic by enabling them to formulate individual ideas and share these ideas with another student. This strategy developed by Lyman to encourage students’ classroom participation. In applying this strategy, the teacher poses the question, preferable one demanding analysis, evaluation, synthesis and gives students about a minutes through an appropriate response (Lyman, 1987)

Speaking

Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking. Speaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary (linguistic competence), but also that they understand when, why, and in what ways to produce language (sociolinguistic competence). Finally, speech has its own skills, structures, and conventions different from written language (Burns & Joyce, 1997; Carter & McCarthy, 1995; Cohen, 1996).

Accuracy and Fluency

English is an international language which people from all over the world learn in order to communicate with each other. Accuracy and Fluency are two factors which can determine the success of English language students in the future. Essentially accuracy is the ability to produce correct sentences using correct grammar and vocabulary . On the other hand, fluency is the ability to produce language easily and smoothly.

Accuracy is relative. A very young child isn’t capable of the same level of accuracy as an adult. The child will make mistakes and misuse vocabulary. Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English, ideally aiming towards the accuracy of a native speaker of similar age and

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background. The emphasis in the classroom will be on grammar presentations and exercises, reading comprehension and suchlike. A fluent speaker, on the other hand, may well make grammatical errors but will speak or write efficiently (without pauses). They will be able to converse freely and talk with native-speakers about many different subjects. Fluency generally increases as learners progress and become more comfortable using the language.

Language teachers who concentrate on fluency help their students to express themselves in English. They pay more attention to meaning and context and are less concerned with grammatical errors. Typical fluency activities are role playing and more communicative activities where English is used as a medium of communication rather than an end in itself.

The students need dictate what the teacher teach them, the question of whether it is more important to work on accuracy or fluency in the language classroom remains. Many teachers believe that fluency is a goal worth striving towards only with students who are at a fairly advanced level. Other teachers, strong in the belief that the learning of a language is about communication, feel that fluency should be the main goal in their teaching and that it should be practiced right from the start.

Recount

Recount text is a piece of text that retells past event, usually in the order in which they happened. The purpose of the recount is to give a description what occurred and when it occurred (Sudarwati 2007:195) Relating to the recount text, historical event is one of the type recount text.

RESEARCH DESIGN

This research is designed as collaborative classroom action research, because it isused to overcome problems confronted by the researcher as the teacher in his classroom. According to Suyanto and Sukarnyana (2001: 21), action research is one of the strategies to improve the quality of education through more effective classroom practice.

In conducting action research, the researcher acts as practitioner and collaborator will be the observer. The collaborator gets some training in implementation of the strategy on how to observe using the observation sheets and how to assess the students. This research is directed to develop the teaching strategy in order to overcome the classroom’s problems in teaching learning speaking. The researcher and collaborator also observe the students’ involvement during teaching and learning process by using observation checklist and field notes. The researcher and the collaborator bring the field notes to write an additional information or data, which are not covered by observation checklist.

The researcher implemented classroom action research model as the cyclicalprocess by Kemmis and Mc Taggart (1998: 595) cited in Koshy (2005: 4) which consists of four steps (1) planning, (2) implementing, (3) observing, and (4) reflecting. Planning stage focuses on how to set up a teaching and learning strategy to be used to overcome problems confronted by the class. In implementing stage, the researcher tries out the strategy. During the observing stage, the researcher collects data based on the implementation of the strategy. Finally on the reflectionstage, the conclusion is drawn. Based on the conclusion, the original plan can be revised and changed to a new cycle.

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Figure

Class Action research Steps

Implementing

planning Cycle 1 observation

Reflexion

Implementing

Cycle 2 Observation

Planning

Reflexion

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RESEARCH PROCEDURE

In conducting research, the researcher uses steps proposed by Kemmis and McTaggart (2000: 595) cited in Koshy (2005: 4) with several adaptation, namely preliminary study, planning the action, implementing the action, observing, andreflecting. Preliminary Study The preliminary study is conducted to gain the data about the real problem faced by the teacher during the teaching of speaking. The result of the preliminary study was: (1) the students’ motivation in learning speaking is low, and (2) the students’ speaking ability is not satisfactory. Planning Planning in this section, the activities dealing with the planning of action cycle are conducted. Those activities are stated by having a meeting between the researcher to discuss the planning which covers preparing the action, providing the suitable strategy to use, designing the model of the lesson plan, preparing the materials, preparing the observation sheets and field notes, and the last deciding the criteria of success. Designing Lesson Plan Lesson Plan is needed as a guideline in implementing the action. In this section, the researcher and the collaborator design and develop it. It is designed per meeting in each cycle. In this study there were three meeting for one cycle. The lesson plan made covers (1) the instructional objectives, (2) instructional materials, (3) teaching learning activities and procedure, and (4) assessment. Implementing the action To implement this strategy the researcher dealt with the three steps namely thinking, pairing and sharing, before deciding the way how to organize students into pair. The teacher give some questions and the teacher gave the students ‘think time” the students turn to face their learning partner and work together, sharing idea, discussing and clarifying. The teacher than asked the students to pair with their partner and share their ideas that they had thought before. The pair than shared their ideas with another pair or with the whole class. The teacher can call on a few students to share their ideas with the rest of class. Observing the Action The fourth step of action is observing, it was done to collect the data. The data are gained from the students’ performance and any aspects or events which are happening during the implementation of the action. In this activity the researcher uses camera, observation sheets, field notes, and questionnaire. Reflecting The focus of this step was synthesis and analysis of the data collected in observation step. By synthesizing and analyzing the data collected in the observation step, the teacher can conclude the student’s improvement before and after being treated by using think-pair-share strategy. The conclusion becomes a judgment about the effectiveness of the strategy by employing the criteria of success.

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SUBJECTS OF THE STUDY

The researcher did the research at one of the Senior High School in Indramayu consists of 368 students. There are six classes of science program and three classes of social program .The samples of this research were 30 students of X IPS 2. They were taken through purposive sampling technique with the consideration that the researcher teaches the tenth graders of X IPS2.

DATA COLLECTION

The main instruments used in this research were cycle 1 and cycle 2. Before given to the students, the researcher considered the last writing speaking test. To collect the data of quantitative research, the researcher did the test, last speaking test, pretest, cycle 1, cycle 2, questionnaire, observing directly, and speaking rubric.

Test (Speaking)

In this research the researcher used some instruments to collect the data. They were test namely pretest, posttest and last test, questionnaire and observation. Before giving the pretest, cycle 1 and cycle 2 the research conducts the last speaking test. Test speaking is used to get the data of the student’s ability in speaking from the cycle 1 to cycle 2. The scope of test will be used to find the significant difference in the students’ speaking skill among cycle 1 and 2

Questionnaire

Students were given a questionnaire sheets before implementing the Class Action Research. It was done to categorize the students into the elements of speaking, accuracy and fluently. The Academic Speaking Motivation Questionnaire, Likert-type questionnaire. For each item there is a statement that prompts participants to indicate their level of agreement with the statement. The score will be indicators whether the students are high or low motivated students.

Observation

Observation was done by the researcher to observe the activities of teaching learning process. The observation was for the students whether they had done strategy think pair share or not done during the teaching and learning process. Observations were useful for researcher in a variety of ways.

Rubric

This scoring rubric presents the standards by which your essay will be evaluated. The following rubric overview will help the researcher to better understand the dimensions of speaking that this assessment evaluates. In using scoring rubric, the researcher made a rank order of the result of the students. Table scoring rubric for speaking adapted from Hyland (2003) and Brown (2004).

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The steps of Teaching Speaking by the Think-Pair- Square Strategy

There are three activities were done in the implementation of Think-Pair-Squarestrategy namely pre-speaking activity, whilst-speaking activity, and post speakingactivity. The three phase of the Think-Pair-Square strategy were done during the whilst-speaking activity.

Preparing Research Instrument

Before conducting the research, the researcher prepares the research instruments such as observation sheets, field note, and questionnaire to observe and record the data within the process of implementing the Think-Pair-Square.

Criteria of Success

% of the students achieved more than the minimum passing grade, 75.

75% or more of the students are actively involved in the teaching of speaking

Implementing

In implementing strategy, the researcher divides it in three meetings, the first meeting is introduction of the strategy, the second meeting is implementation of Think-Pair-Square, and the third meeting is another implementation of the strategy with different topic. In this case, the researcher as the practitioner teaches speaking. The researcher and collaborator also observe the students’ involvement during the teaching and learning process by using observation checklist and field notes. The researcher and the collaborator bring the field notes to write an additional information or data, which are not covered by observation checklist.

Observing the Action

Observing is done to collect the data. The data are gained from the students’ performance and any aspects or events which are happening during the implementation of the action. In this activity the researcher uses camera, observation sheets, field notes, and questionnaire.

METHODS OF DATA ANALYSIS

Data analysis is the process of analyzing data from the result of the research. The data that support the research are mainly quantitative. Apart from that, the qualitative data will be also used to support the study. The data in this study is as follow the techniques:

1. Document study of students’ questionnaire analyzed qualitatively. The researcher devided their ability and motivation in speaking English. 2. Test ( recount tasks speaking ) The result of pre test and post test of the students in a group had been presented in the table and the data was tested their normality to ensure they have normal distribution.

FINDINGS AND DISCUSSION

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performing oral repot, and the students’ involvement toward the implementation of Think- Pair-Share strategy. The data obtained were about the students’ activity during the implementation of the strategy and to know the differences and the similarities of the result of the two cycles. The data was presented and analyzed separately.

Findings the Cycle

Think-Pair-Share is an effective strategy to be applied in improving the students speaking ability within two cycles. This section focuses on the findings on Cycle 1 and Cycle 2. It covers the students’ performance in the Think-Pair-Share strategy, the students’ ability in performing oral repot, and the students’ involvement toward the implementation of Think- Pair-Share strategy. The data obtained were about the students’ activity during the implementation of the strategy and to know the differences and the similarities of the result of the two cycles. The data was presented and analyzed separately.

The Result of study in Cycle 1

This part presents the findings in Cycle 1.It includes the result of the students’ speaking ability and the result of the observation toward the students’ involvement during the three meetings of the speaking class activities. The first meeting was about introduction and implementation of Think-Pair-Share strategy. The second meeting was the implementation of the Think-Pair-Share and the last meeting was done to take scores of the students.

Students’ Speaking Achievements in Cycle 1

The students’ performance during the Think-Pair-Share strategy was scored individually while they were discussing about the topic being posed within the pair share. Related to the field notes, they made a lot of mistake in term of pronunciation and vocabulary. The students’ final product of speaking which was obtained through observing their performance during the discussion (pairing and sharing) was analyzed and assessed by using the analytical scoring rubric adapted from O’mally and Pierce(1996:67) and Folse (1999). In relation to the students’ achievement, it was found that most of the students were not able to speak English using good pronunciation, they used too much hesitation in expressing their idea about the topic they were discussing, and they also spoke using limited vocabulary.

Besides, most of the students forgot the words and the teacher help them.used bad choice of words. They did not pay attention to meaning, context and functions of the words. The students made mistakes and misuses vocabulary and the teacher help them to produce grammatical correct. For example, they had difficulties to produce the words of the numbers refer to in Diponegoro war.

Students’ Involvement during the Speaking Class in Cycle 1

The data of the students’ involvement were gained from the observation sheet,field notes, and the questionnaire.

- The result of observation sheets and field note in cycle 1 still achieved poor level. - The finding was also supported by the result of questionnaire.

The questionnaire consisted of 5 statements and submitted on February, 2016. The result showed that there were only 60 % students giving positive responses toward theimplementation of Think-Pair-Share.

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Revision of Cycle 1

1. Based on some considerations, the researcher made some changes in the teaching procedures to be implemented in Cycle 2. First, the researcher used flashcards to help the students to pronounce the words correctly and gave some questions for hints so that the students found the meaning of the words themselves. 2. The scenario of teaching and learning process was changed in terms of grouping of the students in first meeting of the cycle. The Result of Study in Cycle 2

Clearly the result of Cycle 2 met the criteria of success. The number of students who achieved the minimum passing grade, 75, in Cycle 2 is 3,5%. It means that there was a significant improvement of students score after the implementation of

Think-Pair-Share strategy in Cycle 1, 6,9%

The result of observation checklist and field notes showed that the students who were considered actively involved during the teaching and learning process achieved > 75%. It means that the second criteria of success had been achieved. Most of the students were enthusiastic in the speaking class using the Think-Pair-

Share strategy.

The Teaching and Learning Procedure Using Think-Pair-Share Strategy

With the findings of this research, it is found that Think-Pair-Share strategy is very effective to teach speaking and gives significant contributions in improving the students’ ability. Dealing with the procedure used in teaching speaking using Think-Pair-Share, the researcher made some modifications of the original procedure which was made by Kagan. Think- Pair-Share refers to the three-step cooperative structure in which individuals think individually about answering a question posed during the first step. The modification was made in this wait-time or thinking phase considering the level of the students. According to Kagan in Lie (2002) the wait-time commonly lasts around 3-5 minutes.

Considering the level of the students in this research, the researcher gave a longer wait-time to think about the topic around 15 minutes-20 minutes. The longer wait- time was decided based on the need analysis of the students since they are still the tenth graders. The next step, individuals pair up and exchange thoughts. The students had the chance to tell their opinion/story being discussed with their pair. The researcher also gave time limitation for each student to share his/her ideas, which is 7 minutes at most. The last, the teacher gave assistance for the students who needed it. The teacher came to each pair to help the students when he/she lost words while presenting their ideas. This assistance was given to the presenter if his/her partner could not give any help anymore. Harmer (2007: 109) states that it can liven things up from the inside instead of always having to prom or organize from outside the group. The last step, the pair shares their responses with other pairs, other teams, of the entire group of class. In this step, one pair shares their ideas with another pair which forms a Share. In this step, the students were encouraged to ask at least one question for the speaker. It helped the students paid attention to the speaker while

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they were discussing. As the closing, the teacher asked one or two students to share the result of their opinions and suggestions for the students.

The Improvement of the Students’ Speaking Ability

It is required a certain strategy to improve the EFL students’ speaking ability which is appropriate with the students’ need, interest, and level. The Think-Pair-Share is recommended as a strategy for teaching speaking which appropriate with the students’ need, interest, and levels. The result of the research employing the Think-Pair-Share strategy indicated that there was significant improvement of the students’ speaking ability. It could be seen from the students’ score which were evaluated using analytical scoring rubric adapted from O’malley and Pierce (1996: 67). At the preliminary study, there was 8.1% of students got the minimum passing grade. It was gradually improved to 6.9% at the Cycle 1. There was a significant improvement 4.5.% of the students speaking score after the implementation of the Think-Pair-Share strategy. And the mean score at the preliminary study, there was 4.546 of students got the minimum passing grade. It was gradually improved to 6.475 at the Cycle 1. There was a significant improvement 7.058 of the students speaking score after the implementation of the Think-Pair-Share strategy.

The improvement indicated that this strategy is very helpful for the students because it can show the individual accountability. Each individual had responsibility to take a part during the discussion because he/she has unique ideas worth to listen by other members. Another factor that helped the students to gain a better score of speaking was the wait-time phase. It gives every student in the class time to access prior knowledge (Teacher Vision, 2007). This phase helped the students to be ready to share their ideas with less hesitation. This positive interdependence made the students perform better. After going through the second Cycle, the number of the students who got ≥ 75 increased from 0.9% to 2.1%. The increase of the students’ speaking score is getting better in learning English. The principles that helped the students to perform better is the face-to-face interaction with their peers which led to the better social skill. They felt more comfortable to speak and share their ideas. It could be seen from their activities in the classroom during the implementation of the Think-Pair-Share strategy. Since the number of students who got the minimum passing grade is 4.5%, it means that the second criteria of success have been reached which indicated that the research is already successful.

The Improvement of Students’ Involvement during the Teaching and Learning Process

The result of the researcher’s and observer’s observation obtained during the implementation of the Think-Pair-Share strategy in two cycles showed that the students’ involvement on the teaching and learning process improved from Cycle 1 to Cycle 2. The final result of the students’ involvement was 4.5 % which is more than the criteria of success. According to Richards and Rogers (2002: 87) cooperative learning seeks to do the following. First, raising the achievement of all students; including those who are academically handicapped. Second, helping the teachers builds positive relationship among the students. Third, giving the students experiences they need for healthy social, psychological, and cognitive development. Fourth, replacing the competitive organizational structure of most classrooms and schools with a team based, high-performance organizational learning.

SUGGESTION

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On the basis of research findings and discussions, the following suggestions are offered to the teachers, institution, and the future researchers. For the English teachers, the finding of the research can be a practical contribution to solve problems of unsatisfactory speaking ability of the students and on how to improve the students’ speaking ability with more practice of using oral communication in their real and natural communication activities.

For the institution, the findings are expected to be useful for decision making that the teaching of speaking in this institution has to use the Think-Pair- Share as a strategy. For the future researchers, the findings of this research can become a good reference when they want to conduct similar research. There are some weaknesses of the result of this research. First, the teacher did not provide enough assistance for the low achievers during the share session. Second, the teacher also did not give time limitation during the sharing session, so the students were confused when to stop. Third, the teacher did not organize the grouping carefully, so the low achievers were grouped with other low achievers. It is recommended that the future researchers avoid and minimize these weaknesses.

REFERENCES

Arends, R. I. 2008. Learning to Teach 7th Edition. New York: Mc. Graw Hill.

Thomas, J. W. 2000. Project Based Learning 21st Century Learning. California:

The Autodesk Foundation

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom Practice. New York: Longman.

Borich, G. Effective Teaching Methods7th Edition. The University of Texas Austin

Cohen, et. al. 2007. Research Methods in Education (6th Ed.). New rk: Routledge.

Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford

Harmer, J. 2007. The Practice of English Language Teaching 3rd Edition. England: Longman.

Huang Kuo-shu.2012. Applying Problem-based Learning (PBL) in University English Translation Classes Chung Shan Medical University

Isnaini, 2012. Improving the Speaking Ability of The Tenth Graders of SMK Singosari Malang Through the Think Pair Square Strategy Malang Brawijaya University

Sudarwati, Th.M. and Grace, Eudia. 2007. Look Ahead 2. Jakarta: Erlangga.

APPENDICES

Table motivation Questionnaire

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Speaking in English oral communication

No STATEMENTS % 1. I make mistakes in my pronunciation

2. I make mistakes in grammar when speaking 3. I cannot remember some vocabulary when speaking 4. I speak with pauses and hesitations

5. I use substitution words for those that I do not know 6. I ask for repetition /clarification when communicating with others 7. I worry about making mistakes when talking English 8. I am misunderstood by my listeners

9. I speak English in class

10. I speak English out of class

Table Questionnaire Speaking in English oral communication

No STATEMENTS SCALES Strongly Agree Disagree Strongly agree disagree 1. I think strategy TPS interesting for me 2. I think my strategy TPS make my speaking better 3. I think my strategy TPS make my speaking better 4. I think my strategy TPS increase my accuracy better 5. After the application TPS I am confidence in speaking

RUBRIC FOR ASSESING SPEAKING RECOUNT TEXT

ASPECT SCORE PERFORMANCE DESCRIPTION 1.CONTENT (C) 4 Event ( who.what,why,where,and how is

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explicitly and clearly stated 3 Event is fairly clearly stated 2 Event is only sketchy stated 1 Event is not stated 2. ACCURACY 4 EXCELLENT TO VERY GOOD: Excellent - Orientation mastery of grammar and vocabulary with - Events all appropriate choice of expressions/ - Reorientation register 3 GOOD TO AVERAGE: Good mastery of grammar and vocabulary with mostly appropriate choice of expressions/ register 2 FAIR TO POOR: fair master of grammar and vocabulary, with occasional inappropriate choice of expressions/ register. 1 VERY POOR: inadequate mastery of grammar and vocabulary, with frequent inappropriate choice of expressions/ register. 3. FLUENCY 4 EXCELLENT TO VERY GOOD: Speech is (P) very fluent; no unnatural pauses; all comprehensible. 3 GOOD TO AVERAGE: Speech is mostly fluent; a few unnatural pauses; fairly comprehensible. 2 FAIR TO POOR: Speech is frequently halted; frequent unnatural pauses, fairly comprehensible. 1 VERY POOR: Speech is jerky; hardly comprehensible. 4. 4 EXCELLENT TO VERY GOOD: PRONOUNCIATION Pronunciation is always intelligible and (P) clear with excellent rhythm and stress pattern. 3 GOOD TO AVERAGE: Pronunciation is mostly intelligible and clear, with good rhythm and stress pattern. 2 FAIR TO POOR: Pronunciation is fairly intelligible and clear with some incorrect rhythm and stress pattern. 1 VERY POOR: Pronunciation is poor and unclear with mostly incorrect rhythm and stress pattern. 5. PERFORMANCE 4 EXCELLENT TO VERY GOOD: Posture, gestures, facial expressions, eye contact,

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and volume demonstrate excellent performance. 3 GOOD TO AVERAGE: Posture, gestures, facial expressions, eye contact, and volume demonstrate good performance.

The Class Observation Sheets of Students Learning Activity

(Cycle 1/ 2 )

(Kurniasih I, Sani B PTK :52 )

Tittle : Engaging Senior High School Students in Think-Pair-Share Integrated Speaking Recount Text Day/ date : Friday / February 26 th 2016

Cycle :

Time : 09.30 – 10.30 No Name Active Cooperative Responsibility Note

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ENGAGING DISCUSSION TECHNIQUE IN IMPROVING JUNIORS’ SPEAKING SKILL

Mohamad Izwan Furkon1, Tri Puji Lestari2 [email protected]; [email protected] English Education Program Galuh University

ABSTRACT In globalization era, EFL learners learn English in order to communicate with people from different background around the world. The purpose of the study is to investigate the use of discussion technique in improving EFL learners’ speaking skill. In this regard, two research questions were addressed: (1) how can the use of group discussion technique give the significant effect in improving students’ speaking skill? (2) to what extend does group discussion improve juniors’ speaking skill? To answer the research questions, the writers applied a case study at which they conducted the observation in the classroom and interviewed 10 of 22 junior from the particular class purposively as the participants at English Educational Program, Galuh University. The results of the study indicated that discussion technique gave the significant effect in improving juniors’ speaking skill. Besides, it provided the opportunity for them to be more actively engaged in learning process; moreover, they could express their opinion in front of their classmates without feeling apprehension. In conclusion, discussion is one of the techniques in teaching speaking that can assist the juniors in improving their speaking skill, and it can be an alternative way in teaching English speaking efficiently.an alternative way in teaching English speaking efficiently.

Keywords: discussion technique, juniors, speaking skill

INTRODUCTION At the time of globalization, English is used as the medium to exchange the information in all activities such as in the politic, business, education, science, and so forth. Thus, English has been regarded as the international language, and it is learned and taught all over the world. People who are interested in learning English learn English in order to be able tocommunicate; it meansthatspeaking is one of the English language skills which is considered to be learned. However, many people assume that learning English particularly speaking is difficult. This is because the proper strategy or technique in learning process is not implemented well. As a result, language learners are going to face the difficulties in learning process. Facing up the problems above, the innovation and creativity in teaching speaking are required in order to assist the students in improving their speaking skill. This can be realized by implementing the proper technique in teaching process, one of teaching techniques that can be implemented is discussion technique. This technique allows teacher to lead and guide the students in expressing their opinions and ideas with a view to identify and solve the problems collectively (Raheem, 2011, p 294). Discussiontechniqueas a process of giving and talking, speaking and listening, describing witnessing which helps expends horizons and foster mutual understanding. Teaching by discussiontechnique can be an effective way of assisting students to explore ideas and think critically about what they are learning (Stephens and Stephens, 2005: Rahman et al., 2011). In the preceding paragraph, the writers have discussed the background of the study. Then, in the following paragraph, three previous studies are selected as the references to support the present study, and those are going to be highlighted briefly. The

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first previous study is carried out by Rahman et al., (2011), entitled “Impact of Discussion Method on Students Performance.” The second previous study is accomplished by Menggo et al., (2013), entitled “The Effect of Discussion Technique andEnglish Learning Motivation towardStudents’ Speaking Ability”. Moreover the last previous study is undertaken by Oradee (2012), entitled “Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role-Playing).” Dealing with the three previous studies aforementioned, the first and the second are similar to the present study because those previous studies focus on the use of discussion technique to improve students’ speaking skill. Meanwhile, the third previous study is dissimilar to the present study because it only focuses on comparing students’ speaking skill by using three communicative activities. In addition, the writers tend to set forth the research questions: (1) how can the use of group discussion technique give the significant effect in improving juniors’ speaking skill? (2) to what extend does group discussion improve juniors’ speaking skill? To answer those research questions, the writers discuss them in forthcoming part of this study.

REVIEW OF RELATED LITERATURE In this part, the writers highlight two terms which relevant to the present study. Those terms cover the definition of discussiontechnique, and the definition of speaking.

Defining discussiontechnique To begin this section, the writers initiate to highlight briefly the term ‘discussiontechnique.’ Suryosubroto (2002) as quoted by Menggo, et al. (2013) defines that discussion technique is a strategy in teaching in which the teacher gives great opportunity to the students for having scientific dialogue in gathering opinions, making conclusion, or giving an alternative solution to a certain issue.Moreover, the second definition comes from Stephens and Stephens (2005) as quoted by Raheem (2011, p. 294),argue, “Discussion as a process of giving and talking, speaking and listening, describing and witnessing which helps expand horizons and foster mutual understanding.” Referring to the experts’ definitions above, the writers then elaborate each of them that discussion technique is a technique gives the student a chance to show and improve their critical thinking, speaking and attitude by giving opinions in a discussion forum. In relation to the present study, the term discussion technique is applied in teaching English speaking in order to assist the juniors in enhancing their speaking skill. In short, the term discussion technique can be concluded as a teaching technique applied in learning speaking by giving and talking the materials or opinions for the students in order to improve their critical thinking, speaking and attitude.

Defining speaking In this section, the writers highlight the definition of speaking. The first definition is explained by Argawati (2014). She (2014, p. 75) argues, “Speaking is one of the main purposes of language learning in that it is an ability to transfer some ideas to other people clearly and correctly.” Furthermore, the second definition is asserted by Al Housni (2014) as quoted by Furqon and Putriyantina (2015, p. 146), defines “Speaking is the active use of language to express meaning, and for young learners, the spoken language is the medium through which a new language is encountered, understood, practiced, and learnt.” Regarding to the definitions aforementioned, the writers elaborate each of them that speaking is an oral communication which is expressed by someone to interact or communicate with others and also to transfer the information or some ideas to other people directly. Besides, speaking is not only expressed by people to communicate, but also as the

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way for someone to express their feeling. In relation to the present study, speaking is the way to exchange the information which is expressedby juniors particularly at English educationalprogram, Galuh University at which they express to interact with other particularly in learning activity at speaking class. In conclusion,speaking is the way which is expressed by people to communicate, and it is used to exchange the information to others directly.Besides, speaking is not only expressed by people to communicate, but also as the way for expressing their feelings.

METHOD In this section, the writers highlight several points. Those points cover research design, respondents and research site, data collection procedure, and data analysis.

Research design In this present study, the writers selected and applied a qualitative research under case study as suggested by Yin (2003). He (2003, p. 15) defines that case study is a way of investigating an empirical topic by following a set of pre-specified procedures. Thus, the writers decide to apply case study as a research design because it can be used to investigate an empirical case deeply.

Participants and research site The writers selected 10 of 22 juniors as the participants in the present study from the particular class at the private university in Ciamis at which the participants are selected purposively. The reason for choosing juniors as the respondents was because the writers desired to investigate how the juniors improve their speaking skill using discussion technique. Furthermore, at the time, juniors joined public speaking course; therefore, they are expected to be more communicatively in this course.

Data collection procedure To gain the data, the writers conducted observation at which they recorded the participants’ activities. Besides, the writers position their self as the participant observer in the process of observing in order to gain the data from the field as suggested by Yin (2011, p. 143-144). Furthermore, the writers also conducted an in-depth interview because it can facilitate the participants to reconstruct their experiences within the topic under the study (Seidman, 2006, p. 15).

Data analysis After collecting the data, the writers then analyzed the data qualitatively.Moreover, the results of the interview session were transcribed and summarized in order to draw conclusion of the use of discussion technique in improving juniors’ speaking skill.

FINDINGS AND DISCUSSION

Based on the observation on the class during learning speaking particularly in speaking class and the result of the interview session among 10 students as the representative of the class, it was found that the students were familiar with discussion technique, and most of them had ever applied this technique in learning speaking. Moreover, discussion technique gave the significant improvement for students in enhancing their speaking because it provided the amount of chance for students to express their feelings, ideas and opinion freely without feeling nervous or apprehension. It can be seen from some students’ responses as shown below:

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Students are familiar with discussion technique All participants mostly have already known about discussion technique, and they have ever tried this technique in learning speaking. Here are some of the participants’ responses as follows: “I know discussion technique, and I usually used it with my friends either in the class or beyond” “My friend and I used to discuss the materials for all lectures, I think, this is categorized as discussion technique” “I had used this technique when I was at second semester. In that time the lecturer asked us to work in a group in order to discuss the plot of the story” From the above responses, it can be stated that some participants mostly have used discussion technique in learning speaking. Besides, some of them usually apply the technique in their daily learning activities. It means that the techniques are frequently used by the participants; therefore, they are familiar with this technique.

Discussion technique provides the amount of chance to express ideas The reason why the participants frequently apply discussion technique in their learning activities particularly in speaking class because they feel comfortable to express their ideas. Thus, the participants can explore their speaking skill without feeling worry to make mistakes because if they make a mistake, their partners in group will remember them and give some input in order to correct the mistakes made by their partner. Many respondents said: “I can speak freely without feeling afraid of making mistakes because my friends will give the correction if I do that” “It is totally different when you speak in front of the class compared with you speak in your friends within a group to discuss about particular materials” “I prefer to use discussion technique in learning rather than speak individually or even present the material in front of the class because I often feel nervous when I speak in front of the class” “I think, I am feeling free to share my opinion to my partners in the group and it is fun” “Using discussion technique can explore what I think in my mind” Dealing with the respondents’ statements aforementioned, those statements indicated that discussion technique facilitated them in expressing their opinion. Besides, discussion technique makes students express what their think in their mind. Thus, this technique gives the students opportunity to speak in learning process. As a result, they can be able to speak without feeling nervous. Discussion technique gives positive feedback Some respondents claimed that they gained positive feedback when they learned speaking by using discussion technique. Furthermore, the respondents also assumed that discussion technique gave significant improvement for their speaking skill. One respondent said: “I got so many new words from my partner after I learned using discussion technique” Regarding to the statement above, it indicated that the respondent gets positive feedback after he learns speaking by using discussion technique. Furthermore, many respondents said: “Because every member in the group can speak up, it will influence to their speaking skill” “I can interact with my partners in group and they always give me some input in order to make my speaking skill better” “I usually get trouble when I try to speak in certain topic, but I don’t face the difficulty during I learn with my partners by using discussion technique?

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“This technique makes me better not only in speaking but also in the whole English skills: “Discussing with my partner can improve my speaking skill because I can freely express my opinion and my partner guides me too” The above comments revealed that the use of discussion technique gave the positive effect in improving students’ speaking skill. Furthermore, this technique also helped the students in acquiring their vocabulary mastery by sharing with their partner. Therefore, they can exchange and share their opinion directly. These activities can affect to their speaking skill. As a result, their speaking skill will improve.

DISCUSSION

The results of the study indicates that discussion technique gives the significant effect on the students’ speaking skill at which this technique provides the opportunity for students to be more active in communicating during learning process with their partners. Thus, discussion technique is an alternative way to improve students’ speaking skill. It can be seen from the evidences gained from the respondents’ statements in the previous part of this study. In the present study, the discussion centers on answering the research questions based on the collected data. The answered are explained as follow: Research question 1: how canthe use of discussion technique give the significant effect in improving juniors’ speaking skill? To answer the research question number 1, the writers conducted the classroom observation. Thus, the answer to this research question presented as follows: a. Discussion technique provides the opportunity for students in expressing their opinion freely. b. Discussion technique makes students actively engage in learning process. c. Students can express their opinion without feeling nervous or apprehension. d. Discussion technique assists the students in acquiring their vocabulary mastery. e. Students become confident when they speak English. Research question number 2: to what extenddoes discussion technique improve juniors’ speaking skill? To answer research question number 2, the writers took the evidences gained from the classroom observation and interview session to strength the answer at which those evidences led the writer to answer research question number 2. Based on the results above, students’ speaking skill was better than before they applied the technique. Students can communicate with their peer well although there are still some errors when they expressed their opinion whether in grammar roles or in vocabulary mastery. Nonetheless, basically their speaking skill improved. It was compared with their skill before they used discussion technique. Thus, discussion technique gave the significant improvement in improving students’ speaking skill and it can be a technique to teach speaking too. CONCLUSION AND SUGGESTION

Referring to the results in findings and discussion session, the writers draw conclusion based on the evidences gained from the results of the present study. The present study can be concluded that the use of discussion technique in improving students’ speaking skill give the significant effect. Furthermore, discussion technique also provides the opportunity for students to express their ideas and opinion freely, and it makes students actively communicate in learning process. Students feel enjoy and comfortable when they learning by using discussion technique because they can share their experienced to others.

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Meanwhile, if students make some mistakes, their partners give the correction for them. Therefore, the technique can assist the students in improving their speaking skill. Moreover, the writers also tend to give suggestion for the students who want to be able to speak English fluently have to practice regularly and continually. Besides, to get success in mastering English, the proper technique is not enough; students have to strong motivation to learn. Learning a language is meant to be able to speak if the learner does not try to speak, they are wasting time.

REFERENCES

Agrawati, N. O. (2014). Improving students’ speaking skill using group discussion. ELTIN Journal, 2(2), 74-81. Retrieved November 8, 2015 from http://e- journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/46/45.

Furqon, M., I. & Putriyantina, V. (2015). Sophomores’ difficulties in enhancing their speaking skill. In Prawinanto, A., Suthami, G. F., Shabrina, F., Herlinda, E. I., Triutami, T. D., Priantini, M. E., Restuaji, T. A. & Sari, A. Y. (Eds.). Conference proceedings on 3rd Undergraduate Conference on ELT, Linguistics and Literature, (144-150). Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Menggo, S., Ketut, S. & Made, R. (2013). The effect of discussion technique and English learning motivation toward students’ speaking ability. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris 1, 1-10. Retrieved June 11, 2016 from http://pasca.undiksha.ac.id/e- journal/index.php/jpbi/article/download/584/372.

Oradee, T. (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International Journal of Social Science and Humanity, 2( 6), 533-535. Retrieved June 12, 2016 from www.ijssh.org

Raheem, A. (2011). Effects of discussion method on secondary school students’ achievement and retention in social studies. European Journal of Educational Studies, 3(2), 293-301. Retrieved June 13, 2016 from www.ozelacademy.com

Rahman, F., Khalil, J. K., Jumani, N. B., Ajmal. M., Malik, S. & Sharif, M. (2011). Impact of discussion method on students performance. International Journal of Business and Social Science, 2(7), 84-94. Retrieved June 13, 2016 from www.ijbssnet.com

Seidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education and social sciences (3rd ed). New York: Teacher Collage Press.

Yin, R., K. (2003). Case study research: design and methods (3rd ed). USA: Sage Publications.

Yin, R., K. (2011). Qualitative research from start to finish. New York: Guild Ford Press.

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COMPARING GALLERY WALK AND DICE TECHNIQUE IN TEACHING SPEAKING AT VOCATIONAL HIGH SCHOOL

Muhammad Yunus1, Henri Agus Prasetyo2 [email protected] 1. University of Islam Malang, Indonesia [email protected] 2.University of Islam Malang, Indonesia

ABSTRACT

This study investigated the effectiveness of gallery walk and dice technique in teaching speaking at Vocational High School in Indonesia. The students (N=30) are randomly assigned into two groups, 15 each from State Vocational High School 4 (SMK N 4) Malang. Each group obtained different intervention. The first group would commence the Gallery Walk, and the second one was taught using Dice Technique. At the end, post- achievement test on speaking comprised from fluency, pronunciation, and comprehensibility was administered. The result is shown that both techniques were almost similar in the case of various exposure students acquired. Dice Technique (N=14) exhibited small gain on the mean scores. Despite the result of its significance which suggest that both techniques were better than another due to chance, the application of both techniques promoted students to gain positive interdependence among the member of the team, supporting each other to improve their own learning and other. The study suggested that both techniques be applicable to be employed in teaching and learning process in the classroom, especially at vocational high school. Keywords: Gallery Walk, Dice Technique, cooperative learning, speaking achievement, vocational high school

INTRODUCTION

For many students in Indonesia, English remains one of the hardest subjects they learn. Despite the fact that they generally start learning at Kindergarten and continue learning until they are at Senior High school or more, speaking English is considered the most difficult task. Moreover, students of Vocational High School (SMK in Indonesia term) fame of their activeness since they are mostly kinesthetic students. One of the causes to this common phenomenon on incapability to speak English is occurred by the lack of opportunity to use the language. A case study was conducted by Nugroho (2011:50) examining students and teacher interaction during teaching and learning process in two senior high schools in Semarang. It shows that teaching and learning process in both senior high schools were teacher-centered. It reduced students talking time (STT). As such, students need to be encouraged on a communicative classroom that draws students’ attention to speak up, address their opinion at ease without being worried of any individual competitive aspect that may tackle their confidence. Thus are laid upon the teachers as the conductor of a language classroom. In addition, to their responsibility as the educator, they are armored with particular guide on what-and-how to design a lesson or academic content, refers to curriculum. Indonesian government, since 2013, decided to try out the new designed curriculum, the curriculum 2013. Curriculum 2013, as we know it already, demands teacher to manage an activity based design to emerge fully active

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learning classroom. It employs scientific approach which not only does teacher occupy the classroom into student-centered teaching but also producing such condition in which teacher as well as students bring the role together to have a creating-knowledge framework through particular finding process called inquiry and cooperative learning. In so called, cooperative learning is commonly known as one of the greatest educational innovation which is able to promote that condition. Johnson and Holubec (1994) write that “Cooperative learning is the instructional use of small group through which students work together to maximize their own and each other’s learning. Other study that examine this approach, Slavin says “cooperative learning is a variety of teaching method in which students work in small groups to help each other learn academic content.” Consequently, it is in line with the requirement for the practice of curriculum 2013, stating that it utilizes student to possess a good communication skill. Cooperative learning, in the four past decades, has been a tight study to investigate. The reason underlying this is the role of the activity conducted that aids students to develop necessary skills. Students are exposed to work together to accomplished goals. To be even better, it guides teacher to carry on precise teaching program to foster interdependence. Promoting the sense of caring and the development of devoted relationship are other benefits on the advance of interpersonal relationship that can be shown. Widely discussion about this approach, there are plenty of popular techniques in cooperative learning as they are mentioned by Yunus & Hamiddin (2014:4), some of which are” Jigsaw”, ”Two Stay Two Stray”, “Think Pair Share”, “Guided Question with Outside Circle”, “Hot Seat”, “Dice Technique”, Academic Controversy”, “Three Steps Interview”, “Write-Pair-Share”, and “Gallery Walk”. Among those techniques, we were interested in applying two of those as well as investigating the difference between them, which are Gallery Walk and Dice Technique, at SMK 4 Malang. The reason of having this research at this kind of school is because the concern of Indonesian Government on SMK students projected to have necessary soft skills, in this case is English for communication purpose, to develop the quality of skillful generation who are able to contend on worldwide competition. There have been many studies from some experts that make a plain and comprehensible definition about speaking. Harmer (2007) asserts that to speak unconstrained clearly and effectively, students should satisfy several components of speaking of the adjustment of correct phoneme, proper stressing and intonation form, as well as speaking in a continuous sequence, as in typical general conversation. In any distinctive conversation, two or more speakers try to talk, exchanging information that they matter to the situation. Since we know that such conversation may be occurred as there is an information gap. In addition, to convey every sentence correctly in order to bring out the meaning, students are required to have mastery on soundly stressing and intonation form. For English is well-known as a stressed language, that of we give certain word a stressing while others are quickly spoken, any speaker will much speak in various speed and intonation, such as in interrogative sentence which speakers give a rise voice at the end of sentence. As the spoken language is the focus of the classroom goal, students’ communicative skills should be improved. The complexity of speaking requires decent mastery of common linguistic aspect in the terms of grammar, vocabulary, and pronunciation. In performing a flawless and meaningful conversation people need a capacity to take-and-give the

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information between speakers and also the ability to response to with various communication strategies. Then, there would be a call for teachers, which is the greatest challenge, to develop a class atmosphere which students are successfully able to work out on getting message across and interact in the target language. Formulating such a language classroom to develop speaking is not an easy task. Hawkes (2016:30) in analyzing a study primary school in Hong Kong found that teacher use L1 to cope with students who behave indiscipline and tend to make a crowded class. In Indonesia, common issues found during teaching on English class is teacher, mostly spoken, talk Indonesian rather than English. Furthermore, students are not exposed to have chance to communicate in English as well as they become timid to speak since they are not used to. Garret (2008:34) drops a line that somehow teacher still refers to the traditional approach, managing the class based on behavioral theories of teaching and learning. Students are assumed to get maximum input as they are under stimulus control from the teacher. It is commonly called as old paradigm of teaching proposed by John Locks’ assumption. He believes that student is like a blank paper, then teacher is one who writes on it. Johnson et al. (2013:6) remarks that this leads to make the process of learning is like transferring insight from teacher to students. Thus turn the class into teacher-centered which results on the lack of exposure for students. As in Zohrabi et al. article that states teacher-centered affects in passive learning which teacher is the main conductor of the class (2012:18) The need to fulfill positive exposure for students is by transforming the class into students-centered class. It elevates students to have active learning since they play the most roles in the class where knowledge is not transferred from teacher to students but in contrary, teacher and students generate and construct knowledge. Here is the table comparison of teacher-centered and student-centered cited by Garret (2008:35): Table 1. The comparison of Teacher-centered and Student-Centered

Teacher-Centered Student-Centered Teacher is the sole leader Leadership is shared Management is a form of oversight Management is a form a guidance Teacher takes responsibility for all Students are facilitator for the the paperwork and organization operations of the classroom Discipline comes from teacher Discipline from the self A few students are the teacher’s All the students have the opportunity helper to become an integral part of the management classroom Teacher makes the rule and post Rule are developed by the teacher them for all students and students in the form of a constitution or compact Consequences are fixed for all Consequences reflect individual

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students differences Reward are mostly extrinsic Reward are mostly intrinsic Students are allowed limited Students share in classroom responsibility responsibility Few members of the community Partnerships are formed with enter the classroom business and community group to enrich and broaden the learning opportunities for student Note. From Freedom to Learn, 3rd Edition (p240), by C. Rogers and H. J Frieberg, 1994. Colombus: Merril Publishing. Copyright 1994 by Prentice-Hall, Inc., Upper Saddle River, NJ. Teacher-centered is possibly good to develop grammar view, but in reverse way it eliminates students’ opportunity to use the language. To gratify their demand of communicative task on student-centered class, an English class should serve students to have communicative and meaningful activity. Collaborative learning meets this aim. This can be happening when students can cooperate in group to finish a task. In teaching speaking, teacher is required to set the goal in order to put the teaching system in line. Kayi (2006) argues that “…today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance”. Further offers from Kayi (2006) are several activities that can promote speaking such as Discussion, Role Play, Simulation, Information Gap, Brainstorming, Story Telling, Interview, Reporting, Playing Card, and Picture Describing. The following is the brief discussion about those activities. Those activities bring plentiful communicative activities as it goes with collaborative learning. Exchanging information, sharing idea, as well as positive support and interdependence will expose student speaking at ease since they are working together. The feel of being lonely targeted among other students gradually disappear for they finish the task not merely on his own. REVIEW LITERATURE OF COOPERATIVE LEARNING In the practice of teaching, many of the English teachers work on the use of teacher- centered mode those results on the inactivity of the students. Cooperative learning, on the other hand, promotes students to cooperatively engage to the teacher instructions without dominantly leading the class into teacher-centered. Typical teacher who are working with the diverse or heterogeneous students give a conservative teaching scheme: “Everyone, open your book and look into page 98, and answer the question, but before that, Rendi come over here and read the text aloud, then you will answer the question number one”. Students are directed to move or act. Smartest person in the class would be pointed to come over in front the class in order to give appropriate example on how to read and pronounce the text. It can be expected that Rendi, as the smartest person in the class, will answer the question number one at ease. This common scenario is presented in order to show other students that the question is easy as if other students must be able to finish it correctly. That usual approach does not satisfy the students to give the equal opportunity to learn and interact with others (Shevin, 2004:3). The recognition of this scenario of teaching has led many educational experts to promote cooperative learning as the pedagogy choice.

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Before examining how cooperative learning fit the need of the students, it is considered crucial to have thoroughly understanding about the definition of cooperative learning. Jollife (2007:3) acknowledges that” …in essence cooperative learning requires pupils to work together in small groups to support each other to improve their own learning and that of others”. Slavin (2004) declares that Cooperative Learning is a teaching approach for any subject design to improve academic performance to group work. Those definitions highlight the importance of group work that required each member of the team to contribute to the process learning of the group as well as working in a way that each member needs each other to complete the task. ELEMENT OF COOPERATIVE LEARNING Putting the practice of cooperative learning into classroom is one of a challenge for any English teacher. To simply set the class suing this activity Slavin (1994) noted seven basic elements to implement. Those are “Group Heterogeneity”, “Positive Interdependence”, “Promotive Interaction”, “Individual Accountability”, “Interpersonal Skills”, “Equal Opportunities”, and “Team Competition”. Kagan and Kagan (2009:110) promotes seven simple keys for teacher to start using cooperative learning: 1. Structure 2. Teams 3. Management 4. Class Building 5. Team Building 6. Social Skills 7. Basic Principles (PIES; Positive Interdependence, Individual Accountability, Equal Participation, Simultaneous Interaction) Employing cooperative learning into classroom practice will transform the classroom instruction and atmosphere into fun. Students work in a team to cooperate, to build social relationship, to share and give feedback, and to provide scaffolding from higher achiever. Jollifle states that (2007:44) the reason on how cooperative learning works effectively is because it promotes a condition that team member can accomplished a task if the entirely teams does. Indeed, students are encouraged to work hard to support their team. THE BENEFITS OF COOPERATIVE LEARNING Confirming for the positive effect in the application of cooperative learning leads to have a look at previous study affirming the use of it. Slavin et all. (1985:10) remarked the study of Lucker, Rosenfield, Sikes, &Aronson (1976) as well as Slavin & Oickle (1981) that implies the tendency of resulting on “The positive effects of cooperative learning methods on student achievement appear just as frequently in elementary and secondary schools; in urban, suburban, and rural schools; and in subjects as diverse as mathematics, language arts, social studies, and reading…”. As it states, cooperative learning promotes several advantages that result on gaining achievement for students. Re-evaluating the statement, Slavin et all. (1985:11) points out that “Most studies show that high, average, and low achievers gain equally from the cooperative experience; a few have shown greater gains for low achievers; and others have shown the greatest gains for high achievers”.

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Cooperative learning brings out the many advantages in the area of education. Jolliffe confirms its benefits by dividing three main categories of advantages: achievement, interpersonal relationship, and psychological health and social competence. Table 2. The Advantages of Cooperative Learning Improvement in Learning  greater productivity  higher process gained (that is, more higher-level reasoning, more frequent generation of new ideas and solutions)  greater transfer of learning from one situation to another  more time on task  greater problem-solving. Improvement in Interpersonal  promoting the development of Relationship caring and committed relationships  establishing and maintaining friendships between peers  a greater sense of belonging and mutual support  improved morale. Improvement in Psychological  higher self-esteem Health and Social Competence  improved self-worth  increased self-confidence  greater independence  supporting sharing of problems  increased resilience and ability to cope with adversity and stress Taken from Cooperative Learning in The Classroom, Putting it into Practice, p. 6, by Wendy Joliffe, 2007, London, Paul Chapman Publishing. Teaching Speaking through Gallery Walk and Dice Technique The following would be the descriptions about the steps of using two of cooperative learning technique, namely Gallery Walk and Dice Technique. Gallery Walk Gallery Walk is one of the cooperative learning techniques that cooperatively initiates students to engage in active discussion then put together the result to present, as well as examine others work. Here is the common sequence of steps to generate Gallery Walk technique: 1. Teacher divides the class into several groups. 2. After delivering the classroom material, teacher tells students that they are going to do an activity namely Gallery Walk. Teacher then explain how Gallery Walk works and can help them to enhance their speaking.

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3. Teacher gives the task to each team to be accomplished. 4. Students are given a time to complete the group task. 5. After finishing the task students are instructed to post their task on the wall 6. Teacher then assigns the students to break the group into two teams namely traveler and presenter. 7. Given the job as traveler, they have to bring a note in order to make a written important point in each gallery they drop in when interviewing the presenter. 8. As presenter, students should be able to promote the task including answering questions from traveler and explaining important point to traveler. 9. As each jobs are understood by each student, presenter should go to each post of their work. Traveler then, on the teacher’s cue, stands up and start rotating clockwise. 10. Whilst students return to the initial point, on their own group, they may organize the information. 11. Each team then composing report of their summary. Dice Technique Dice technique of cooperative learning elevates the will of the students by setting up them in a simple game based activity. The following is the procedure to set up this technique: 1. Teacher breaks the class into several group consisting 4-5 members. 2. Teacher gives one set of dice, board game, and pawn. 3. After rolling the dice, every students responds to the command or questions written on the board. METHOD Design To achieve significant result, this study used a true-experimental posttest only design to investigate the difference in speaking achievement between Gallery Walk and Dice Technique. One class was employed to this study. One class of 30 students was broken down to two groups, 15 each. Random assignment to divide between the group was employed to prevent any bias in the personal characteristic in the experiment. The group was distributed equally using flipped coin based on their English score on the previous semester. One group was the experimental class which was applied with the treatment of Gallery Walk. Another class was the comparative class is a control class in this study intervened by Dice Technique Participant The researchers got sample which is selected by the head of curriculum section at SMKN 4 Malang. The sample of this study was one class that of Animation A, consisting 30 students which later would be divided into two groups, 15 each. Each group would get different

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intervention. The first group would commence the Gallery Walk, and the second group would be taught using Dice Technique. To attain the data, the researchers administer a posttest to both experimental and control group. This test comprised a task to retell the narrative text they composed in group. The story was split into three part, orientation, complication, and resolution. Each group consisted of 5 people. Calling in a group at once, students got 5 minutes each to retell the part from the story, which are orientation, complication, and resolution. The students were asked to speak clearly since it was recorded for further analysis. The students’ speaking ability is assessed using Heaton (1991) as guidance in measuring their ability concerned on three aspects, pronunciation, fluency, and comprehension. RESULT Reliability of the Test To measure the reliability of the test, researcher calculates the degree of reliability using Cronbach’s Alpha Reliability Statistic, the scale and the data are presented bin table 3.

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THE STUDENTS’ PERCEPTIONS TOWARD TEACHER’S CORRECTIVE FEEDBACK PROVISION IN A SPEAKING CLASS

Nia Pujiawati Yousef Bani Ahmad

Faculty of Teachers Training and Education, University of Singaperbangsa Karawang H.S. Ronggowaluyo, Telukjambe Timur, Karawang, West Java

ABSTRACT

This study attempts to investigate the students’ perception toward the corrective feedback provided by the teacher in a speaking class to be able to shape the effectual feedback process. Through questionnaire from students taking speaking subject at a university in Karawang, the study reveals how the students’ reactions or view on receiving feedback in their speaking class. The data was analyzed qualitatively following content analysis. From the result of the study, it was found that the majority of the students supported the notion that the teachers’ feedback is perceived as an effective way to correct and eliminate their errors particularly in accuracy committed in speaking. They also believe that the teacher oral feedback could increase their motivation and also their self-confidence. It can be inferred that feedback from the teacher help the students improve their ability in speaking skill particularly to overcome their weaknesses.

Keywords: Perception, Corrective Feedback, Speaking INTRODUCTION

Speaking is one of the subjects that the English student should learn. It generally develops students’ ability to speak English at various registers. As Chaney (1998) asserted that “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts.” However, to have students speak fluently in English is not an easy thing to do. They not only have to focus their attention primarily on the meaning on what they say, but they also have to possess at least five components that are generally recognized in speaking process: pronunciation, grammar, vocabulary, fluency, and accuracy.

Therefore, it is not surprising if the students encountered many difficulties when they are speaking. According to Ur (1996:117), there are many factors that cause difficulty in speaking, they are as follows: inhibition, nothing to say, low or uneven participation and mother tongue. Under this detrimental circumstance, the teacher is exceedingly important here to help the students come out from the inefficiency with speaking subject.Giving corrective feedback is one of the ways that a teacher can do to improve students’ ability in language skills and specifically to overcome the students’ weaknesses. In speaking context, however, the effectiveness of error correction, or feedback, has become a subject of debate among the teachers and/or researchers. Since it provides feedback on a student’s utterance that contains an error, some of them believe that feedback provision in speaking plays important role in eliminating the students’ speech errors. They further argue that if these errors are neglected, the students will replicate such errors over and over and even fossilize them. In contrast, the rest think the other way

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around. They accept as true that providing feedback during the students deliver the speech may cause some disturbances in their performance, which then may lead them to avoid communication.

Based on the explanation above, hence it is important to know the students’ perception toward the corrective feedback provided by the teacher.Referring to Hauser (1991)“Student interpretations of the behaviors of different teacher types determine student behaviors and attitudes toward learning.” In other words, the more positive students response to their teacher, the higher the learning stimulation will be. The present study then sets out to see the students’ reactions to the teacher’s error correction and feedback during the students’ speaking performance. METHOD

To collect the data, questionnaires were distributed tosixty students of an English Department that have taken speaking subject. It included eighteen statements representing students’ perception toward the feedback given. The items of the questionnaire were adopted from a related previous research since they were found suitable for the current study. The data obtained from the questionnaire then were analyzed qualitatively.

RESULTS AND DISCUSSION

On the basis of the data, the role of feedback in speaking classseems to be unquestionable, since a large majority of the participants (85%, 51/60) agreed that when they committ errors in speaking English they wish the errors to be corrected.

The students taking part in the study were also supposed to indicate which of these six types of feedback(Recasts, Explicit correction, Elicitation, Clarification requests, Metalinguistic cue, and Repetition) they perceive as the focus of teacher’s corrective feedback provision in speaking class.Of these types, it was noticed that the most common answer to almost all of participants (65%, 39/60) is Explicit correction, where teacher, as Tedick and Gortari (1998) point out, clearly indicate that the student’s utterance was incorrect, and the teacher provides the correct form.

The decision concerning the students’ understanding of the feedback provision is always the matter of a question, as a result, the respondents were asked to give information about this aspect. When asked whether feedback helps participants learn, 76,6% (46/60) of the students agreedthat the feedback eliminate their errors and assist them in learning to speak English. This is not a surprising fact because as Westberg and Hilliard (2001:13) assert that “Feedback not only improves students’ learning, but also guides them into the right direction.” Furthermore, a large majority of the students (81,6%, 49/60)affirm thatthe feedback has been easy to understand, and only 10% (6/60) consider it to be hard to understand quite often or often.They (65%, 39/60) even immadiately practice the feedback obtained from the lecturer.

In relation to whether the feedback from the lecture improvestudents’ motivation and confidence in speaking English in front of the class, most of the students (61,6%, 37/60) said often and 33,3%, 20/60 said always) agreed that the feedback given by the lecturers frequently motivates the spirit of learning and practice speaking Englishand improves the students’ self confidence. This notion is supported by Race (2001) that “Feedback can improve a student's confidence, self-awareness and enthusiasm for learning.”Moreover, according to the students,the lecturer did not give excessive feedback. The students think

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that they received adequate feedback when they were speaking English in front of the class. As a result, the students did not feel being inferior. They even felt contented with the feedback since it was given at the right time and in a good way. In addition, the reserach project revealed that over half of the students (55%, 33/60) commend that the lecturer provides feedback that is related to the students’ strength, not their weakness, to further improve their English speaking skills.What is more, the lecturer also gave praise to the students if they could perform or accomplish the task well.

The last aspect to be measured was the students’ perception toward teachers’ sensitivity in delivering feedback. The study revealed that the 60% (36/60) of the students state the lecturer often feel, realize and understand very well about students feeling when giving the feedback to students. The lecturer tried to be careful to give feedback so that they do not feel demeaned or humiliated. Sensitivity lecturer when giving feedback was very appreciated by the students. CONCLUSION

This paper investigates the students' perceptions toward the feedback in their English Speaking class. The analysis of the questionnaires points to the fact that the students mostly give positive responses to the feedback given by the teacher during their speaking performance.The majority of the students supported the notion that the teachers’ feedback is perceived as an effective way to correct and eliminate their errors particularly in accuracy commited in speaking. They also believe that the teacher oral feedback could increase their motivation and also their self-confidence. As the data revelas, it can be inferred that feedback from the teacher help the students improve their ability in speaking skill particularly to overcome their weaknesses.

REFERENCES

Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon.

Hauser, L. "College student perceptions of the importance of teacher influence on student learning" (January 1, 1991). ETD Collection for Fordham University. PaperAAI9123131. Retrieved on October 12, 2016 from http://fordham.bepress.com/dissertations/AAI9123131

Race, P. 2001. Using feedback to help students learn. Higher Education Academy.

Tedick, D. and Gortari, B. 1998. Research on Error Correction and Implication for Classroom Teaching. The Bridge, ACIE Newsletter. Center for Advance Research on Language Acquisition, University of Minnesota, v1. [Online] Retrieved on on October 12, 2016 from http://www.carla.umn.edu/immersion/acie/vol1/May1998.pdf.

Ur, P. 1996. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press

Westberg, J. and Hilliard, J. 2001. Fostering reflection and providing feedback: Helping others learn from experience. New York: Springer Publishing Company.

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Designing Listening Learning Media Using Adobe Flash

Noni Agustina ([email protected]) Esa Unggul University, Indonesia Ratnawati Susanto ([email protected])

ABSTRACT

This study describes the process of listening media designing using Adobe Flash for English learning. It aims to encourage the student teachers in designing the attractive listening learning media for elementary students. Narrative design research with qualitative approach was conducted. The data collections were daily journal and open-ended interview. The study showed that designing Adobe Flash-based learning media provided some benefits such as giving the student teachers new knowledge how to design listening learning media using Adobe Flash, building their creativity and imagination, encouraging them to develop the learning material supported by technology and creating innovative and interesting listening learning media. The study contributes to enrich student teachers’ skill in designing listening learning media by integrating the technology (Adobe Flash) in the classroom. They are expected to create the listening learning media that is suitable to the learning objective. Key words: Learning media, listening, Adobe flash

INTRODUCTION The development of information and technology has grown rapidly in twenty-first century. It can be seen from the high use of mobile phone. It is about 3.15 billion people around the world use it (Koller, Foster, & Wright, 2008). It is not only the high number in using mobile phone but also internet. The evidence shows that it is almost three billion internet users (Kende, 2014). The proliferation of technology also emerges in many forms such as various software and hardware. The enhancement of technology influences almost all aspects including education. The technology deployment alters the education paradigm from traditional instruction to technology-based instruction in the classroom (Mukti & Hwa, 2004). The change occurs because traditional instruction tends to be monotonous, less interactive and communicative. Those conditions lessen students’ motivation to learn (Daryanto, 2015). On the other hand, technology-based instruction can attract students’ attention and motivate the students because it provides image, audio, or animation. Teachers are heart of education that they have important role and responsibility to their students at school. They must have content knowledge, skill, and pedagogical knowledge to teach their students by referring to their needs that match to their era (Stanley, 2013) The students who live in 21st century is close to the digital world and face English language challenge in Indonesia. The teachers can't close their eyes to avoid using technology-based learning media in the classroom. They must change their way of thinking, behaving or acting in teaching and learning process so they can equip their students with digital and English language literacy to face their future. To convey the message from teacher to students effectively and efficiently is required learning media. The learning media is beneficial in learning process because it entices the students to learn. Therefore, it is expected to reach the educational objectives (Daryanto, 2015).

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Some previous researches are conducted to meet the educational objectives by using technology-based learning media. (Salim & Tiawa, 2014) identify that students face the problem to analyze and understand the concepts of Engineering Mathematics and are not engaged to learn it. Therefore technology-based learning media using Adobe Flash of engineering mathematics are designed to overcome those problems. Kamilah (2013) also finds that her students have lack of exposure to practice English listening in their class. Their teachers mostly use Bahasa in the class and more concern on teaching them reading and writing skill. They also do not use the attractive learning media. So she applies audio video from YouTube and the result shows that her listening skill improved. This study aims to complete the previous research undergone by Kamila. She took the learning media from the YouTube to teach students listening skill. In fact, sometimes learning media is not available and mismatch to the learning objective, thus teachers are demanded to develop the learning media that fits to students’ characteristics and needs (Arsyad, 2015). It means that teachers must be able to design the learning media (media by design) (Sadiman, et.al, 2014). Thus, this study intends to describe the process of designing learning media using Adobe Flash undertaken by student teachers especially English listening skill for elementary students. Student teachers must be prepared to design technology-based learning media that can be applied in their future classroom.

Literature Review

Listening for young learner Listening is the process to perceive and understand the meaning. It requires some special attention for the learner when they have listening. There are some factors influencing listening process such as proficiency, memory, attention, age and gender (Brown, 2010). Age is one of factors that affect the listening process. It means that teaching listening for young learners and adult different. Scott and Lisbeth (2010) explain that listening skill is learnt first by young learners if they have not been able to read. They can listen to learn the foreign language easier by providing pictures, movement, or facial expression because they have special characteristics. The characteristics are they do not have long concentration. They are easily distracted by the environment around them. Learning Media Learning media is very important in teaching and learning process. Teachers can enhance students’ motivation and meaningful learning by providing some learning media such as film, video, music, story, and so on. The learning media also can be applied to illustrate the concept (Mateer, 2014). Sanjaya (2006) classifies the learning media into three groups. They are audio, visual, audio-visual learning media. They have different characteristics. Audio learning media emphasizes on sound. Visual leaning media focuses on the image. Audio-visual learning media combines sound and image.

Adobe flash software Adobe Flash is multimedia software that functions to make an animation (Chen, Wang, & Wu, 2009). It can build the interactivity because it provides graph/image, animation, sound and video (Sands, Evans, & Blank, 2010)

Sands, Evans and Blank find that Adobe Flash is interesting to students for all ages. The students are motivated and challenged to use the Flash. The use of Flash is

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comparatively easy to use.Suhendi (2009) adds that Adobe Flash is used not only to make animation but also cartoon, tutorial, game and interactive media. It has workspace consisting of title bar, menu bar, timeline, toolbox, stage, properties panel, and library panel. Title bar provides the information about the application that is active. Menu bar comprises choices to make the project. Timeline functions to control the image or sound. The timeline consists of some components such as frame, layer, and playhead. Frame is used to organize and control the object or content that is created. To make a change in timeline uses the keyframe or blank keyframe. A series of frame can be tweened using motion tween. Layer is a panel to organize the movie. Playhead is used to play or view the animation. Toolbox contains some tools to draw, paint, manipulate, and modify objects. It consists of selection tool, drawing tool, view tools, and color tools. Stage is a place that is used to put the object. Property panel shows the document, text, and symbol. Library panel is used to save the object, sound or symbol. The object, sound or symbol can be dragged to the stage.

RESEARCH METHODOLOGY This study employed narrative research design with qualitative approach. The narrative research design focuses on describing individual or people’s stories or experiences. (Creswell, 2008; Pepper & Wildy, 2009). Ary, Jacobs, Sorenson, & Razavieh, (2010) refer the life stories such as teaching experiences using narrative. The stories or experiences were collected and revealed in chronological way. It not only could examine one person but also more than one.

Setting and participants The data source was six student teachers of Esa Unggul University located in West Jakarta, Indonesia. They were fourth semester with elementary teacher education major. The data consisted of interview transcript and personal journal.

Data collection procedure This study addressed some steps to collect the data. The steps undertaken were as follows: a. Collecting the student teachers’ journal telling their chronological experiences in designing listening learning media using Adobe Flash. b. Recording the student teachers’ interview and transcribing them. The transcription could be used to obtain the information as data analysis. This study employed more than one instruments to collect the data-personal journals and interview transcriptions. These collection data was called triangulation. Triangulation was the process to collect the data by applying multiple sources. It aimed to build the accurate and credible data. (Creswell, 2008:266

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Data analysis and interpretation procedure

After collecting data, the analysis and interpretation data were conducted (Cresswell, 2008:244). Those steps were as follows: a. The student teachers’ journal and interview transcriptions were used as analysis data. b. The data were reduced by selecting the information needed to address the research question. c. Those data were interpreted and concluded.

RESEARCH FINDING AND DISCUSSION Listening learning media was designed by eight student teachers. Their names were Ant, Rza, Dta, Rtr, Dra, Dsta, Ivn, and Lil. They designed the project in pair. From the interview showed that they did not have experience to design the learning media using Adobe Flash before. They knew it when they took “learning media development” course. They developed English lesson for different level-grade 1, 2 and 3. Their topics were alphabet, clothes, things in the classroom and animals. They developed those topics because of some consideration. They thought that the topics were simple and interesting for the students. Before the student teachers were asked to make their project to design listening learning media, they were given some explanation and exercise about Adobe Flash how to get started using Adobe Flash, recognize the features of Adobe Flash workspace and their functions, draw and paint, control and organize the timeline with its components, and import the music. They made some exercise by giving them some guidelines including the detail steps and pictures provided. Their personal journal pointed out that they had obstacles from doing exercise to design their project. Rza and Ant faced the problem when they made “Asyiknya bersepeda” exercise because they were late to follow the instruction given. To overcome their problem, they asked to their friends. They made “clothes” topic by drawing using pencil, brush, rectangle, oval, selection, sub selection and paint bucket tool. They used classic tween to move the objects. They recorded their voice, imported and dragged it to the frame. Their problems were difficulty to draw using pad laptop, insert frame, draw the background, and match the sound and image. The worse thing was their finished project was error and they started from beginning. They tried hard to accomplish their problem as soon as possible by consulting to their lecturer and friends. Dta and Rtr were interested to develop “animal” topic by using brush and paint bucket. They did not encounter much problem. They met problems in inserting the recorded voice and painting –always out of picture line. They solved it by installing the format factory and trying to be patient to paint their pictures as well having trial and error to cope their problems. Dra and Dsta decided to design “things in the classroom” topic. They drew some picture; mostly they copied from the internet because they did not have good drawing ability. They ran into many problems. Their laptop was infected by virus and broken. They also met problem in inserting the sound because they had not installed format factory software. They resolved their problem by asking their lecturer and friends to help them. Lil and Ivn focused on “alphabet” topic using brush, paint, onion skin, and line tool. They also imported and dragged the sound they recorded. They had problem in inserting the sound because they did not install the format factory and painting the pictures because of imperfect picture (has slit) so it’s hard to paint. Designing the listening learning media using Adobe Flash is not relatively easy. It is contrary to Sands, Evans and Blank’s. They felt exhausting, challenging, and panic when their laptop was error or had virus. They finished their project almost three months.

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However, they had a valuable lesson and thought that designing listening learning media was beneficial. They responded that they had new knowledge using Adobe Flash in designing listening media, developed their creativity and imagination, and enhanced learning process by developing learning media.

They designed listening learning media in animation form consisting of audio and visual. Their design considered the elementary students’ characteristics in which the studenst were interested if they listened and watched the animation designed (Scott and Lisbeth, 2010) by considering students’ memory, attention, and age (Brown, 2010).

CONCLUSION Even though the process to design the listening learning media using Adobe Flash is not easy, the student teachers are able to make it. They feel that it is worthy experience for developing their skills and their future class. Their listening media design needs to be evaluated especially in their content such as vocabulary and pronunciation. Therefore, it is required the further research.

REFERENCES Arsyad, Azhar. (2015). Media Pembelajaran. Depok: Rajagrafindo Persada Ary, D., Jacobs, L. C., Sorenson, C., & Razavieh, A. (2010). Introduction to Research in Education (8th Editio). USA: Wadsworth Cengage Learning. https://doi.org/10.1038/modpathol.2014.11 Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. NY: Longman. Chen, J., Wang, Z.-Y., & Wu, Y. (2009). The application of flash in web-based multimedia courseware development. Interactive Technology and Smart Education, 6(4), 268–273. Cresswell, John W. (2008). Educational research. Planning, conducting,and evaluating quantitative and qualitative research. Third edition. New Jersey: Pearson https://doi.org/10.1108/17415650911009245 Daryanto. 2015. Media Pembelajaran. Bandung: PT Sarana Tutorial Nurani Sejahtera Kende, M. (2014). Internet Society Global Internet Report 2014. Internet Society, 146. Retrieved from http://www.internetsociety.org/doc/global-internet- report\nhttps://www.internetsociety.org/sites/default/files/Global_Internet_Report_2014. pdf

Koller, A., Foster, G., & Wright, M. (2008). Java micro edition and adobe flash lite for arcade-style mobile phone game development: A comparative study. ACM International Conference Proceeding Series, 338(October), 131–138. https://doi.org/10.1145/1456659.1456675 Mateer, G.Dirk. 2014. Using Media to Enhance Teaching and Learning. http://serc.carleton.edu/sp/library/media/index.html Mukti, N. A., & Hwa, S. pie. (2004). Malaysian Perspective: Designing Interactive Multimedia Learning for Moral Values Education. Journal of Educational Technology & Society, 7(4), 143–152. Retrieved from http://www.jstor.org/stable/jeductechsoci.7.4.143?seq=1#page_scan_tab_contents Pepper, C., & Wildy, H. (2009). Using Narratives as a Research Strategy. Qualitative Research Journal, 9, 18–26. https://doi.org/10.3316/QRJ0902018 Salim, K., & Tiawa, D. H. (2014). Development of Media-Based Learning Animation for Mathematics Courses in Electrical Engineering , University Riau Kepulauan, 3(10),

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8332–8336. Sands, M., Evans, J., & Blank, G. D. (2010). Widening the K-12 Pipeline at a Critical Juncture with FlashTM. Journal of Computing Sciences in Colleges, 25(6), 181–190. Sanjaya, Wina. 2016.Strategi Pembelajaran. Jakarta: Prenadamedia Group Stanley, G. (2013). Integrating technology into secondary English language teaching. (G. Motteram, Ed.). London: British Council. Scott, Wendy A. and Lisbeth H.Ytreberg. 2010. Teaching English to Children. England: Longman S. Sadiman, Arief R.Raharjo, et.al. 2014. Media pendidikan. Pengertian dan Pemanfaatannya. Jakarta: Rajawali Press

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AN EXPLORATORY CASE STUDY OF LISTENING INSTRUCTION IN JUNIOR HIGH SCHOOL AT RANGKASBITUNG LEBAK, BANTEN PROVINCE

Nunung Nurhayati [email protected] College Teacher of Setia Budhi Rangkasbitung

ABSTRACT

As one of the language skills, listening is very important in the language classroom since it provides input for language learners. Without comprehending spoken and written input, for example, a teaching and learning process will not run well in general, and a speaking skill will not develop in particular because spoken input mediates this oral performance. In addition, listening is a prerequisite for learning other language skills, such as speaking, reading, and writing. Thus, it is a passport to learning a new language. In junior high school level, listening is supposed to empower the students to understand and respond correctly what they heard. However, the teaching listening in Rangkasbitung seemed to have been neglected. Junior high school teachers mostly focused on teaching reading and writing. Anchored in an exploratory case study, this research aimed at investigating the teaching listening. It specifically explored what listening method and strategies were used by the teacher and students. Junior high school English teachers and students in Rangkasbitung were participants of this research. The observation and interview were administered to obtain the data. The results showed that Audio Lingual Method and Total Physical Response were the frequently methods used by the teachers. Besides, the teaching listening plays as an introductory activity to introduce the words, phrase and language function related to the material would be learned. In addition, cognitive strategy is the most frequently used by students. Referring to the findings, it is suggested that the teachers should emphasize more on teaching listening with various tasks so that the students will employ various strategies as well.

Keywords: Listening, Listening Instruction, Junior High School

INTRODUCTION

Listening is important to be taught and developed since it has crucial role in students’ language development (Hamouda: 2013). Similarly, Hasan in Hamouda (2013) says that listening comprehension provides the right conditions for language acquisition and development of other language skills. In addition, Rost as quoted by Nunan (2002) states that listening is vital in the language classroom because it provides input for the learner. Without understanding input at the right level, any learning simply cannot begin. Thus, listening is fundamental to speaking. Furthermore, according to Rankin in Huy (2015) listening plays the largest proposition of time when we communicate with others. It was about 45% but only 30 % in speaking, 16 % in reading, and 9 % in writing. Several aspects must be considered to achieve the listening objective. They are the listening methods and strategies used, teaching learning activities, media, materials and assessment. These aspects should be all covered in line with the objectives. The recent listening lesson format which has been developed by Field (2002) consists of three stages. They are pre-listening, listening and post-listening. Activities in pre listening are establishing context, creating motivation for listening and pre-teach only critical vocabulary. During

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listening, the activities cover extensive listening; general questions on context and attitude of speakers, intensive listening, pre-set questions, intensive listening and checking answers to questions. Post listening comprises students’ response to the text, functional language in listening passage, inferring the meaning of unknown words from the sentences in which they appear and in final play; learners look at transcript. In junior high school level, listening is supposed to empower the students in understanding and responding correctly in what they have heard. The teaching listening activities should facilitate students to be good and strategic listeners. According to Wilson (2008) good listeners use many strategies simultaneously and in accordance with the task at hand. They may listen regularly to a radio broadcast (metacognitive), take notes on the key points (cognitive) and then meet fellow students in the cafe (for their doughnut) and tell them all about what they just listened to (socio-affective). Related to the listening strategy, Huy (2015) point out six listening strategies which is taken from Oxford’s strategy classification system the students employ. Employing such listening strategies is more useful for students because it has been proved that there is a positive correlation between language strategies use and listening comprehension ability (Chen, 2002; Vandergrift, 2003, and Bidabadi, 2011in Huy;2015).The strategies are memory listening strategies, cognitive listening strategies, compensation listening strategies, metacognitive listening strategies, affective listening strategies, and social listening strategies. The first strategies were used to enter new information into memory storage and for retrieving it to help learners be able to link one L2 item or concept with another. The second strategies were used to help learners to obtain knowledge, understand of linguistic system, for example, learners could understand the meaning of words from contexts, link new information with existing schema. The third strategies could help listeners make up for missing knowledge when they do not hear something clearly. Therefore, they could use clues to guess meaning of words or pieces of information. The fourth strategies are divided into three sets: centering your learning, arranging and planning your plan, and evaluating your learning. The fifth strategies could help listeners handle their feelings, emotions, motivation or attitudes in learning listening skills. The sixth strategies could help listeners work together and understand the target language as well as the language. The fact showed that teaching listening in Rangkasbitung seemed to be neglected by Junior high school teachers who mostly focused on teaching reading and writing. Teaching listening is utilized to introduce vocabulary, language focus, and grammar that would be learned. It is also as a means of pronunciation practice. However, the objectives of listening itself i.e. understanding and responding to the meaning did not be met Referring to such phenomena, this research is conducted. It aimed at investigating the teaching listening in Rangkasbitung.

RESEARCH DESIGN

Exploratory case study was the design of this research. It tried to investigate the teaching listening in Junior High School specifically explored what listening method and strategies were used by the teacher and students also the reasons why the teachers employed such method and techniques. Four Junior high school English teachers and twenty eight students from different schools were participants. It was done purposively. Observation and interview were employed as the instruments. The researcher observed the teaching listening process and interviewed the English teachers and students.

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FINDINGS AND DISCUSSION

The results of interview and observation showed that the teaching of listening seemed to have been neglected. It was because of the evaluation of students, especially National Examination, mostly focused on reading comprehension. The teachers usually attempted to concentrate the teaching on reading skills. It was done to enable students to pass the examination. They taught listening once in a month because in their opinion teaching listening is included when they teach speaking, reading, and writing. Therefore, the teaching listening plays as an introductory activity which is done in pre activity of teaching learning process to introduce the words, phrase and language function related to the material would be learned. Besides, the methods frequently used by the teacher were Audio Lingual Method and Total Physical Response. There were several activities they had in teaching-learning listening. First, the students listened to the expressions, words, songs, or dialogue on the tape, cassette, or based on teachers’ talk. The teacher usually played the cassette for several times. Second, during listening, they filled in the blanks with the words they heard. Third, they were asked to repeat the expressions, words, songs, or dialogue they heard. Fourth, they were asked several questions related to the expression, words, songs, or dialogue they heard. Fifth, the teacher explained the expressions, words, songs, or dialogue that the students heard. Such listening activities influenced students’ strategies in listening. When they listened, the students always pay attention to the English pattern or formula. They also always repeated the words they heard. During listening, they wrote the notes and tried to translate the words into Indonesian. This was done to be able to answer the teacher’s question since the teacher always asked related to the things they heard. Therefore, the students used cognitive strategy more frequently than other strategy. Besides, they felt nervous during teaching listening. It was occurred because they were not accustomed to listening English in their daily life and they had limited English vocabulary. In addition, they thought that English listening skill is the most difficult to learn.

REFERENCES

Field, John. 2008. Listening in the Language Classroom. NewYork: Cambridge University Hamouda, Arafat. 2013. An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom. International Journal of Academic Research in Progressive Education and Development April 2013, Vol. 2, No. 2 Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Longman Huy, Le Huynh Thanh. 2015. An Investigation Into Listening Strategies of EFL Students Within the High School Setting. Asian Journal of Educational Research. Volume 3 No. 4 Nunan, David. 1991. Language Teaching Methodology. UK: Prentice Hall Richard, Jack C and Renandya, W.A. 2002. Methodology in Langage Teaching. New York: Cambridge University Rost, Michael. 2010. Teaching and Researching Listening. England: Pearson Wilson, JJ. 2008. How to Teach Listening. England: Pearson

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“COLLABORATIVE WRITINGANDDIRECT INSTRUCTIONMETHODS FOR HIGH AND LOW STUDENTS’ LINGUISTIC INTELLIGENCE IN WRITING DESCRIPTIVE TEXTS” Nur Aflahatun, M.Pd

INTRODUCTION English is an international language which has an important role in communication by people to interact with other people in the world. As international language, English is used to conduct communication, in almost the entire world in many countries. Consequently, many people tend to master English to compete in globalization. Therefore, English is taught as the first foreign language as one of the important subjects in Indonesia from elementary to university level.

Writing is a complex process consisting of many constituent parts which have to be considered. According to White and Arndt (1997: 1), the writers are able to express ideas and feelings to persuade and convince other people. Heaton (1975: 127) states that in writing the writers manipulate words in grammatically correct sentences and link those sentences to form a piece of writing which successfully communicates the writers’ thoughts and ideas on a certain topic. In other words, the writers try to express their ideas in written form using grammatically correct sentences for the purpose of communication.

Murray (1992: 100) states that collaborative writing is essentially a social process through which writers looked for areas of shared understanding. To reach such an understanding, participants function according to several social and interactional rules as follows: First, the participants discuss the goals which they are going to write. They place the goals in rank order from high to low, and then they share a higher order goal. From the sharing, they set a common goal for the group. Meanwhile, specification of the goal is negotiated during the process. Secondly, the participants must have different knowledge and there must be a gap information between them. Because of this information gap, they (group members) have to negotiate content, style, and even the goal of writing. Thirdly, the participants interact as a group. They exchange thought, feeling, ideas between them, and result in reciprocal effect on each other. Fourthly, the participants distanced themselves from the text. In response to the need for structured guidelines to make collaborative more effective, the researcher makes different roles of the students. One of them plays a role as a helper and the other as a writer. Specific tasks need to be done by the helper and the writer when they write collaboratively. These steps are described as follows: Step 1 is idea generation.

Step 2 is drafting. In this step, the teacher emphasizes that writers do not have to worry much about spelling as they write their drafts. Step 3 is reading. In this step, the writer reads the draft. If he/she reads a word incorrectly, the helper provides support and gives some corrections. Step 4 is editing. In this step, the helper and the writer look at the draft together and consider what improvement might be made. Error of words, phrases, or sentences could be marked. The writer and the helper inspect the draft more than once. Step 5 is best copy. The writer then copies out a neat or best version of the corrected draft. Step 6 is the teacher evaluation. Teacher evaluation is the final step. In this step, students will have an opportunity to receive comments and instructive feedback directly from the teacher.

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Direct instruction is a traditional technique that is specifically designed to enhance academic learning time. It does not assume that students will develop ideas on their own. Instead, it takes learners through the steps of learning systematically, helping them see both the purpose and the result of each step. When teachers explain exactly what students are expected to learn, and demonstrate the steps needed to accomplish a particular academic task, students are likely to use their time more effectively and to learn more.

There are some stages of direct instruction: focus activity, state the objective, provide the rationale, present content and modelling, check for understanding, provide guided practice, independent practice and provide closure. Direct Instruction has been used effectively in promoting positive self-esteem and social skills in students. Bennett (1976: 146) found that students with strong self-concepts who were sociable and motivated achieved more in traditional classrooms. Students with negative self-concepts who were less sociable and less self-motivated were seen to achieve more in open classrooms.

Linguistic Intelligence is the capacity to use language, native language, and perhaps other languages, to express what's on in mind and to understand other people. The students with linguistic intelligence like and are talented with words. They enjoy reading, writing, and learning languages. They have an ability to teach and explain things to others. They learn best by reading, taking notes, and going to lectures.

RESEARCH METHOD The design of this study was an experimental study. Experimental research is a research in which the writer manipulates the independent variable. As stated by Johnson and Christensen (2000: 23), the purpose of experimental research is to determine cause and effect relationships. In addition, the essential characteristic of a true experiment is that subjects are randomly assigned to the experimental and control groups.

In this study, this experimental research is aimed to observing whether there is an interaction between teaching method and writing skill viewed from students’ linguistic intelligence. The technique used in this experimental research is by comparing the experimental group I using collaborative writing method and group II using direct instruction as a teaching methods to teach writing. Each group divided into two different level of linguistic intelligence (high and low). This research involves three kinds of variables namely independent variables (teaching methods), dependent variable (writing skill), and moderator variable (students’ linguistic intelligence) the research design used for the research is factorial design 2 x 2 by technique of multifactor analysis of variance (ANOVA).

This study conducted at the sevent graders of Islamic Junior high school Ma’haduth Tholabah Babakan in the academic year of 2013/2014. The population of this research is the seventh graders of MTs Ma’hadut Tholabah consist of 225 students that it is divided into 7 classes and for each class contains of 30 students. It is divided into 7 classes (A, B, C, D, E, F, and G). The sample of this research is the two classes of seventh graders of Islamic Junior High School Ma’haduth tholabah Babakan in the academic year 2013/2014. The two classes are X2 and X3 which have 30 students in each class. Two classes above are divided into two groups; experimental group I and experimental group II. Class of X2 was as experimental group I and X3 as experimental group II. In determining the sample into the experimental group I and experimental group II, the writer applies cluster random sampling and didn’t use random assignment. So this research is categorized as a quasi-experimental research.

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There were two instruments that used in this study: test, questionnaire, and observation sheet. To know whether the test as instrument good or not, so the following test used are validity and reliability. To calculate the validity of essay we can use the formula of koefisien Product Moment which uses basic number.

DISCUSSIONS Based onthe validity of thetest results conducted byusing SPSS17, then eachitemaboutLinguisticIntelligencedeclared invalidbecausercounteachquestionnaireitemonrtablevalue, 0.361. Reliability test resultson Linguistic Intelligence questionnaires howed that the Cronbach Alphaco efficient value is 0.920 which means Very strong, this indicatesthat thematteris reliable.

The technique of collecting the data in this research, the writer used test. Test was used to collect data of students writing skill and students’ linguistic intelligence. The techniques to analyze the data of this study are descriptive and inferential analysis.

The description of the data of students having high linguistic intelligence that is taught by using collaborative writing method (A1B1) shows that the mean of the data is 79.40. The median of the data is 80, and the standard of deviation of the data is 2.98, with minimum score is 75 and maximum score is 84. The description of the data of the students having low linguistic intelligence that is taught by using collaborative writing (A1B2) shows that the mean of the data is 55.5. The median of the data is 59.5, and the standard of deviation of the data is 10.6, with minimum score is 34 and maximum score is 66. The description of the data of the students having high linguistic intelligence that is taught by direct instruction (A2B1) shows that the mean of the data is 73. The median of the data is 72, and the standard of deviation of the data is 2.98, with minimum score is 66 and maximum score is 86. The description of the data of the students having low linguistic intelligence that is taught by direct instruction (A2B2) shows that the mean of the data is 54.9. The median of the data is 56, and the standard of deviation of the data is 5.24, with minimum score is 42 and maximum score is 59.

The normality test showed that each variable gotten score A1B1 p-value is 0.801. A1B2 p-value is 0.828. A2B1 p-value is 0.491, and A2B2 p-value is 0.501. It shows that p- value > 0.05. So it is concluded that all the data was normally distributed. From the result ofhomogeneity test, it can be seen that p-value is 0.137, which means>0.05it can be concludedthatthedata are homogeneous.

After examining the homogeneity and normality of the instrument, the writer used Multifactor Analysis of Variance or ANOVA 2 x 2 to answer the hypotheses test. Ho is rejected if F0 higher than Ft. It means that there is a significant effect of two independent variables on the dependent variable. The analysis of the data was intended to answer the first research question. The writer used paired samples test to find out whether there was effective result between pre test and post test score. The mean for pre test score of students’ writing skill who taught by Collaborative Writing is 65, and the mean of their post test is 77.33. Then the standard deviation of the pre test is 11.52, and the post test is 5.20.

From the t-test showed that t = -6.032with 29 df (degree of freedom) and the score ttable 2.045, so tcount(-6.032) < ttable(-2.045) and p value 0,000 <α (0,05). It means that there is significant difference on students’ writing skill before and after treatment.

The mean for pre test score of students’ writing skill who taught by Direct Instruction method is 62.27, and the mean of their post test is 71.57. Then the standard deviation of the

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pre test is 9.68, and the post test is 6.71. From the t-test shows that, t = -7.160with 32 df (degree of freedom) and the score ttable.036, so tcount(-7.160) < ttable(-2.036) and p value 0.000 <α (0.05). It means that there is significant difference on students’ writing skill before and after treatment.

The analysis of the data was intended to answer the third research question. The writer used paired samples testt to find out whether there was significant result between pre test and post test score. The result from the independent variables influence simultaneously or together toward dependent variables. It was significant because the data above showed that corrected model was 0.001< 0.05, it means that the null hypothesis (Ho) is rejected. Then it can be concluded that there is a significant difference between collaborative writing and direct instruction methods to teach writing descriptive text. It can be concluded that both methods are effective to teach writing descriptive text at the seventh graders of MTs Ma’hadut Tholabah Babakan. Based on test between subject effect showed that Sum of Squares is 1047.619. and F value=50.890 at the level significance α 0.05 is 0.000. It meansthat the null hypothesis (Hᴏ) is rejected, then it can be concluded that there is a significant difference between the students who having high linguistic intelligence and those having low linguistic intelligence. Based on test between subject effects showed that Sum of Squares is 1047.619. and F value=50.890 at the level significance α 0.05 is 0.000. It meansthat the null hypothesis (Hᴏ) is rejected, then it can be concluded that there is a significant difference between the students who having high linguistic intelligence and those having low linguistic intelligence. Based on test between subject effects showed that Sum of Square is 1470.799 and F value 23.815 at the level of significance α 0.05 is 0.000. it means that null hypothesis (H0) is rejected. It can be concluded that there is an interaction between teaching method, linguistic intelligence, and writing descriptive texts.

The result from the data ANOVA showed that Sum of Squares is 1047.619 and F value 50.890 at the level of significance α 0.05 is 0.00. It means that the null hypothesis (H0) is rejected. Then, it can be concluded that there is a significant difference between the students who having high linguistic intelligence and those having low linguistic intelligence. Because the mean score of students having high linguistic intelligence (79.4) is higher than mean score of students having low linguistic intelligence (55.5), it can be concluded that the students having high linguistic intelligence have better writing ability than those who have low linguistic intelligence.

The result from the data ANOVA explains that Sum of Squares is 231589.632 and F value 11249.793 at the level of significance α 0.05 is 0.000. It means that the null hypothesis (H0) is rejected. It can be concluded that there is an interaction among teaching methods, students’ linguistic intelligence, and writing descriptive text ability. The influences of collaborative writing method in writing a descriptive text were as follows: (1) it enabled the students to explore or express the ideas freely in constructing a descriptive text. (2) It gave a fun and happiness for the students, and (3) The atmosphere of the class was more alive. For weaknesses are as follows: (1) it took a lot of time in the implementation of collaborative writing technique which they had to follow and do the process of writing steps: ideas/pre-writing, drafting, reading, editing, copying, and evaluating. They sometimes needed a longer time to make them more understandable in each step. (2) The students made a noisy in doing writing process.

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The result of the study showed that the students who have high linguistic intelligence and taught by collaborative writing and direct instruction methods are better than students who have low linguistic intelligence. And the collaborative writing and direct intruction methods are effective to teach writing descriptive text. Therefore, it can be concluded that there is an interaction among teaching methods, students’ linguistic intelligence and writing descriptive texts.

CONCLUSIONS The first conclusion based on the data analysis that collaborative writing method is effective to teach writing descriptive text. Its show from the result of ANOVA test, Ho rejected and Ha accepted, it is mean that there is an effectiveness result for students’ writing skill taught by collaborative writing. It can be conclude there is an effectiveness for students taught by collaborative writing to teach writing descriptive text. It shows that post test score of students’ writing who taught by collaborative writing is higher than pre test score of students’ writing who taught by collaborative writing. The second conclusion shows that Ho is rejected and Ha is accepted, it mean that there is significant difference on students’ writing skill before and after treatment. Therefore it can be conclude that direct instruction effective to teach descriptive text. The third conclusion shows that Collaborative Writing and Direct instruction methods are significant for students who have high linguistic intelligence. It shows that Ho is rejected and Ha is accepted. It means that there is a significance for students who have high linguistic intelligence taught by collaborative writing and direct instruction.

The fourth conclusion from the data analysis from ANOVA show that Ho is accepted, Ha is rejected. It can be conclude that there is a significant differences between the students who have high linguistic intelligence and those having low linguistic intelligence. Then the fifth result, there is an interaction among teaching method, students’ linguistic intelligence and writing descriptive text for the seventh graders of Islamic Junior High School Ma’haduth Tholabah Babakan in the academic year of 2013/2014. Collaborative writing method is more effective than direct instruction. Students taught by using collaborative writing have better writing ability than those taught by using direct instruction method for the seventh graders of Islamic Junior High School Ma’haduth Tholabah Babakan in the academic year of 2013/2014.

Based on the research findings, it can be concluded that collaborative writing is effective to teach writing descriptive text for the seventh graders of Islamic Junior high School Ma’haduth Tholabah Babakan in the academic year of 2013/2014. REFERENCES

Anderson, Mark, Kathy Anderson. (1997). Text Type in English. South Yara: MacMillan Education PTY LTD.

Arends, Richard. (1997). Learning to Teach. Connecticut State University: McGraw – Hill Education.

Bennett, N. (1976). Teaching Styles and Pupil Progress. Cambridge, MA: Harvard University Press.

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Barnum, Carnol M. (1994). “Collaborative Writing in Graduate Technical Communication: Is There a Difference?” Journal of Technical Writing and Communication 24 (4): 405- 419.

Brown, H. Douglas. (2004). Teaching by Principle: An Imperative Approach to Language Pedagogy, 2nd Ed. New York: Addison Wesley Longman, Inc.

Heaton, J. B., (1998). Writing English Language Test, England: Longman Group UK Limited

Henning, Grant. (1992). Scalar Analysis of the Test of Written English, New York: Educational Testing Service.

Murray, D. E. (1992). Collaborative learning as literacy event: Implications for ESL instruction. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 100–117). Cambridge: Cambridge University Press. Spring, M. (2007). Collaborative Literary Creation and Control: A Socio- Historic,Technological and Legal Analysis. http://mako.cc//Collablit/writing/ BenjMako-Hill-Collablit and Control/What is cw.html. Accessed on June 10th, 2014.

Suharsimi Arikunto. 1998. Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi). Jakarta: Bumi Aksara.

______. 2002. Prosedur Penelitian. Jakarta: PT. Rineka Cipta.

Ur, Penny. 1996. A Course on Language Teaching. Cambridge. Cambridge University Press.

White, R., Arndt, V. 1997. Process Writing. London: Addison Wesley Longman Limited.

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NEED ANALYSIS ON THE USE OF ENGLISH IN TRAVEL AGENCIES IN JAKARTA

Nurti Rahayu, M.Pd & Dra Rina Suprina, M.Hum., M.Par Trisakti School of Tourism, Jakarta, Indonesia

ABSTRACT

This research aims to perform need analysis on the use of English in hospitality industries which is emphasized on travel industry in Jakarta. Need Analysis is employed to find out the need of English in specific area, i.e travel agents. This analysis makes sure that the course will contain relevant and useful things to learn. It also enables the course designer to achieve a detailed profile of what the learner needs to be able to do in English in an occupation or study for which he or she is being trained; and to produce a specification of the language skills, functions and forms required to carry out the communication described in the needs profile.The main method of the study was a survey conducted to travel agents in Jakarta.Questionnaires were used to look for primary data. The questionnaires cover different skill areas such as speaking, writing, listening, reading, and vocabulary which are needed in their workplace. Besides, observation and interviews are used to gain the data. These data are used to complete the primary data.The results are then computer-codedand analyzed with the help of the statistical techniques.The results of this research provides a useful input for developing a curriculum or designing an ESP (English for Specific Purposes) to meet the needs of travel agents, and thus ensure the high-quality service for international tourists. Keywords: Need Analysis, Travel Agents, ESP, English skills

INTRODUCTION One of the main challenges of this institution is to provide skillful tourism human resource with good communication skills in foreign languages. Thus, it is not surprising that students of these higher educations not only have to be good at English, but they also be able to speak other foreign languages such as Japanese, Chinese, French, and Mandarin. To make sure that students learn all the English language skill required in the work places there shall be a need analysis on the use of English in hospitality industries. It is quite essential since the result can be of a great use for the stakeholder in arranging the curriculum for English in hospitality industries such as hotel and travel industry. Given the importance of that, this research shall perform need analysis on the use of English in hospitality industries which is emphasized on travel industry in Jakarta.The details problems are listed below. (1) What are the present needs of travel agents in Jakarta in using English in their routine job (2) To what extent do travel agents in Jakarta have problems when using English to communicate with foreign clients for their job? The results expected from this research are to provide a useful input for developing a curriculum or designing an ESP (English for Specific Purposes) and to facilitate the stakeholder to design appropriate training

LITERATURE REVIEW English Teaching in Indonesia In Indonesia, English is legalized as the foreign language; where it is purely a

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cultural object of study and is not involved in societal functions. (Richard, 1998). The poor ability to converse and write well in English give a poor impression and it is obviously a handicap and means that while the policy in Indonesia is quite successful, the same is not true with English. (Dardjowidojo in Lauder 2008:17). Besides, there are some definitions given by some linguists on the nature of ESP as mentioned below.“English for Specific Purposes is a term that refers to teaching or studying English for particular career (like law, medicine) or for business for general.” (International Teacher Training Organization, 2005)

Need Analysis A number of definitions are given by various experts. Basturkmen (2010:17) mentions that need analysis is a term to cover the identification of language and skills used in determining and refining the content of the ESP course. Another definition is given by Richards et al. (1992: 242-243) define needs analysis in language teaching as follows: Ellis and Johnson (1994) add that needs analysis is a method of obtaining a detailed description of learner needs or a group of learner needs. It takes into account the specific purposes for which the learner will use the language, the kind of language to be used, the starting level, and the target level which is to be achieved. Information can be obtained from a range of different people such as company staff, trainers, and the learners themselves. It will have implications for the future training approach. Meanwhile, Graves (2000) further states that needs analysis is a systematic and ongoing process of gathering information about students’ needs and preferences, interpreting the information, and then making course decisions based on the interpretation in orderto meet the needs. Another expert, Hutchinson and Waters (1987) divides needs into target needs (i.e what the learner need to do in the target situation) and learning needs (i.e what the learner needs to do in order to learn). They further state that the analysis of target needs can be viewed from three aspects: Necessities What is necessary in the learner’s use of language? Lacks What do the learners lack? Wants What do the learners wish to learn?

Nation and Macalister (2010:25) provide a brief division between present knowledge and required knowledge, and objective needs and subjective needs. They further stress that lack fit into presentknowledge, necessities fit into requiredknowledge, and wants fit into subjective needs.

The Significance of Need Analysis Based on some scholars, need analysis is significant in many ways. Nation and Macalister (2010:24) mention that need analysis makes sure that the course will contain relevant and useful things to learn. Hawkey (1980) states that need analysis enables the course designer to achieve two things to produce a detailed profile of what the learner needs to be able to do in English in an occupation or study for which he or she is being trained; and to produce a specification of the language skills, functions and forms required to carry out the communication described in the needs profile. ESP and Need Meanwhile, Richards et al (1992) states that need analysis serve purposes in language curriculum development in many ways. First, it provides a mechanism for obtaining a wide range of input in the content, design, and implementation of a language program

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through such persons as learners, teachers and administration in the process. Secondly, it identifies general or specific language needs, which can be implied in developing goals, objectives and contents for a language program.It also provides data that can serve as a basis for reviewing and evaluating existing program.

RESEARCH METHODOLOGY

This research applies two main types of research: quantitative and qualitative. Quantitative research is a type of research that is concerned with an inquiry into an identified problem, based on testing a thory composed of variables, measuring with numbers, and analyzing data using statistical techniques. (Nunan 1992:3) Meanwhile Gay and Airasian (2000:11) mention that quantitative approaches are used to describe current conditions, investigate relationships, and study cause-effect relationship. In this study, questionnaires are used to look for primary data. They are used to assess the English language needs of travel agents in Jakarta. To ensure validity and reliability, interviews are also applied. The construction of the questionnaires is conducted through several steps. First, the researcher reviewed a number of research studies related to need analysis in ESP. Then, examples of questionnaires are studied for their frameworks. The results of the questionnaires are then computer-codedand analyzed with the help of the statistical techniques. The statistical procedures in the present study are as follows: frequency distribution, percentage, arithmetic means, and standard deviation. The data are analyzed using statistical procedures.

RESULT AND DISCUSSION Demographic Data

Out of the total number of 35 participants, 45% of them were male, whereas 54.3% were female. Regarding their educational background, 34% obtained 3-year diploma, 28.6% obtained bachelor’s degree, while 8.6% did a postgraduate degree. The majority of the participants or 34.3% had worked for more than 10 years, while 25.7% had worked for 5 – 10 years, and 20% for 3-5 years. Only 14.3 % had worked less than 2 years. Of the participants, 42.9% were at the age of 20 – 25. Most of the participants thought that English language was important in their present occupation. The majority of participants (65.7%) had intermediate level of English proficiency, while those who had elementary level was 20% and advanced level was only 14.3%. Also, the travel agents ranked grammar or appropriate expressions as the most difficult language skill with mean score 6.56followed by vocabulary, translation, speaking, pronunciation, listening, writing, and the easiest one according to the participants was reading.

General Opinions For the necessity of English Language Element, the participants felt that using English language skills were highly needed in their jobs, particularly listening was rated essential for the travel agents in Jakarta, whereas speaking, reading, writing, translation, pronunciation, vocabulary and grammar were very necessary for them. For a question on the level of difficulty, the travel agents felt that all the English language elements fairly difficult for them. Grammar was given the highest score of difficulty (mean = 3.12), while reading was considered the least difficult (mean = 2.66).

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Comparison between Needs and Problems The participants were asked to fill in the questionnaire regarding their needs and problems in English language skills. The result was as follows. Listening According to Table 4.1, the travel agents in Jakarta mostly needed to listen to English in their job. The need of listening skill elements was rated to a high extent, while the problem in using them was moderate except for listening to telephone conversation. They highly needed to understand what clients want and found many problems in listening to telephone conversations. However, they had less need to listen to verbal instructions and less problem in listening to news related to tourism.

Speaking According to Table 4.2 in the area of speaking, the needs of English language for th travel agents in each elements of speaking skills was related to a high extent. Meanwhile the problems encountered in speaking were generally moderate. It was found that the travel agents significantly needed telephone conversation with clients and provide information about travel plans. However, they found more problems in face to face conversation with clients. The travel agents had less need to give details about foreign exchange in their jobs and even if they had to give details in English they did not consider it as a major problem.

Reading According to Table 4.3, in reading skills, the travel agents had the highest needs in getting detailed information of tourist documents and the less need in reading article from journal, memo and fax. In general, the travel agents had moderate problems in eading skills. The lowest problem was reading information from the internet, while the highest problem was reading articles from travel magazines.

Writing As shown in Table 4.4, in the area of English writing, the travel agents needed to use these skills in writing business letter and time table most. In general, they found moderate problem in writing. Writing advertisements was the highest problem for them while taking telephone message was the least problem.

Translating According to Table 4.5, translation skill was needed by the travel agents, they found moderate problem in translation. They needed translating information for clients most. Translating documents and notices was also an important need. Needs of translating news was not very significant. Regarding the problem, they found translating business letters was quite problematic, but translating documents was the least problematic.

Pronunciation As shown in Table 4.6, the travel agents had a high need of pronunciation skills and moderate problem in it. They mostly need to speak English with appropriate word intonations and speaking English with appropriate word stress was their major problem. However, pronouncing English consonant sounds was a lesser need and a lesser problem for them.

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Vocabulary According to table 4.7, in general the travel agents felt that English vocabulary was needed a lot in their job, and they encountered moderate problems in vocabulary. They needed to know the vocabulary related to tourism industry the most and they found problems in understanding vocabulary in the tourism news. However, vocabulary in the tourism news was the least needed and vocabulary related to food was the least problematic to them.

Grammar and Appropriate Expression According to table 4.8, in general the travel agents considered grammar and appropriate expression were greatly needed but the problems encountered were moderate. They mostly needed to show their understanding to the clients but they did not have a significant problem in doing it. They found problems the most in dealing with complaints and expressing agreement and disagreement. Expressing cultural differences was least needed in their job.

CONCLUSION & SUGGESTION

As a conclusion, as suggested by the tables regarding the overall participants’ needs and problems in English language, the travel agents had higher needs of English language compared to the problems they encountered. Their overall needs reflected what skills of English language they had to use in their job to perform the task effectively and implied what they would like to master when they learn English. The problems they encountered according to this research depicted the elements of language they would like to improve in order to perform better in their job

From the whole data, it can be inferred that there is always increasing need in English language for travel agents. Unfortunately, there rises great disrepancy between this need and problems, since the data revealed their varied difficulties in most aspects of English. In this view, in order to overcome the problems there should be strong efforts in upgrading their skills both formally and informally. In formal education, the curriculum for English for travel agents shall cater the real data from the needs and wants from this research. In informal case, there should be regular programs from travel agents management to provide regular English training for their staffs. Without those efforts, it seems to be rather difficult to expect that travel agents in Indonesia will be ready to provideexcellent service fortheforeigners.

It is highly recommended for future researchers to investigate this subject in wider scope, not only in Jakarta but also in Bali, Yogyakarta, and other tourists’ destination Indonesia. In addition, there should be material development for ESP course as a follow-up of this need analysis. This is essential as most of the textbooks for ESP course are taken for international publishers which have not been adjusted with the learners’need.

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BIBLIOGRAPHY

Basturkmen, Helen. 2010. Developing Courses in English for Specific Purposes. PalgraveMacmillan Baum, Tom. International Migration Branch and Sectoral Activities Department. Geneva.International Migration Paper No.112. ILO Gay, L.R and Peter Airasian.2000. Educational Research: Competencies for Analysis andApplication. Prentice Hall Hemmington, Nigel.2007. From Service to Experience: Understanding and Defining theHospitality Business. The Service Industries Journal. September. Volume 27 Hutchinson, Tom and Alan Waters.1987. English for Specific Purposes : A Learning- centredapproach. Glasgow. Cambridge University Press Kachru, Yamuna and Cecil L. Nelson. 2006. World Englishes in Asian Context. Hongkong University Press Lauder, Allan. 2008. The Status and Function of English in Indonesia : A Review of KeyFactors. Makara Sosial Humaniora. Vol 12 No. Long, Michael H.2005. Second Language Need Analysis. Cambridge University Press Nation I.S.P and John Macalister.2010.Language Curriculum Design. Routledge New York Nunan, David.1992. Research Methods in Language Learning. Cambridge University Press Ruhanen, Lisa. 2009. The Tourism Labor Market in the Asia Pacific Region.Fifth UNWTO International Conference on Tourism Statistics ___. 2014. Berita Resmi Statistik. BPS. No 12/02/Th.XVII. February 3

APPENDICES

Table 4. 1 : The travel agent’s needs and problems of English listening skills in their job

Needs and Problems of Listening Mean S,D Meaning

Pair 1 Listening to verbal instructions (Needs) 3.6857 1.05081 A lot

Listening to verbal instructions (Problem) 3.0000 .76696 Moderate

Listening to spoken discourse on tourism topics

3.6857 1.07844 A lot

Pair 2 (Needs)

Listening to spoken discourse on tourism topics

3.0000 .72761 moderate

(Problem)

Listening to face to face conversations (Needs) 3.7429 1.06668 A lot

Pair 3 Listening to face to face conversations (Problem) 3.0286 .85700 moderate

Pair 4 Listening to telephone conversations (Needs) 3.8286 1.04278 A lot

Listening to telephone conversations (Problem) 3.5429 3.30190 A lot

Understanding what clients want (Needs) 4.0286 1.09774 A lot

Pair 5 Understanding what clients want (Problem) 2.9714 .82197 moderate

Listening to reservation details (Needs) 3.8286 1.12422 A lot

Pair 6 Listening to reservation details (Problem) 2.8857 .83213 moderate

Pair 7 Getting personal details of clients (Needs) 3.8571 1.08852 A lot

Getting personal details of clients (Problem) 2.9714 .92309 moderate

Pair 8 Listening to news related to tourism (Needs) 3.7143 1.01667 A lot

Listening to news related to tourism (Problem) 2.9429 .72529 moderate

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Table 4. 2: The travel agent’s needs and problems of English speaking skills in their job

Meaning

Needs and Problems of Speaking Mean S.D

Face to face conversation with clients (Needs) 3.8571 1.03307 A lot

Pair 1

Face to face conversation with clients (Problems) 3.0286 .82197 moderate

Telephone conversation with clients (Needs) 3.9143 .98134 A lot

Pair 2

Telephone conversation with clients (Problems) 2.9143 .78108 moderate

Providing information about travel plans (Needs) 3.9429 1.02736 A lot

Pair 3

Providing information about travel plans (Problems) 2.9714 .78537 moderate

Suggesting tourism objects. (Needs) 3.8286 .98476 A lot

Pair 4

Suggesting tourism objects. (Problems) 2.8857 .79600 moderate

Giving details about transportation (Needs) 3.7143 .98731 A lot

Pair 5

Giving details about transportation(Problems) 2.9714 .85700 moderate

Giving directions (Needs) 3.7647 .98654 A lot

Pair 6

Giving directions (Problems) 3.0000 .73855 moderate

Asking for information from clients (Needs) 3.8529 1.07682 A lot

Pair 7

Asking for information from clients (Problems) 3.0000 .92113 moderate

Inquiring clients’ needs and decision (Needs) 3.8571 .94380 A lot

Pair 8

Inquiring clients’ needs and decision (Problems) 2.9143 .88688 moderate

Negotiating (Needs) 3.7429 1.03875 A lot

Pair 9

Negotiating (Problems) 2.9143 .85307 moderate

Taking a reservation (Needs) 3.7647 1.10258 A lot

Pair 10

Taking a reservation (Problems) 2.9118 .83003 moderate

Pair 11 Giving details about foreign exchange (Needs) 3.6000 1.16821 A lot

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Meaning

Needs and Problems of Speaking Mean S.D

Giving details about foreign exchange (Problems) 2.8000 .67737 moderate

Making calls for clients (Needs) 3.6571 1.05560 A lot

Pair 12

Making calls for clients (Problems) 2.8571 .80961 moderate

Explaining pricing (Needs) 3.8571 1.06116 A lot

Pair 13

Explaining pricing (Problems) 2.8571 .80961 moderate

Table 4. 3: The travel agent’s needs and problems of English reading skills in their job

Needs and Problem of Reading Mean S.D Meaning

Reading written document related to tourist industry

3.5143 1.14716 A lot

(Needs)

Pair 1 Reading written document related to tourist industry

2.8571 .77242 moderate

(Problems)

Pair 2 Reading news related to tourism (Needs) 3.4571 1.19663 A lot Reading news related to tourism (Problems) 2.8857 .79600 moderate

Pair 3 Reading articles from tourism journal (Needs) 3.3235 1.14734 moderate

Reading articles from tourism journal (Problems) 2.8235 .79661 moderate Getting detailed information of tourist documents (Needs) 3.6571 1.13611 A lot

Pair 4 Getting detailed information of tourist documents

2.9143 .78108 moderate

(Problems)

Pair 5 Reading information from internet, email (Needs) 3.4857 1.14716 A lot

Reading information from internet, email (Problems) 2.8000 .79705 moderate

Pair 6 Reading memo, fax. (Needs) 3.2857 1.07297 moderate

Reading memo, fax (Problems) 2.9143 .78108 moderate

Pair 7 Reading brochure or tourist leaflet (Needs) 3.5429 1.12047 A lot

Reading brochure or tourist leaflet (Problems) 2.9714 .85700 moderate

Pair 8 Reading articles fromtravel magazines(Needs) 3.4571 1.09391 A lot

Reading articles fromtravel magazines (Problems) 3.0000 .80440 moderate

Table 4. 4: The travel agent’s needs and problems of English writing skills in their job

Needs and Problems of Writing Mean Std. Deviation Meaning Pair 1 Writing business letter and memos (Needs) 3.6571 .99832 A lot Writing business letter and memos (Problem) 3.0857 .81787 moderate Pair 2 Writing faxes in a proper format (Needs) 3.4000 1.06274 moderate Writing faxes in a proper format (Problem) 3.1143 .90005 moderate Pair 3 Producing leaflets or brochures (Needs) 3.6286 1.00252 A lot Producing leaflets or brochures (Problem) 3.0857 .91944 moderate Pair 4 Writing text for giving information (Needs) 3.6286 1.00252 A lot Writing text for giving information (Problem) 3.0000 .97014 moderate Pair 5 Writing time tables (Needs) 3.7429 1.01003 A lot Writing time tables (Problem) 2.9714 .92309 moderate Pair 6 Writing travel plans (Needs) 3.6286 1.08697 A lot Writing travel plans (Problem) (Problem) 2.9429 .90563 moderate Pair 7 Taking telephone messages (Needs) 3.6571 1.08310 A lot Taking telephone messages (Problem) 2.8571 .84515 moderate Pair 8 Writing advertisements (Needs) 3.6286 .94202 A lot Writing advertisements (Problem) 3.1429 .73336 moderate Pair 9 Writing e-mails (Needs) 3.6000 1.11672 A lot Writing e-mails (Problem) 2.8000 .93305 moderate 8

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Table 4. 5: The travel agent’s needs and problems of English translation skills in their job.

Needs and Problems in translating Mean Std. Deviation Meaning

Pair 1 Translating information for clients (Needs) 3.7143 1.17752 A lot

Translating information for clients (Problems) 3.0286 .85700 moderate

Pair 2 Translating documents,(Needs) 3.6571 1.13611 A lot

Translating documents (Problems) 2.8857 .86675 moderate

Pair 3 Translating news (Needs) 3.5143 1.14716 A lot

Translating news (Problems) 3.0857 .88688 moderate

Pair 4 Translating business letters (Needs) 3.6000 1.19312 A lot Translating business letters (Problem) 3.1143 .86675 moderate

Translating signs and notices(Needs) 3.6571 1.21129 A lot

Pair 5 Translating signs and notices (Problem) 3.0857 .91944 moderate

Table 4.6: The travel agent’s needs and problems of English pronunciation skills in their job.

Needs and Problems in Pronunciation Mean Std. Deviation Meaning

Pair 1 Pronouncing English consonant sounds (Needs) 3.5429 1.12047 A lot

Pronouncing English consonant sounds (Problem) 2.9429 .83817 moderate

Pair 2 Pronouncing English vowel sounds(Needs) 3.6176 1.10137 A lot Pronouncing English vowel sounds (Problem) 3.0294 .86988 moderate

Pair 3 Speaking English with appropriate word stress(Needs) 3.5429 1.19663 A lot

Speaking English with appropriate word stress (Problem) 3.0000 .90749 moderate Speaking English with appropriate word intonation

3.6571 1.13611 A lot

Pair 4 (Needs)

Speaking English with appropriate word intonation

2.9714 .92309 moderate

(Problem)

Table 4.7: The travel agent’s needs and problems of English vocabulary in their job.

Needs and problems of Englsih vocabulary Mean S.D Meaning

Pair 1 Vocabulary related to tourism industry (Needs) 3.7714 1.13981 A lot Vocabulary related to tourism industry (Problems) 3.0286 .78537 moderate Pair 2 Vocabulary in the tourism news (Needs) 3.5714 1.06511 A lot Vocabulary in the tourism news (Problems) 3.1429 .77242 moderate Pair 3 Vocabulary related to transportations (Needs) 3.6857 1.07844 A lot Vocabulary related to transportations (Problems) 2.9714 .78537 moderate Pair 4 Vocabulary related to accommodation (Needs) 3.6286 1.16533 A lot Vocabulary related to accommodation (Problems) 3.0571 .80231 moderate Pair 5 Vocabulary related to culture (Needs) 3.6571 1.10992 A lot Vocabulary related to culture (Problems) 3.1143 .75815 moderate Pair 6 Vocabulary related to festivals and holidays (Needs) 3.7143 1.04520 A lot Vocabulary related to festivals and holidays (Problems) 3.1143 .75815 moderate Pair 7 Vocabulary related to giving directions (Needs) 3.6857 1.05081 A lot Vocabulary related to giving directions (Problems) 3.1143 .79600 moderate Pair 8 Vocabulary related to food (Needs) 3.6571 1.13611 A lot Vocabulary related to food (problems) 2.9429 .72529 moderate

Table 4.8: The travel agent’s needs and problems of English vocabulary in their job.

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Needs and Problems of Grammar and Appropriate Expressions Mean Value Meaning

Pair 1 Greetings (Needs) 3.7714 A lot

Greetings (Problems) 2.7714 moderate

Pair 2 Welcoming Clients (Needs) 3.8000 A lot

Welcoming Clients (Problems) 2.8000 moderate

Expressing thanks (Needs) 3.8000 A lot Expressing thanks (Problems) 2.7714 moderate Pair 3

Pair 4 Apologizing (Needs) 3.8286 A lot Apologizing (Problems) 2.7429 moderate

Showing understanding (Needs) 3.9118 A lot Showing understanding (Problems) 2.7353 moderate Pair 5

Pair 6 Dealing with complaints (Needs) 3.8286 A lot

Dealing with complaints(Problems) 2.9714 moderate

Making confirmations (Needs) 3.8571 A lot Making confirmations (Problems) 2.8857 moderate Pair 7

Pair 8 Giving advice and suggestions (Needs) 3.7429 A lot Giving advice and suggestions (Problems) 2.8286 moderate

Pair 9 Making appointments (Needs) 3.7143 A lot Making appointments (Problems) 2.8857 moderate

Pair 10 Expressing agreement and disagreement (Needs) 3.7429 A lot

Expressing agreement and disagreement (Problems) 2.9714 moderate

Pair 11 Expressing cultural differences (Needs) 3.6286 A lot

Expressing cultural differences (Problems) 3.0000 moderate

Pair 12 Expressing obligations and necessity (Needs) 3.6571 A lot

Expressing cultural differences (Problems) 2.8857 moderate

Using telephone language (Needs) 3.6286 A lot

Pair 13 Using telephone language (Problems) 2.8286 moderate

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ILLOCUTIONARY ACTS FOUND IN “TWILIGHT” MOVIE: A CONTEXTUAL ANALYSIS OF MEANINGFUL COMMUNICATION

Reza Resdyantika Andi Rustandi [email protected]/[email protected] Dept of English Education, Faculty of Teacher Training and Education, Galuh University, Ciamis, West Java, Indonesia

ABSTRACT An Illocutionary act is the act that is performed in saying something. In this research, the writer analyzes illocutionary acts used by the main characters of “Twilight” movie. This research focuses on Illocutionary acts analyzes the literal meaning and contextual aspect used by the main characters to answer the problems of this study: (1) What are the literal meanings that found in “Twilight” movie to help the meaning of communication/conversation? (2) What are the contexts of situations that used to help the meaning of communication/conversation in “Twilight” movie? The writer takes the context of situation of illocutionary acts as the problem of the study. In the data findings, it was found that illocutionary acts are found in the dialogue of the main characters in the “Twilight” movie script. This research can be advantageous to the English teacher for activities learning material in exploring speaking skills, such as role play in accordance with a play written by the students are good for practicing speech act. Key words: Illocutionary acts, literal meaning, context of situation, Twilight movie.

INTRODUCTION Understanding the speaker’s meaning is very important in communication. When people read or hear the utterances, they do not only try to know the definition of word, but they also want to understand the meaning of the writer or speaker conveys. When the hearer is doing an act, it means that he or she is doing illocutionary act. As Austin said in Divani and Sihombing (2013), “Illocution is an act in saying something. It is part of the speaker’s strategy in meaningfully using language”. Illocutionary acts can be found in many kinds of communication. One of them is movie. A movie consists of many dialogues between its characters that can be analyzed using illocutionary acts. The illocutionary act is analyzed related the context about what’s going on behind the text. Context is the speaker’s background knowledge assumed to be shared which contributes to hearer’s interpretation of what is means by given utterance. It is supported by Thomas in Paltridge (2006) in Azizah (2013) that “Context is produced in interaction”. If someone gives interpretation or translation of the sentence or utterance without seeing the context (where or when the conversation took place, who said the sentence or utterance, what are the purposes of the talks, the way of the speaker expresses his ideas, in a speech activities of what was delivered) then it is doubtful to be able to capture what is real information to be conveyed by the speaker. From explanation above, it concludes that context is the result of the hearer or the reader interprets the utterances based on the background. Without context, the readers or the hearers will get misunderstanding in their communication. Besides, people will have difficulty in interpreting what are being said. That is the reason why people have to

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interpret the meaning of communication or language through illocutionary acts and the context.

METHODS The writer applied descriptive qualitative method as its design. Kothari (2004, p. 37) explained that descriptive research studies are those studies which are concerned with describing the characteristics of a particular individual, or of a group. In this research, the populations of this study were all the dialogues in Twilight movie from 138 scenes. The sample of this research was the main character’s dialogue and the writer just took 60 data for analyzed the literal meaning, and the writer took 30 data for analyzed the contextual aspect. Besides, the writer used purposive sampling as sampling technique. In conducting the data, the writer used content analysis. Fraenkel and Wallen (2012, p. 427) state that content analysis was the technique that enabled the researcher to study human behavior in an indirect way, through an analysis of their communication. The technique of collecting data started with reading and observing the conversation script of Twilight movie throughly. Further, the steps of collecting data were started by selecting and identifying particular dialogues one by one that has relation to the research, namely the utterances that contain the illocutionary acts used by the main characters. The last, the researcher classifying and analyzing the utterances that contain illocutionary acts used by the main characters in Twilight movie by using literal meaning and contextual aspect.

FINDINGS The writer found many conversations that contain illocutionary acts. The writer marked the conversation between the main character that contained general function of illocutionary acts such as congratulating, praising, offering, refusing, requesting, apologizing, etc. Here, the writer analyzed the Twilight movie used literal meaning. For example: Utterances Literal Meaning Rene : Good luck at your new Those utterances showed that they prayed each other school! Don’t forget to write; “We’ll for the best. Her mother wishing Bella to get lucky for miss you.” (Congratulating) her new school and she remembered Bella to give a Bella : Have a good...life. news that she will miss her mom. Bella also praised her mother to have a good life. (Praising)

Rene : Now, you know if you In Rene’s utterance means that she was offering change your mind, I’ll race back her daughter to take her back if she changed her here from wherever the game is. minds. Here, Bella refused her mother and tried (Offering) to state her wishes that she won’t change her Bella : I won’t change my mind, minds to move back. She does not want live with

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mom. (Refusing) her mother.

Edward : There must be Those utterances above showed that the Edward something open sixth period. requested to the administrator to move into Physics? Biochem? physics class or biochem class. He did not want (Requesting) stay in biology calss. But, the administrator Administrator : No, every apologized to Edward and said that those class class is full. I’m afraid you’ll have was already full. So he have to stay in biology to stay in biology. I’m so sorry. class. (Apologizing)

In analyzing the second research question, the writer found that there were conversation that contained context of situation. The writer took the context of situation from the Twilight movie adapted by Holmes. Here the writer presented the context of situation included participant, setting, topic, and function. For example:

Data 1

Charlie : Your hair’s longer. Bella : I cut it since last time I saw you.

Charlie : Guess it grew out again.

The participants : Bella and Charlie

The setting : Police cruiser - Day

The topic : Bella’s hair The function : Bella sits next to her father. They looked like a clumsy.

The situation strained. Charlie introverted like Bella. Charlie stated that Bella had a long hair. He stated like that was just to open a conversation while he was driving a car. Bella has cut her hair when the last time she met with Charlie, a few years ago. Charlie realized that bella’s hair already looks even longer. She just nods and silence. Data 2

Edward : There must be something open sixth period. Physics? Biochem?

Administrator: No, every class is full. I’m afraid you’ll have to stay in biology. I’m so sorry.

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The participants : Edward and adminstrator

The setting : Administration office - Day

The topic : Moving class

The function : Edward went to administrator office to meet administration. He wanted to move into physics or biochem class for sixth period. He does not want to stay in biology class because he felt uncomfort near Bella. He wanted to stay away from Bella. But he can not move into another class because those classes were full. The administrator apologized to him and he have to stay in biology class.

REFERENCES

Divani, A., & Sihombing, L. (2013). An analysis of illocutionary acts of the main character of transformers movie “dark of the moon”. 2(3), 2013. Fraenkel, J.R & Wallen, N.E. (2012). How to design and evaluate research in education 8th edition. San Fransisco: The McGraw-Hill Companies, Inc.

N, Azizah. (2015). An analysis of illocutionary acts used by a main character in “Akeelah and the bee” movie. Digital Library UIN Sunan Ampel. Kothari, C.R. (2004). Research methodology: methods and techniques 2nd revised edition. New Age International Publisher.

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ENHANCING STUDENTS’ ENGAGEMENT THROUGH DIGITAL STORY TELLING: HOW AND WHY?

Rima Hermawati and Asri Siti Fatimah [email protected] [email protected] Siliwangi University

ABSTRACT In recent years, the use of new technologies has increased the quality of educational systems in the world. The impact of new technologies in educational contexts has given educators the opportunity to boost their knowledge, skills, and therefore heighten the standard of education. However, education systems still face many challenges including the way to enhance the student engagement to provide better educational outcomes. It has become increasingly important to use innovative method in order to help teachers to engage the students’ attitude toward teaching learning process. Digital storytelling, a new pedagogical endeavor that emerged from the proliferation of digital technologies including digital cameras, photo editing software, authoring tools, and Web 2.0 technologies, is believed as the deep and meaningful learning which can be utilized on appealing the students to learn. Therefore, this study is aimed at investigating the use of digital story telling on student learning. Moreover, the teacher’s perspective is also scrutinized in order to find out its effectiveness and reasons of using it in the English classroom context Keywords: Digital storytelling, Student engagement

INTRODUCTION From the past times to the present, storytelling served as a popular education tool, utilized to transfer knowledge from one generation to another. Over the past few years the processes used for creating stories has been changing, the variety of media used to deliver the message. Storytelling, in general, is a powerful pedagogical approach that can be used to enhance learning outcomes for general, scientific and technical education (Sharda 2007). Stories have been told as a way of passing on traditions, heritage and history to future generations. Even today people continue to tell stories through new digital media tools. A digital story can be viewed as a merger between traditional storytelling and the use of multimedia technology Technological advances, such as digital cameras, editing software and authoring tools, have increased the use of technology in the classroom to help students in constructing their own knowledge and ideas to present and share them more effectively. Computers, digital cameras, editing software, and other technologies are becoming more readily accessible in the classrooms, and provide learners and teachers with the tools to create digital stories more easily than ever before. Digital storytelling helps students to develop their creativity to solve important problems in innovative ways (Ohler 2008). It is an effective pedagogical tool that enhances learners’ motivation, and provides learners with a learning environment conducive for story construction through collaboration, reflection and interpersonal communication. Students can use multimedia software tools as well as other technology skills to create digital stories based on given educational issues. Digital storytelling is used as a tool of multimedia production for education purposes. Therefore, this is becoming a part of our lives, and is on the threshold of becoming an important part of teaching and learning as well. All of this is being facilitated

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by ready access to hardware, such as digital cameras and scanners, in conjunction with easy to use software. The power of storytelling as a pedagogical tool has been recognized since the beginning of humanity, and in more recent times, for e-Learning. Digital storytelling has become a modern embodiment of the traditional art of oral storytelling; it allows almost anyone to use hardware and software to weave personal stories with the help of still/moving images, music, and sound, combined with the author’s creativity and innovation. This research project aimed to explore the impact of digital storytelling on student engagement and learning outcomes. It focuses on exploring the potential of digital storytelling as an innovative teaching and learning method, and investigates the impact of digital storytelling on student learning. The research involved a case study of a Mualimin school. It explored the use of digital storytelling within the primary and secondary level. In selected classrooms students and teachers had the opportunity to engage in innovative learning experiences based on digital storytelling. The outcomes of this research project aim to help teachers and learners tap into the power of digital storytelling and partake in more engaged teaching and learning.

LITERATURE REVIEW In recent years, our lives have become more involved with technological tools. Developing technology resulted in new generations being more technology savvy than their parents. Consequently, researchers have argued that “the impact of the digital technologies and especially the Internet in the 21st century post-secondary classroom is unquestionable and dramatic” (Tamim et al. 2011). According to Prensky, today’s students are the first generation to grow up surrounded by digital technology (Prensky 2001). During their daily lives these students have been routinely exposed to computers, electronic games, digital music players, video cameras and mobile phones. They are immersed in instant messaging, emails, web browsing, blogs, wiki tools, portable music, social networking and video sites. These technologies allow them to communicate instantly and access any information from virtually any place by pushing a few buttons. It is likely that the rise of some changes in educational practice, such as distance education and online learning, has been the response to the integration of computers and the Internet to the new generation’s lives. Today’s school environment includes technology, and teachers use it on a daily basis; the basic school infrastructure includes computers, printers, scanners, digital cameras and the Internet, and the majority of teachers have access to word processing, calculations, multimedia and communication software. According to Pitler, “Applied effectively technology not only increases students’ learning, understanding, and achievement, but also augments their motivation to learn, encourages collaborative learning, and develops critical thinking and problem-solving strategies” (Pitler 2006). Therefore, attention should be given to the subject of technology integration.

Digital Storytelling

Digital storytelling emerged at the Center for Digital Storytelling in California in the late 1980s as a method employed by community theatre workers to enable the recording, production, and dissemination of stories. Normann defines digital storytelling as “a short story, only 2–3 minutes long, where the storyteller uses his own voice to tell his own story. The personal element is emphasised, and can be linked to other people, a place, an interest or to anything that will give the story a personal touch” (Normann

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2011). This has developed in a number of ways, shaped by advances in personal computing and recording technology, and by its use in a range of academic and non- academic contexts. Benmayor’s digital storytelling definition is: “a short multimedia story that combines voice, image, and music” (Benmayor 2008). According to Kajder, Bull & Albaugh, a group of still images, combined with a narrated soundtrack, constitutes a digital story as long as they relate a story. Focusing on its presentation on screen, Alan Davis offers another definition of digital story as “a form of short narrative, usually a personal narrative told in the first person, presented as a short movie for display on a television or computer monitor or projected onto a screen” (Kajder et al. 2005). Digital storytelling makes use of low-cost digital cameras, non-linear authoring tools and computers to create short multimedia stories to accomplish social endeavours of storytelling. It is a technology application which takes advantage of user-contributed content and assists teachers in utilising technology in their classrooms (Meadows 2003).

Digital Storytelling: A Constructivist Approach To Learning Constructivism is one of the most influential educational approaches developed in recent times. It overlaps the cognitive learning school in many ways; however, it is characterized by its emphasis on learning through the use of authentic contexts, and a focus on the importance of the social dimension of learning. Wilson defines it as “a place where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problemsolving activities” (Wilson 1996). Digital storytelling can thus facilitate a constructivist approach for teaching and learning. It can be a helpful educational tool, as it provides a vehicle for combining digital media with innovative teaching and learning practices. Apart from building on learners’ technology skills, digital storytelling encourages additional educational outcomes. It enhances learners’ motivation, and helps teachers in building constructivist learning environments that encourage creative problem solving based on collaboration and peer-to-peer communication. In addition, digital storytelling can be used to facilitate integrated approaches to curriculum development, and engage learners in higher order thinking and deep learning (Dakich 2008). Therefore, the mission of this research is to create a methodology for building constructivist learning environments based on digital storytelling, the outcomes of this research project aim to help teachers and learners tap into the power of digital storytelling and partake in more engaged teaching and learning.

METHOD This research project investigated impact of digital storytelling on student engagement and outcomes. This research involves a case study of a Mualimin school, and explores the use of digital storytelling within the primary and secondary level. In the selected classrooms students and teachers had the opportunity to engage in innovative learning experiences based on digital storytelling. In order to enhance the reliability and validity of the research, both qualitative and quantitative methods of data collection and analysis were used. A rubric was used to collect quantitative data, while interviews and observation were used to collect qualitative data. Data collection and analysis of the feedback provided by teachers was based on mixed methods research to thoroughly evaluate the benefits of digital storytelling in teaching and learning.

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RESULT This section will focus on the main conclusion derived from the discussion of main findings related to student’s engagements and learning outcomes, as well as the teacher perceptions about digital storytelling as a pedagogical tool.

Enhancing Engagement Based on the observation, the findings of this research indicate that levels of student engagement fluctuate between medium and high. In other words, students were always engaged in the classroom. The use of software and conducting searches for digital media took these levels to very high, and were the highest for student presentations. In all cases students liked using technology, searching the internet, and watching other digital stories. There were some differences in implementation. For instance, year 10 students had very low engagement levels when they had to complete their storyboards. Year 12students had a constant, high level of engagement as they occasionally presented their completed works. Some year 14 students’ lack of interest in school curriculum presented as an engagement problem. However, the use of digital media managed to increase their engagement level. The findings are also in agreement with the current literature which encourages this new teaching approach, that is, digital storytelling permits students to utilize technology in an effective manner. Digital storytelling makes practice and training more engaging, diverse, and customised to their needs and challenges, which makes it more realistic. In this sense, it encourages students to focus on using English to communicate with classmates. Digital storytelling has the advantage of engaging three different senses: hands, eyes and ears. On the other hand, the findings of this research indicate students had a hard time getting engaged in the class when they had to finish their storyboard; some students were not interested in any school activity including digital storytelling. Therefore, they had a low engagement level. However, when these students started recording their own videos, engagement levels increased significantly. Consequently, it is possible to use digital storytelling to integrate instructional messages with learning activities to create more engaging and exciting learning environments.

Overall Mean Level of Student Scores Figure 1 shows the mean of overall scores received by students for digital story quality for all cases. The overall scores were very close, despite the differences in age, subject, knowledge, technology use, etc. Nevertheless, the students in primary school, received the lowest scores while those in secondary school had much better results. There are two reasons for this. Firstly, primary school students did not have prior exposure to Moviemaker software while more secondary school students had used it before.

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Furthermore, age and ability to learn technological subjects have sme impact. When compared with primary school students, secondary school students have the ability to learn faster and learn more. They use the internet and computer more regularly than primary school students. This was apparent during the study where the primary school students worked on their stories only in the class. On the other hand, secondary school students worked more regularly on their stories, both inside and outside the class.

Figure 2 shows the mean score obtained for the selected criteria for the five case studies. This shows that primary school students performed well in story aspects such as purpose, plot, pacing of narrative, dramatic question, story characters, and emotional content.

This is because they planned their storyboard well. The key to their success was that they spent more time in writing and editing their story with some help from the teacher, before actually starting the creation process. However, they did not perform as well in technological components, emotional content and economy of the story.

Teacher Perceptions about Student Learning Through Digital Storytelling Teachers had a positive attitude towards the use of digital storytelling as a teaching tool in their classrooms, as both students and teachers had the opportunity to improve their technological skills, which included the use of various electronic devices, as previously mentioned. Teachers indicated that digital storytelling increased and enhanced the use of technology in the classroom, which helped students improve their technical skills and

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information literacy; digital storytelling can also be applied to subjects such as English and History.

CONCLUSION Since the main aim of this research was to investigate the impact of digital storytelling on student learning, the outcomes of this research will enable both teachers and students to tap into the power of digital storytelling and more engaged teaching and learning. This study contributes to new understandings of how to create authentic and constructivist learning contexts that can be used in a range of educational settings. Consequently, the new knowledge generated by this research can inform future educational policy. This research presented a new e-Learning Digital Storytellin framework for using digital storytelling as a pedagogical model for constructivist learning. In addition, even though the findings of this research are important and have the potential to inform policy, practice and theory, generalisations could not be derived due to the following reasons. The research only included participants from one school (even though there were two levels: primary and secondary) and limitations related to the participant sample used, since unequal numbers of students from primary and secondary schools took part in this research. In future research this limitation could be overcome by using multiple sites instead of one school, and the same participant sample.

REFERENCES Normann, Digital Storytelling in Second Language Learning, in Faculty of Social Sciences and Technology Management (Norwegian University of Science and Technology, 2011), p. 125. G Wilson, Constructivist learning environments: Case studies in instructional design (Educational Technology Publications, Englewood Cliffs NJ, 1996) Meadows, Digital storytelling: research-based practice in new media. Vis Commun 2(2), 189–193 (2003) Dakich, “Theoretical and Epistemological Foundations of Integrating Digital Technologies in Education in the Second Half of the 20th Century”, in Reflections on the History of Computers in Education (Springer Berlin Heidelberg, 2014), pp. 150–163 Pitler, Viewing technology through three lenses. Principal-Arlington 85(5), 38–42 (2006) Ohler, Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (Corwin Pr, Thousand Oaks, CA, 2008) Prensky, Digital natives, digital immigrants part 2: do they really think differently? On the Horizon 9(6), 1–6 (2001) Sharda, Applying movement oriented design to create educational stories. Int J Learn 13(12), 177–184 (2007) Benmayor, Digital storytelling as a signature pedagogy for the new humanities. Arts Humanit High Educ 7(2), 188–204 (2008)

M Tamim, G Lowerison, RF Schmid, RM Bernard, PC Abrami, A multi-year investigation of the relationship between pedagogy, computer use and course effectiveness in postsecondary education. J Comput High Educ 23(1), 1–14 (2011) Kajder, G Bull, S Albaugh, Constructing digital stories, in learning & leading with technology, 2005

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THE USE OF WHATSAPP GROUP IN TEACHING SPEAKING

Riyatno [email protected] Sekolah Tinggi Teknologi Telematika Telkom, Purwokerto, Indonesia

ABSTRACT The development of technology makes teachers easy to handle the class. One of the technologies is WhatsApp (WA). WA can be used as one of media to teach speaking, writing, reading, and listening. Here the teacher determines the materials and divides the class into some groups. As the admin of WA Groups, the teacher makes a WA group consisting of 4 students. Each student has to record his or her voice both in group and individual. The materials the students have to record are taken from their own creativity where they have to produce based on their teacher’s instruction. Other materials can be taken from English text, such as storytelling, recount, and others that can be presented in group or in individual. The students have to upload their recordings previously, namely a day, before the class begins. The teacher has to check each WA group and remind those who have not uploaded their recordings yet. To make sure that what is recorded really belongs to the students, each of them has to perform it in front of the class. The students that belong to the same group give comments and suggestions for the material and performance and so does the teacher. The comments and suggestions have to be kept in mind so that the next material and performance will be better. The evaluation is done by process. Keywords: WhatsApp, WhatsApp Group, speaking, teaching speaking

INTRODUCTION Speaking is one of compulsory subjects in English Department. It means that students have to study it for some semesters in order that they are able to finish their study. To be able to master it, students should use some media that consist of related materials, namely English. The media can help them study speaking. They are able to study pronunciation, intonation, pause, and others.

The problem to study speaking is complicated so that both teacher and students should discuss it. Teacher has to prepare the materials, the strategies, the activities in the class, and the evaluation well. Actually what the teacher should do to improve students’ speaking is not only in the class, but also outside the class. The time to speaking class is only 100 minutes. It means that the teacher has to think deeply in order that the students have the same time to speak. If the number of students is less than 25 per class, each student has enough time to perform speaking ability guided by the teacher. The situation will be different if the number of students joining the speaking class is more than 35 per class. If the situation happens, students have to be active to collaborate with their teacher so that the speaking class runs well.

The use of social media, more or less, helps students and teachers handle speaking class. One of social media I use is WhatsApp. According to Asnawi (2015) “advances in ICT and multimedia now allow for a linguistically rich learning environment.” That is why I have to design this strategy because students are mostly familiar with gadget.

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FINDINGS AND INTERPRETATION

The class that I handle is speaking for daily communication. It consists of 39 students containing 6 male students and 33 female students. Here are the students that join with my speaking class.

No. Students’ Name Male/Female Number 1. 1522404001 Adenia Rizky Irnawati Female 2. 1522404003 Anis Lutfiani Female 3. 1522404004 Ananing Marina Rizqi N. B. Female Andinni Rachmania Nisa 4. 1522404005 Female Pamula 5. 1522404006 Anisa Nurdiana Female 6. 1522404007 Arief Juliant Male 7. 1522404008 Aulia Putri Ardiana Female 8. 1522404009 Basuni Male 9. 1522404010 Bida Lailatul Hidayah Female 10. 1522404012 Din Azizah Female 11. 1522404013 Dinah Azmi Alifah Female 12. 1522404015 Erni Laelatun Naisah Female 13. 1522404017 Farida Fitriani Female 14. 1522404018 Fira Al Ghifari Female 15. 1522404019 Febru Priambada Male 16. 1522404020 Fitriyanti Female 17. 1522404021 Ifana Kurniawati Female 18. 1522404022 Ika Wahyuningsih Female 19. 1522404023 Indah Wahyu Agusti Female 20. 1522404024 Kartikasari Nur Azizah Female 21. 1522404025 Khoerul Inayah Female 22. 1522404026 Laelatul Qodriyah Female 23. 1522404027 Lia Birbiatazzahro Female 24. 1522404028 Maulani Anjani Sukirno Female 25. 1522404029 Miftah Al Mannan Male 26. 1522404032 Nita Muftiani Female 27. 1522404033 Nursita Febriyani Velintina Female 28. 1522404034 Nova Ardianto Male 29. 1522404035 Rahma Setiyaningsih Female 30. 1522404036 Rizki Febi Fitriana Female 31. 1522404037 Sayyidati Novia Nur'aini Female 32. 1522404038 Sifa Ul Hasanah Female 33. 1522404039 Siti Khapsoh Female 34. 1522404040 Syarif Zainul Fuad Male 35. 1522404041 Ummi Nur Khasanah Female

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36. 1522404042 Uswatun Khasanah Female 37. 1522404043 Ni'matul Khoeriyah Female Putri Taqiya Fatimataz 38. 1522404044 Female Zahro 39. 1522404045 Laila Arwaechuerae Female

Among 39 students, one student, namely Ni’matul Khoeriyah, cannot attend the class regularly because she lives in Islamic boarding school. The rest are 38 students that I divide into 10 WA groups. The WA group can be seen in the following.

No. Group Students’ Name WA Number Number 1. I 085 741 xxx 1522404010 Bida Lailatul Hidayah xxx 1522404013 Dinah Azmi Alifah 085 747 xxx 1522404015 Erni Laelatun Naisah xxx 085 741 xxx 1522404037 Sayyidati Novia Nur'aini xxx 2. II Ananing Marina Rizqi N. 1522404004 B. 1522404018 Fira Al Ghifari 085 729 xxx 1522404028 Maulani Anjani Sukirno xxx 085 726 xxx 1522404036 Rizki Febi Fitriana xxx 3. III 1522404007 Arief Juliant 1522404019 Febru Priambada 087 737 xxx 1522404034 Nova Ardianto xxx 085 740 xxx 1522404040 Syarif Zainul Fuad xxx 4. IV 1522404020 Fitriyanti 081 578 xxx 1522404035 Rahma Setiyaningsih xxx 089 648 xxx 1522404045 Laila Arwaechuerae xxx 5. V 085 742 xxx 1522404008 Aulia Putri Ardiana xxx 089 606 xxx 1522404024 Kartikasari Nur Azizah xxx 085 743 xxx 1522404038 Sifa Ul Hasanah xxx 085 786 xxx 1522404042 Uswatun Khasanah xxx

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6. VI 082 138 xxx 1522404003 Anis Lutfiani xxx 085 786 xxx 1522404006 Anisa Nurdiana xxx 082 171 xxx 1522404021 Ifana Kurniawati xxx 083 863 xxx 1522404023 Indah Wahyu Agusti xxx 7. VII 085 726 xxx 1522404001 Adenia Rizky Irnawati xxx 085 747 xxx 1522404012 Din Azizah xxx 087 705 xxx 1522404022 Ika Wahyuningsih xxx 085 846 xxx 1522404032 Nita Muftiani xxx 8. VIII 081 542 xxx 1522404017 Farida Fitriani xxx Putri Taqiya Fatimataz 085 742 xxx 1522404044 Zahro xxx 085 842 xxx 1522404039 Siti Khapsoh xxx 085 747 xxx 1522404041 Ummi Nur Khasanah xxx 9. IX Andinni Rachmania Nisa 082 221 xxx 1522404005 Pamula xxx 1522404025 Khoerul Inayah 1522404026 Laelatul Qodriyah 1522404027 Lia Birbiatazzahro 10. X 085 600 xxx 1522404009 Basuni xxx 085 701 xxx 1522404029 Miftah Al Mannan xxx Nursita Febriyani 085 877 xxx 1522404033 Velintina xxx

In the first three meetings, I had not used WA group to handle the class because the students had to prepare it first. Some students had to wait for some weeks in order that they could buy the gadget containing WA application. It is not fully successful since some students have not sent me their WA number as seen in the table above.

What I did to handle the class was that the students had to discuss a given topic and the class was divided into 10 groups. Here are the topics that I have arranged for the semester.

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Sessions Topics Sources 1. Syllabus Overview Syllabus 2. All about you Touchstone 1 – 10 3. In class Touchstone 11 – 20 4. Favorite people Touchstone 21 – 30 5. Everyday life Touchstone 33 – 42 6. Free time Touchstone 43 – 52 7. Neighborhoods Touchstone 53 – 62 8. Mid Term Test 9. Out and about Touchstone 65 – 74 10. Shopping Touchstone 75 – 84 11. A wide world Touchstone 85 – 94 12. Busy lives Touchstone 97 – 106 13. Looking back Touchstone 107 – 116 14. Fabulous food Touchstone 117 – 126 15. Summing – up and Reflection 16. Final Test

I asked them to discus the topic in the group and then each of them had to speak the result of the discussion using his or her own idea. Actually I hoped that each student was able to speak during the class although the time was limited. Unfortunately, not all students succeeded in giving their opinion due to the limited time. It can be seen in the following table.

No. Students’ Name Presenting Number 1. 1522404001 Adenia Rizky Irnawati 0 2. 1522404003 Anis Lutfiani 0 3. 1522404004 Ananing Marina Rizqi N. B. 1 Andinni Rachmania Nisa 4. 1522404005 1 Pamula 5. 1522404006 Anisa Nurdiana 0 6. 1522404007 Arief Juliant 1 7. 1522404008 Aulia Putri Ardiana 0 8. 1522404009 Basuni 1 9. 1522404010 Bida Lailatul Hidayah 1 10. 1522404012 Din Azizah 0 11. 1522404013 Dinah Azmi Alifah 0 12. 1522404015 Erni Laelatun Naisah 0 13. 1522404017 Farida Fitriani 1 14. 1522404018 Fira Al Ghifari 1

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15. 1522404019 Febru Priambada 1 16. 1522404020 Fitriyanti 1 17. 1522404021 Ifana Kurniawati 0 18. 1522404022 Ika Wahyuningsih 0 19. 1522404023 Indah Wahyu Agusti 0 20. 1522404024 Kartikasari Nur Azizah 0 21. 1522404025 Khoerul Inayah 1 22. 1522404026 Laelatul Qodriyah 1 23. 1522404027 Lia Birbiatazzahro 1 24. 1522404028 Maulani Anjani Sukirno 1 25. 1522404029 Miftah Al Mannan 1 26. 1522404032 Nita Muftiani 0 27. 1522404033 Nursita Febriyani Velintina 1 28. 1522404034 Nova Ardianto 1 29. 1522404035 Rahma Setiyaningsih 0 30. 1522404036 Rizki Febi Fitriana 1 31. 1522404037 Sayyidati Novia Nur'aini 0 32. 1522404038 Sifa Ul Hasanah 0 33. 1522404039 Siti Khapsoh 1 34. 1522404040 Syarif Zainul Fuad 1 35. 1522404041 Ummi Nur Khasanah 1 36. 1522404042 Uswatun Khasanah 0 37. 1522404043 Ni'matul Khoeriyah 0 38. 1522404044 Putri Taqiya Fatimataz Zahro 0 39. 1522404045 Laila Arwaechuerae 0

Students who participated in presenting their ideas were 20 during the class. Those who spoke English after the discussion did not spend more than 4 minutes. They spoke shortly. If all students could present their idea after the discussion, they needed 156 minutes (39 X 4 minutes = 156 minutes). The design was that all students could participate in the speaking class and no one was silent. It means that learning speaking in the class is not enough if the time is limited. Theoretically, students can study in 100 minutes for 2 credits. Again, students who join with the class also determine the teaching learning process.

In order to overcome the condition, I tried to use WA group so that students had more time to study speaking. They could study English speaking not only in the class but also out side the class. By recording their voice after imitating English speaking materials, they

CONCLUSION

The use of social media, in this case WA group, was helpful for the students since they could study English speaking although they were outside the class. They had

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enough time because they could manage their own time without disturbing other activities. Besides, they felt enjoyable while doing their speaking activity.

REFERENCES

Amato, Richard P. 1988. Making It Happen, Interaction in the Second Language Classroom: From Theory to Practice. New York: Longman.

Asnawi, 2015. The Effects of Immersive Multimedia Learning with Peer Support on Speaking Skill among Male and Female Students. Retrieved September 29, 2016 from http://www.jurnal.unsyiah.ac.id/SiELE/article/view/2694

Diyyab, E.A., Abdel-Haq, E.M., & Aly, M.A.S. 2013. Using Multimedia-Based Programs for Developing Student Teachers’ EFL Speaking Fluency Skills, Retrieved September 29, 2016 from http://files.eric.ed.gov/fulltext/ED539987.pdf

Harmer, Jeremy. 1998. How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow: Longman

Harmer, Jeremy. 1998. The Practice of English Language Teaching (3rd ed.). Harlow: Longman

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TEACHING PRACTICUM AS FIELD EXPERIENCE PROGRAM IMPLEMENTATION IN ORDER TO IMPROVE THE SELF-EFFICACY OF PROSPECTIVE STUDENT TEACHERS (Naturalistic Descriptive Study in Higher Education of STKIP - Garut)

Setia Muljanto, SE., M.Pd

ABSTRACT

This study aims to provide a description of the implementation of Field Experience Program in terms of teaching practicum. The design of the implementation is based on Amandement No. 20 of 2003 on National Education System and National Education Minister Regulation No. 16 of 2007 on Academic Qualification Standards and Teacher Competence relied to the facts of the existing findings on the field when the study was conducted. The formation of self-efficacy student teachers in relation to their experiences during the monitored guardianship with their tutors. The time period for this study is during the end of the school term, when they complete their studies for a degree in education at the teacher training program in STKIP Garut. The focus of this research will explore how far self-efficacy of prospective teachers improved under the influence of interaction with their tutors. The research method will use qualitative procedure. Qualitative procedures will be done to the self-efficacy using methods Bandura has been modified to prospective teachers during and after the coaching practice teaching. To obtain qualitative data in this study, will collect data from the questionnaires, student self- reflection journal reports and through interviews of 14 teacher candidates who are selected as research participants. The progresses of their self-efficacy are monitored, during the interaction with the lecturers themselves by examining their daily reflection journal. At the end of two weeks of practicum, self efficacy they will monitor once again. This data are coded and analyzed using qualitative procedures. Keywords: field experience program, student teachers, self-efficacy.

Background of the study

Teacher efficacy is a teacher's belief in his or her own capability to organize and to do courses of action to successfully accomplish specific instructional tasks, or simply, his or her capacity to affect student performances (Bandura, 1977, 1995). This self efficacy has becom-ing an issue in teacher’s education in connection with teacher training program which has to offer in making a better teacher before they face the ‘actual’ teaching experiences or in other words, this lead to questions does the training program has been prepared enough to give these pre-service teacher a state of readiness for some “real teaching”? to answer the question, several study has reveal interesting facts about teachers self efficacy and its implication to education. There has been numerous research on teacher’s efficacy such as, the preparation of pre-service teacher in connection with their infuential teachers from previous past experiences (Sexton, 2007; Eisenhart et al., 1988; Kagan, 1990; Brookhart & Freedman, 1992); teacher behavior and personality which lead to investigate teacher in social cognitive settings (Erdem, Eda and Özcan Demirel. 2007). Self-efficacy theory stated that the perception of one's ability affects one's thoughts, feelings, motivation, and actions. Further, Bandura (1997) explains that once efficacy beliefs are formed, they are difficult to change, which suggest that it is easier to affect change when teachers are in a

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formative process in teacher training programs rather than when they are in the classroom. Teacher efficacy beliefs can influence a teacher's behavior regarding to choices he/ she makes, effort expended, and perseverance under difficult conditions in dealing with their students and classroom situations. Many other researches of positive outcomes have been associated with teachers' high sense of self-efficacy. Among these are; student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992), student motivation (Midgley, Feldlaufer, & Eccles, 1989), the ability to implement classroom management strategies successfully (Woolfolk & Hoy, 1990; Woolfolk, Rosoff, & Hoy, 1990), and the ability to work longer with students who are struggling (Ashton & Webb, 1986; Gibson & Dembo, 1984). Also, teachers with a high sense of efficacy have a strong conviction that they can influence student learning, even the learning of those students who may be more challenging (Guskey & Passaro, 1994). Pre-service teachers are open to new ideas and are more willing to experiment with and try new teaching strategies to better meet their students' needs (Guskey, 1988; Stein & Wang, 1988). On the other hand, teachers with low efficacy feel that they only have minimum influence on student achievement. These teachers give up more easily when confronted with difficult situations, are less motivated and resourceful, and often times feel that students cannot learn because of the unfortunate circumstances (Ashton & Webb, 1986; Bandura, 1997). In short, efficacious teachers tend to engage in more productive, quality teacher behaviors. Bandura has provided diagram on personal self efficacy belief in general as shown on figure 1 below.

FIGURE 1. Model of the relations between the three classes of determinants in Bandura's (1986) conception of triadic reciprocality

Bandura’s (1986) social cognitive theory stated that “social” has a meaning that human behaviours are mostly influenced by external factors and shaped through the process of social interaction and that the social environment is not an entity separable from human acts. Thus, from the interactional view, “cognition” is an active process which combines psychological conditions and and environmental factors to generate behaviours, and cognitive processes constitute mechanisms used by individuals to manage their psychological reality in dealing with their environment (Wandersman & Florin, 1981). In his social cognitive theory, Bandura (1986) suggested that human behaviours are neither determined by internal factors nor automatically shaped and controlled by

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external ones. Bandura’s view of human functioning is described in the model of triadic interaction between human behaviour, cognitive and other personal variables, and environmental factors. Those three factors influence and interact to shape human behaviours. Bandura called this relationship between the three factors as triadic reciprocality”, in which he calls the model of triadic interaction “reciprocal determinism.” The term “determinism” refers to the production of effects by certain factors, rather that the doctrinal sense of actions being completely determined by a prior sequence of causes operating independently of the individual (Bandura, 1986; p.24). In this model, Bandura contended that causal factors mutually interact with each other and act as determinants of each other. Here, Bandura tried to potray the formation of human behaviors as a multidirectional process. He extended the social cognitive perspective that human beings possess four basic capabilities which enable them to function within their environments and to interact with them, those are; symbolizing capability, forethought capability, vicarious capability, and self-regulatory capability. The present study is an exploration on topics and the relationship between pre- service teacher beliefs and their own personal histories involving their experiences and thoughts during their supervisory process with their mentor teacher at English Department teacher training program in Garut. In researching the topic of student teachers’ self efficacy, I discovered that this has been a well-researched field. How pre- service teachers see themselves based on their own experiences was raised and highlighted as an important topic (Brookhart & Freedman, 1992) and is particularly relevant to this present study. However, there are only a few research which are concerned with pre-service teacher self efficacy, who are at the verge of the end of training program in which are related with their mentor teacher. The critical position is the last strive for this teacher before going into practicum and their professional career is building their efficacy through their interaction with peer and mentor teacher. Teacher training programs simply just cannot serves every student and every situation they will encounter. Rather, those programs must provide pre-service teachers with a general knowledge base of pedagogical principles and practices and also a strategy for adapting these principles and practices. For many teacher educators John Dewey's model of reflective practice is that strategy of adaptation (Hillkirk & Dupuis, 1989; Smith, 1994). Pre-service teacher often had difficulties coping with their English ability especially in many aspects of language skills such as reading, listening, writing and speaking. They sometimes felt that their language skills are still inadequate in preparing them to face a real life teaching experience. Here, the mentor teacher plays a very important part in assisting, directing and sometimes giving motivation, solving students obstacle throughout the whole two semesters of forming, shaping, putting academic quality into students’ self belief. This is an important critical point where self efficacy affects pre-service teachers’ ability to use their language skills into appropriate teaching experiences. Vicarious experience as Bandura (1997) mentioned in the social cognitive concept comes into the teacher’s mentoring scene. In social cognitive schemata, teacher self efficacy bring forward the notion that humans can regulate their own behaviour (Bandura, 1986, 1997). Those teachers with a stronger sense of efficacy have been found to be more innovative and motivated to do their work. Other research on teacher efficacy has been related to student outcome measures of achievement (Ashton & Webb, 1986; Ross, 1992), motivation (Midgley, Feldlaufer, & Eccles, 1989), and students’ own sense of efficacy (Anderson, Greene, & Loewen,1988). In our case, teacher training programs at the higher education, a curriculum documents at this program will be included and discussed further in profile of Garut

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teacher training program section, tend to overemphasize the importance of acquiring knowledge and theories to prepare students with practical language skills, especially in the classroom studies where experience on theory building that is sometimes over exagerated in with the needs for situations which occur in the ‘real’ classroom. In this sense, teacher preparation programs should provide environments where pre-service can develop practical experiences and skills. At the same time, such practical experience also has an impact on the teaching efficacy of student teachers. Teaching efficacy is believed to affect students’ achievement and learning progress (Hoy & Woolfolk, 1993; Tschannen-Moran, Hoy, Woolfolk, & Hoy, 1998). This study intends to investigate pre-service teachers’ self efficacy belief during the mentoring process of finishing their study in their final year. Their self efficacy will be measured before and after the terms of mentoring progress. Their mentoring process will also be accounted and documented into their self reflection journal to see whether there is any significant effect in raising pre-service teachers’ ability in using their English language skills.

Problem Identification Pre-service teacher often found challenges during their final year before they receive their title as a bachelor in English education department. Firstly, they have to pass all the courses with good grades and secondly they have to begin writing their final paper. In addition to that they have to go into some practicum in classroom teaching. It is during 7th and 8th semester they have to interact with their mentor teacher. There are stages of problems which they might encounter during this mentoring process. The problems arise in the form of; they are questioning their ability to finish their study on time, and they have to choose particular topics of their research in connection with their field work during the practicum teaching. And another thing is that they might have to be confident with their skills in using and delivering appropriate English language for their students, also somehow they have to adjust/ prepare themselves into facing the students in terms of their emotional and physical readiness. The next challenge is setting time schedule for consultation with their mentor teacher and also co-operating teacher in that particular school. And finally, the last challenge is to finish and defend their final paper infront of panels of examiner.

Focus of the Study This study will focused on pre-service teacher’s self efficacy at the beginning, before they begin their interaction with mentor teacher and at the end of their final year after two weeks of practicum i.e. by tracking on their sources of self efficacy such as; mastery experiences,verbal persuasion, vicarious experiences, physiological and emotional cues (Bandura 1986, 1997). The four sources of self efficacy will then be measured to identify and assess teachers’ self-efficacy beliefs, using the Teacher Self- Efficacy Belief Scale. (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998).

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Teacher Self-Efficacy Model

Sources of Analysis Self-Efficacy of the Teaching Task * Mastery Experiences * Verbal Persuasion * Vicarious Experiences Cognitive Teacher * Physiological and Processing Emotional Cues Self-Efficacy Assessment of New Sources of Personal Self-Efficacy Teaching Competence

Consequences of Teacher Performance Self-Efficacy Goals, Effort, Persistence, Etc. FIGURE 2. The Cyclical Nature of Teacher Efficacy (from Tschannen-Moran,

Woolfolk Hoy, & Hoy, 1998)

Mastery experience as the first source of teachers self efficacy is derived from people performance in doing their role. There are two events which could affect people belief: success and failure. Success always viewed as a positive aspect in life, reviving spirit and giving a height of motivation, while failure are linked with negative events which are dissapointing and frustating for teachers in dealing with classroom situations. Teacher’s personal efficacy will develop when they experience a success, and vice versa, it will be decreased when they have failure especially when their self efficacy has not come in a solid state (Bandura, 1997). Vicarious experience is human nature’s ability to be able to learn from themselves and also from each other. While in mastery experience enable teachers to learn from themselves and about themselves, on the other hand vicarious experience is a source of information people learn and receive from other people. In Bandura’s social cognitive theory it is mentioned that people posses vicarious capability which enables them to observe and imitate other people’s behaviour and adopted it into their own behavioral patterns. Bandura convinced that modelling constitutes an effective means of enhancing one’s self efficacy beliefs and people are required to assess their own performance or capacity by referring to or comparing to others’ capability. Verbal persuasion is a common social recognition that people receive when they have performed their significant competence. According to Bandura (1997), social or verbal persuasion will encourage people to make more effort and sustain it in order to achieve the success. It also can be concluded that the more social persuasion people receive, the more effort they spend strengthening their efficacy beliefs and developing their capabilities. In the means of self efficacy development, Bandura (1997) believed that verbal persuasion is often shown as an evaluative feedback to the performance. However, evaluative feedback is not always be beneficial for those people because it can encourage or discourage a sense of self efficacy. Positive feed back are in many ways

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enhance people’s beliefs in their performance, but people wanted a realistic feedback. It means that there should be comparability between someone’s performance and the feed back given to this performance. Bandura pointed out that persuasory efficacy information will be most acceptable if it is conveyed moderately. Thus, pseudo-persuasion does not encourage individuals to develop their beliefs in their capability, and the result will also be the same if they were given a negative feedback. Physiological and affective state are an important souce of information which could bring changes in one’s self efficacy beliefs. Each and everyone of course has a limited physical and emotional endurance. Our body needs a lot of energy to perform various activities which results in physical fatigue. The same situation could be assumed are also applied to human affective state. It is common for people to experience tiredness or even stressed after doing a heavy physical or emotional activities. Bandura (1977) assumed that health and activities which require physical strength and stamina are much influenced by physiological conditions, and these states will in turn affect the sense of efficacy. However, he stated that the information sent by physiological circumstances has no direct effects on self-efficacy beliefs, but it will have some effect if it is delivered through cognitive processing. Unlike the physical phenomenon, the affective or emotional condition could not be seen, which could be hard to observe and interpret. One crucial affective entity contributing to the development of self efficacy is mood. Again, Bandura stated that mood state constitutes additional source of affective information for assessing self efficacy beliefs because it frequently resulted in cahanges to the quality of performance. The four sources of self efficacy which have been mentioned above are assumed to have different ways of influencing one’s efficacy beliefs. People may use different methods to combine those sources of information in developing their personal efficacy. Bandura stated that people have to weight and integrate the information received from those four sources, and varrying weighs can be given to different types of actions. Further more he suggested that the variation in integrating the information sources is affected by their “informativeness and degree of relatedness” (Bandura, 1997, p.114).

Purpose of the Study

This study will see to what extent does self efficacy could be retained during a “real life” teaching experience of those pre-service teacher in their designated classrooms after they have been taught “courses materials” for the whole 7 semester of study at teacher training program. To do that, first, this study want to see how students self efficacy develop. Secondly, to consider whether the process of supervised final year study has inluence their teaching in real life situation. The main point of this research is to encourage mentor teacher of pre-service teacher at our teaching institution and also to give motivation in raising students’ self efficacy during the process of supervision. We have two hundred students teacher who are undergoing their final study and most of them are still trying to find their self beliefs, because they will go into actual real life teaching in the near future. Yet, they felt that they are not ready to teach English infront a class of children or teenager, although they have finished all the course at the institution.

Delimitation of the Study

The subjects of this study are pre-service teachers of higher education in teacher training program at STKIP Garut in West Java, Indonesia. Those pre-service teachers

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are in their final year of their study and currently are in the progress of writing theses. Due to the limited time, this study will be conducted for about 8 weeks of one semester in which they are supervised and directed under the mentor teacher’s supervision during those periods.

Definition of terms

To avoid misunderstanding, there are some operational definitions which will be used throughout this study; - Pre-service teacher (definition for this study); are the students of higher education of teacher training program at STKIP Garut, West Java, Indonesia. Those students are in their final year of their study. 16 students will become respondents of this research. The respondents are supervised and monitored under the researcher’s supervision. - Self Efficacy; self efficacy beliefs are defined as beliefs in one’s capabilities to organize and execute the course of action required to produce given attainments (Bandura, 1997, p.3). - Teachers’ beliefs; are those beliefs that relate to what teachers do in the classroom with students and materials (Eisenhart et al., 1988, p. 59). - Teachers’ beliefs (refined definition); pre- or in-service teachers’ self- reflections; beliefs and knowledge about teaching, students and content; and awareness of problem-solving strategies endemic to classroom teaching (Kagan, 1990, p. 421). - Mentor teachers; are those teachers at the teacher training program who are responsible to supervise pre-service teachers of those who have been appointed by the English Department to work with throughout their final year.

Research Questions

In dealing with the title of this research entitled, “Pre-service Teacher’s Self Efficacy Belief and Empowerment Through Mentoring Process” there are research questions which will serves as a guide throughout this study;

1. How do pre-service teachers in Garut perceived their english language skills? a. Before their teaching practicum? b. After their teaching practicum? 2. How do pre-service teacher perceived their teaching ability? a. Before their teaching practicum? b. After their teaching practicum? 3. Do the pre-service teachers report the mentoring process influences their self efficacy? If so, to what extent? 4. Is there any evidence what the pre-service teachers learned at school were applied in classroom practice? Research design for this study will be explained further in the following section. Research Design

To answer the research questions above, this study will use an 8 weeks of longitudi-nal qualitative methods which includes about 200 pre-service teacher surveys

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(i.e. 5 classes of students in one year period, each class approximately consist of 40 students), and 16 indepth interviews for its data collection. Here, self efficacy questionnaires measurement will be distributed to those pre-service teachers at their final year once at the beginning of their supervisory process, then from the result, 16 pre-service teachers were selected for the purpose of the study and they consist of 8 males and 8 females. According to self efficacy measurement results, then this group will be split up into 4 males and 4 females with a high self efficacy mesurement and 4 males and 4 females with low efficacy result. Teacher’s self efficacy scale options which will be used for the study are taken from Tschannen-Moran and Woolfolk Hoy’s Ohio State Teacher Efficacy Scale (OSTES). This decision is made because the OSTES short form which consisted of 12 items has been validated in three different studies. The first study was conducted on 224 participants, the second study was on 217 subjects and the third study on 410 participants, and those participants in all studies were consisted of pre-service and in- service teachers (Tschannen-Moran and Woolfolk Hoy, 2001). This short form scale was used to collect data on teacher’s general efficacy which involved teacher’s behaviors in relation to instructional strategies, classroom management, and student engagement. These pre-service teachers self efficacy belief of their supervisory interaction with their mentor teacher will be monitored through their reflection journals. These initial data will provide information on the first formation of self efficacy. This initial phase will be conducted during the first 4 weeks of this study time line. By the end of the 2 weeks of practicum, their self efficacy will be measured once again. After the second measurement, indepth interview will then be conducted for the final 2 weeks of data gathering. All of these data will be coded and analysed using qualitative procedure. To make sure the result of the measurement of self efficacy are accurate, content validity and construct validity are done by giving those questionnaires to experts i.e. mentor teachers from different universities, and internal and external reliability issues are applied to the questionnaires during pilot research with limited respondents, or 30-40 students which will be about one class of students. After satisfactory results were achieved, then these questionnaires will be given to the survey respondents.

Qualitative research design

Creswell (2009) explained there are two kinds of qualitative approach, constructivist and pariticipatory worldview. Below will be explained how this study would be conducted according to those approaches. I would also provide the questions which have to be answered by two different views. 1. Qualitative approach is a constructivist worldview of ethnographic design and obser-vation of behavior. To this approach I have to seek ways to establish the meaning of a phenomenon from the view of participants in this case the pre- service teachers. This means how to identify a culture-sharing group and study how it develops share a pattern of behavior over certain period of time. Things I have to do for this approach is to see pre-service teacher’s behaviors by engaging in their activities such as: How do preservice teachers coping with the state of being in their final year of study? How do they develop the strategy to finish their study? How often do they talk to friends/peers? How do they discuss obstacle they face during the final year with their mentor teacher? Does this peer to peer interaction and pre-service teacher with their mentor teacher interaction forms a new habitual patterns?

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2. The second qualitative approach is the participatory worldview, in which narrative design, and open ended interviewing for this study I sought out to examine an issue related to the things each of these pre-service teachers have to do (feel obliged to). To study this, stories are collected from each of this individual oppression by using narrative approach. Each of them will be interviewed at some length of time to determine how they have personally experienced oppression. The information seeking procedure which are likely to be done for this approach are; a. Deciding on teacher self efficacy measurement appropriate for this research. Bandura’s, Gibson and Dembo, Pajares, Tschannen-Woolfolk and Hoy etc. b. Making interview guidelines concerning teacher self efficacy issues. c. Interview pre-service teachers and collected data on how they think of their current state of being student at their final year? d. Interview how do they work with their mentor teacher? Do they set target at the initial meeting? At every other meetings? What sort of questions they would ask? What expectations would they found ‘satisfying’ when they talk with their mentor?

In search for guidance on the qualitative research method I found out there are some paradigm to be done for this study, Creswell (2009) explained the researcher use these qualitative practices of research by:  Positions him- or herself  Collects participant meanings  Focuses on a single concept or phenomenon  Brings personal values into the study  Studies the context or setting of participants  Validates the accuracy of findings  Makes interpretations of the data  Creates an agenda for change or reform  Collaborates with the participants

Further, Morse explained that, if a concept or phenomenon needs to be understood because little research has been done on it, then it should be beneficial to use a qualitative approach. Qualitative research is exploratory and is useful when the researcher does not know the important variables to examine. This type of approach may be needed because the topic is new, the topic has never been addressed with a certain sample or group of people, and existing theories do not apply with the particular sample or group under study (Morse, 1991).

Benefit of the Study

For Indonesian context, teaching English to students is still considered a difficult task to be done. Our resources limitation are not only for providing appropriate English teaching materials but also in preparing teachers with enough skills as well as confidence to teach English in a fun and enjoyable ways for all levels of education. How they overcome the obstacles in the classoom and students learning barriers are very much depended on their self efficacy belief. Hopefully this study will contribute some insights into theory and practice of self efficacy forming in pre-service teacher in teacher

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training program’s higher education, especially in English language teaching Department.

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Wandersman, A., & Florin P A.,(1981) Cognitive Social Learning Approach to the Crossroads of Cognition, Social Behavuour and the Environment. In J.H. Harvey (Ed.), Cognition, Social Behaviour and the Environment. Lawrence New Jersey: Erlbaum Associates, Inc.

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THE USE OF CRITICAL PEDAGOGY PRINCIPLES IN ASSISTING STUDENTS TO THINK CRITICALLY IN AN EFL READING CLASS (A Case Study at a Private Teacher Education in Bandung)

Slamet Wahyudi Yulianto [email protected] Subang University

ABSTRACT

Along with the call to apply the contextualized critical pedagogy principles in the practice of teaching English as a Foreign Language (EFL) in Indonesia, there is a greater demand for every level of school institution to equip students with critical thinking skill. This study aims at investigating how the use of critical pedagogy principles in teaching EFL reading facilitates students to think critically. This is a case study conducted in the form of teaching program from March to May 2015. The participants of this research are 59 EFL second year students at a private teacher education in Bandung. The data were collected using video recordings, observation sheets, interview guidelines, students’ learning journals, and questionnaires. It is revealed that the use of critical pedagogy principles facilitates students to think critically by providing four major categories of activity namely offering problematic topics and reading materials that are linked to the students’ lives, encouraging students to read between the lines, distributing classroom power, and creating space for students’ voices to be heard. Keywords: critical pedagogy, critical thinking, EFL, reading class

INTRODUCTION

Critical pedagogy (hereafter CP) is a method of reflecting, negotiating, and transforming pedagogical practice, knowledge production and schooling institution relationship as well as the material and social relation of wider community (McLaren, 2003). Meanwhile, for the language education context, Aliakbari and Faraji (2011) identify CP as an approach to language teaching and learning which is concerned with transforming relation of the oppressive power that leads to the liberation of people. To conclude, CP is a language teaching learning approach that is based on the acceptance of its sociopolitical implications that aims at transforming society by relating knowledge and the wider social problems.

There are three CP principles used in this study namely dialogic education, democratic classroom, and reading the word and the world. Dialogue is potential to avoid the existence of threatening and dominating teacher for the teacher-students dialogic relation is based on hope, love, and faith (Shor & Freire, 1987). Through dialogue, both teacher and students constructively learn and share their ideas and world views. In the democratic classroom, teacher along with students should respect the voices of plurality, discourse variety, and different languages (Macedo & Freire, 2005). Consequently, without losing the needed authority, teachers should encourage their students to comprehend democracy by being involved in classroom governance including arranging learning objectives, selecting learning materials, and forming groups on their own. Meanwhile, reading the word and the world principle is brought into classroom through

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presenting generative and academic themes (Mochinski, 2008). He further elaborates, while generative themes are the topics that are closely related to students’ daily life but rarely approached or questioned critically, academic themes are the particular topics that are related to the students’ specific academic life. Synthesized from those three principles, there are five categories of activity that should be executed when a teacher is willing to use the critical pedagogy principles in a foreign language classroom, especially for the context of higher level of education in Indonesia. Those five categories are (1) conducting classroom and group discussion; (2) experiencing democratic classroom; (3) presenting students’ real life problems; (4) using various, authentic and problematic reading materials; and (5) challenging students to think and act critically.

It is crucial for Indonesian citizens to think critically. Therefore, as written in the Indonesian 2013 official curriculum, school in every level is required to equip students with critical thinking (hereafter CT) skills. Smith and Bloom are known as two of the first scholars who explicitly elaborate the definition of critical thinking. Smith uses the term to represent the correct thinking in determining whether to accept or to reject particular statement (Ennis, 1996). Bloom defines CT as the mastery of analysis, synthesis, and evaluation skillstoward certain situation (Fahim & Eslamdoost, 2014). According to those two definitions, CT is the mastery of correct thinking skill to analyze, synthesize, and evaluate particular statement in order to determine whether to accept or to reject it.

The CT skills and disposition in this study are classified into three categories that are analysis and evaluation skills (AES), open-minded (OM), and making reasoned decision (RDM) skill. Analysis and evaluation skills consist of identifying author’s point, argument, and conclusion (Chaffee, 2012); analyzing who the author, intended reader and whose interests served and missing voices are; evaluating clarity and connectedness of argument; and assessing relevancy and source credibility (Wallace, 2003; Chaffee, 2012). Open-mindedness includes inventorying and taking into account multiple viewpoints (Ennis, 1996; Wallace, 2003) and listening and respecting others’ opinions (Djiwandono, 2013). Making reasoned decision (Chafee, 2012) consists only one skill.

METHOD

The present study applied a case study design. The research site for this study was a private teacher education in Bandung, West Java. The group of participants was one of Reading in Professional Context classes consisted of 59 fourth semester students (13 male and 46 female) in English Education Department. The participants were 19-21 years of age. This research was conducted in the form of teaching program which consisted of eight meetings from March 2015 to May 2015 and divided into two sections.

The data collection techniques in this study were divided into two categories namely main and supporting ones. The main data collection techniques were observing classroom interactions and activities and distributing questionnaires. The supporting ones were conducting interview and gathering students’ learning journals. The accumulated valid data were systematically transcribed, organized, coded, looked for patterns, thematically categorized, synthesized, and interpreted.

FINDINGS

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The collected data demonstrates that the teaching program assists students to think critically by providing four categories of activity, that are (1) offering problematic topics and reading materials that are directly related to the students’ personal and academic lives, (2) encouraging the students to read between the lines, (3) distributing classroom power, and (4) creating space for students’ voices to be heard. Offering Problematic Topics and Reading Materials that are Directly Related to the Students’ Daily Lives

In the observation note of the second meeting, it is written that “Materials are related to authentic real world of Indonesia and are problematic to be argued.” Moreover, upon the third meeting, the observer explicitly wrote, “News as one of critical sources for students to think critically.” The identical notes were then occurred again several times both in the first and the second sections of the teaching program.

In the interview session, commenting upon the discussed topics, several students emphasized the role of controversial topics that are related to their lives in giving them opportunity to perform their critical thinking ability. It is indicated in the following excerpts:

The discussed topics were related to us, and correlated with what we have learnt. Icha

The issue you brought to class. It gave us experience to be more open to contrasting and competing view points rather than only force other to receive our opinion. Adi

In her utterance above, Icha states that she was aware of the correlation between the topics and her life as well her major. In the meantime, Adi’s comment uncovers the value of the controversial issues in providing two or more possible contradictory view points that further will be used by the students to read between the lines. Both utterances confirm what has been elaborated by Macedo & Freire (2005) who states that feeling not being alienated by the the teaching materials have been proven successful in enhancing students’ participation as well as in facilitating them to think critically. Encouraging Students to Read between the Lines

This category was executed by posing a set of critical questions about the presented reading materials and classroom topics (Wallace, 2005; Cotrell, 2007). The students’ exposure to the posed questions during the teaching program was relatively successful in encouraging them to perform their critical thinking capacity. It is indicated in the following excerpts.

In analyzing the text we can learn how to get and tie ideas taken [from] the text. And we can identify whose voices are missing. (Imas’s learning journal on meeting #3)

I think critically when I answer the question. (Neni’s learning journal on meeting #8) Both students’ reflective writings above demonstrate that the provision of the critical questions was successfully encouraging them to read between the lines as well as to think critically. Farther, in the interview session, they gave detailed explanation

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about what they wrote in their learning journals. The explanations are presented in the following experts:

This questions used in the program motivates us to think beyond the texts. (Imas in the interview session)

There are many questions that the answers are not consisted in the texts; outside the texts. So it forces us to think about so we develop it. And it can make the discussion to be effective I think. So we discussed the example, like yesterday, about languages that at the end referred to everywhere, broadly. Then we did not focus only to particular text]. (Neni in the interview session)

Imas’s utterance above indicates her effort in generalizing the advantage the posed questions that motivate her and friends to not only read and think about the texts, abut also to read and to think about what lies beyond the texts. Meanwhile, Neni’s answer above delineates her recognition upon the intention of presenting the particular critical questions.

Distributing Classroom Power

In this study, classroom power was distributed through negotiating classroom decision making (Shor & Freire, 1987). The classroom decision making negotiation occurred several times during the teaching program. It can be explicitly observed in several meetings as indicated in the following excerpts.

Negotiating classroom decision making occurred when teacher asked ‘have you finished?’ but students wanted the video to be replayed, then teacher replayed it]. (Observer’s note on meting #4) Classroom discussion is more alive than before for the existence of the interesting topic from students. (Observer’s note on meeting #6) The second excerpt provides the abstraction of the event that happened in the sixth meeting. In the pre-reading stage, the teacher told the students that the class would discuss the text that had been distributed in fifth meeting. As a consequence, some students were observed enthusiastically performed four activities. Those four activities were (1) engaging and demonstrating their critical thinking ability in discussing cause and effect of racism, (2) linking and making clear distinction between racism and discrimination, (3) supporting their claims with argument, and (4) being open-minded.

Further evidence about the distribution of classroom power could be found in the learning journal which was written by Dian commenting upon the fifth meeting. Dian writes:

If there are things I do not know or are still difficult to understand, I will ask the lecturer and other students about it. If there is something I know, I explain what I know to them. It is very important in discussing the issue so that there is no misunderstanding about the knowledge that we know. (Diah’s learning journal on meeting #5)

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That excerpt indicates the desire for clarity as well as the openness to negotiate knowledge in order to collaboratively construct meaning. Such desire and openness seem impossible to be occurred in asymmetrical power distribution and anti-dialogue relation (Shor & Freire, 1987). . This category of activity is parallel with what has been proposed by critical pedagogy theorists and practitioners (Shor & Freire, 1987; McLaren, 2003; Mochinsi, 2008) about the importance of power distribution in classroom in order to train students’ critical thinking.

Creating Space for Students’ Voices to be Heard The execution of this category covered inviting students to share their experience and knowledge regarding particular topics. It also consisted of listening and giving positive feedback to every occurred opinion, answer, and question. In responding students’ ideas, the teacher often confirmed or invited other students to react upon them rather than directly gave negative feedback. As explained by Shor & Freire (1987) and Giroux (1997), in order to train the students to be open-minded as well as to give them opportunity to view from multiple perspectives, the teacher used his authority to ask the students to respectively listen, consider, and appreciate their friends’ opinion upon the discussed issues.

Observation notes provide the authentic data representing the application of the dialogic education. In this study, it was the result of creating space for students’ voices to be heard. Table 5.3 below lists those observation notes meeting by meeting.

Table 3 Observer’s notes on creating space for students’ voices to be heard Meetin Observer’s notes g

#2 Teacher allowed students to express their point of views; Teacher gave positive feedback upon students’ opinion #4 Every student has an opportunity [to speak] in equal way; classroom atmosphere seemed quiet when there is a student who answers; they respect each other].

#5 Students were freely delivering the point of views related to the topic; Teacher appreciated Students’ thought without interfering and direct judging

#6 Teacher listened to the answers and put them to consideration.

It can be seen that the conducive and supportive space for the students and the teacher conducting the dialogue was established. The data in the above table represent the classroom activities from observer’s view point in the second, fourth, fifth, and sixth meetings. The activities can be interpreted as the indicators of the application of democratic principles in classroom (Mochinski, 2008).

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It is supported by the data in the form of students’ answers during the interview session as can be seen in the following excerpt:

After discussion, I often get very different understanding rather than when I try to solve a problem by myself. I often get many differences and similarities with other’s opinion. In his answers, Adi uncovers the benefit of being exposed with the activity of exchanging information and ideas during discussion which is giving him opportunity to perform his open-mindedness. Djiwandono, (2013) declares that by encouraging open- ended discussions, there is a good chance for the students’ critical thinking capabilities development.

CONCLUSION

The utilization of the three principles of critical pedagogy is relatively successful in assisting students to think critically through providing four categories of activity namely offering problematic topics and reading materials that are directly related to students’ personal and academic lives, encouraging them to read between the lines, distributing classroom power, and creating space for students’ voices to be heard. Therefore, it is recommended for EFL teacher education to introduce and promote the contextualized principles of critical pedagogy to EFL teacher students. It is crucial for EFL teacher education institutions to give sufficient understanding and training for teacher students regarding the use of critical pedagogy principles in their future classroom. Additionally, it is suggested for further research to elongate time allocation and enlarge research participants to gain clearer picture regarding the application of critical pedagogy principles in the EFL classroom context in Indonesia.

REFERENCES Aliakbari, M., & Faraji, E. (2011). Basic principles of critical pedagogy. IPEDR vol. 17 , 77 - 85. Chaffee, J. (2012). Thinking critically: Tenth edition. Boston: Wadsworth. Djiwandono, P. I. (2013). Critical thinking skills for language students. TEFLIN Jornal, Volume 24, Number 1, January , 32-47. Ennis, R. H. (1996). Critical thinking. New Jersey: Prentice Hall. Fahim, M., & Eslamdoost, S. (2014). Critical thinking: Frameworks and models for teaching. English language teaching; vol. 7, no. 7 , 141-152. Macedo, D. & Freire, P. (2005). Literacy: Reading the word and the world. London: Routledge. McLaren, P. (2003). Life in cchools: An introduction to critial pedagogy in the foundations of education. New York: Allyn and Bacon. Mochinski, T. (2008). Critical pedagogy and the everyday classroom. New York: Springer.

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Shor, I., & Freire, P. (1987). A pedagogy for liberation. Massachusetts: Bergin & Garvey Publishers.

Wallace, C. (2003). Critical reading in language education. New York: Palgrave Macmillan.

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DIALOGIC READING ACTIVITY FOR UNDERGRADUATE EFL STUDENTS: STUDENTS’ PERCEIVED READING SKILLS DEVELOPMENT AND READING ATTITUDES

Syamdianita& Chris Asanti [email protected] / [email protected] Mulawarman University Language Centre Jl. P. Flores No. 1 Samarinda, East Kalimantan, Indonesia

ABSTRACT Dialogic reading is a highly structured reading prompts and it is a common effective reading activity for children (Whitehurst, 1992; Zevenbergen& Whitehurst, 2003). However, another question rises, whether this kind of activity can be adapted and/or adopted for teaching adult learners. Due to the previous premise, the researchers are interested to conduct a profound study related to dialogic reading. This planned study tried to reveal the benefits of dialogic reading in Indonesian EFL context. In this study, a dialogic reading activity was conducted to adult learners from beginner to intermediate level in order to describe their perception about their reading skills development and their reading attitudes. Using qualitative methodology as the main design, this study tried to describe the two following research questions; firstly, how the students’ perceive their reading skills development during and after the implementation of dialogic reading, and secondly, how the students’ perceive their reading attitude during and after the implementation of dialogic reading. In order to get more immense insight and clear description about this study, a self-evaluation rating scale and a perceived reading attitude questionnaire were distributed to six students from two different classes who experienced dialogic reading activity. The results revealed that dialogic reading was beneficial to improve their understanding about the text. What is more, this activity had a significant impact to develop their reading skills due to the conversation which happened among the students and teachers. Interestingly, some students responded that this activity indirectly improved their confidence to verbalize their thoughts in the class.

Keywords: Dialogic Reading Activity, Students’ Perceived Reading Skills Development, Students’ Reading Attitudes

INTRODUCTION Dialogic reading is a highly structured reading prompt and it is a common effective reading activity for children (Whitehurst, 1992; Zevenbergen& Whitehurst, 2003). In this reading activity, the children and the adults shift their roles; the children become the storytellers while the adults become the active listeners and the questioners with the intention of encouraging the children to verbalize their ideas. What is more, some research have revealed that shared reading activity approaches are considered to enhance children’s language development, improve children’s active involvement, and aim for abstract language ( Morgan & Goldstein, 2002). Dialogic reading programme was firstly coined by Dr. Grover Whitehurst in the early 1990s. He offers a reading technique called the “PEER” sequence, in which an interaction between the adults and the children become a crucial approach to develop children’s language skills. The “PEER” sequence is an acronym for the following: 1). Prompt the children to say something the book; 2). Evaluate the children’s responses; 3). Expand the children’s responses by rephrasing and adding information to it, and 4).

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Repeat the prompt to make sure the children have learned from the expansion (Kiely, 2014). In addition to that, he also delineates five prompts or comments to encourage the children to say something, and delineates this by using another acronym called “CROWD”: Completion prompts. The adults ask the children to complete their sentence. The children answer the questions by the upward inflection of the adults’ voice towards the end of the sentence and the blank left by the adults. Recall prompts. These prompts occur when the adults want to re-read a book that they have already read with the children. Open-ended prompts. These prompts tend to focus on the pictures in books and they work best if the pictures are rich in detail. Wh- prompts. These are “what”, “where”, “when” and “why”questions. These questions are aimed at strengthening their ability in memorizing the book. Distancing prompts. These prompts require children to make a connection between the book and the real world. Based on the aforementioned explanation, this highly structured reading activity works best for children. Yet, the researchers felt curious whether or not this approach could be adopted and/or adapted to teach adults. Thus, it led to two primary questions: one, how the students’ perceive their reading skills development during and after the implementation of dialogic reading, and a second, how the students’ perceive their reading attitude during and after the implementation of dialogic reading.

METHOD The design of this study was a qualitative study involving two EFL classes consisting of second semester students of English Education Department and English Letters Department of Mulawarman University. The research procedures were as follows: Prior individual reading task Before the students came to the class, the teacher asked them to read individually at home. The reading materials were provided by the teacher. In this instance, the teacher divided the reading level into three main categories, they were: easy, moderate and difficult. The reading materials were taken from online web sources. Dialogic Reading Sessions The dialogic reading sessions were conducted in two different departments, i.e: English Education Department and English Letters Department. There were six meetings, in each meeting one story was discussed for about ninety minutes. During the activity, the teacher adapted “PEER” and “CROWD” strategies as the stories had no pictures on them. The titles of the reading materials were: “Grab Your Umbrella”, “Another Jealous Girlfriend”, “The Lucky Octopus”, “ Inky Pinky Pooh”, “The Line of Least Resistance”, and “The White Heron”. After each dialogic reading session, a self-evaluation rating scale and a perceived reading attitude questionnaire were distributed. However, only six students from two different classes who had the willingness to voluntarily share their feedbacks. The students’ feedbacks were then analysed in order to get more detail and noteworthy depictions about their perception on their reading skills development and their reading attitudes.

FINDINGS AND DISCUSSION

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This part discussed and reported the findings from the participants’ viewpoints, experiences, thoughts and perceptions about their reading skills development and their reading attitudes.

Students’ Reading Skills Development The students’ reading skills development was analyzed based on self-evaluation rating scale which was distributed after each dialogic reading session was conducted. The rating scale was represented by numbers, i.e: (a) 1=very poor, (b) 2=poor, (c) 3=adequate, (d) 4=good, (e) 5= very good, and (f) 6= excellent. There were five aspects observed thoroughly from students’ feedbacks as follows: (a) understanding the information ahared by the group members and lecturers, (b) participating in the discussion with the group members and lecturers by asking questions, (c) participating in the discussion with the group members and lecturers by answering questions, (d) participating in the discussion with the group members and lecturers by stating opinions, (e) rating the overall language skills development weekly (listening, speaking, reading and writing skills). As the self-evaluation rating scale was analyzed, it was found that there were two distinct results, firstly from higher achieving students and secondly from lower achieving students. From the viewpoint of higher achieving students, dialogic reading activity in the class had been fond to be beneficial to deepen their comprehension about the content of the text. In addition, the students also benefited as their critical literacy was enhanced due to the questions and answers part during dialogic reading session between the lecturers to the students as well as the students to the students. While from the viewpoint of lower achieving students, dialogic reading activity was potential to develop their language skills, especially in speaking and writing. Interestingly, some of the silent students in the class acknowledged that they felt more confident and had more courage to speak in front of their friends due to their understanding about the text. The findings pointed out that dialogic reading activity brought more potential benefits to students’ reading skills development as well as encouraged their active participation due to students’ ability to comprehend the text and the interaction which happened in the class. The finding was in concert with Whitehurst & Lonigan’s (2002) idea that there is an interconnection between dialogic reading, reading comprehension, and language skills.

Students’ Reading Attitudes The students’ reading attitudes was analyzed based on a perceived reading attitude questionnaire which was distributed after the implementation of dialogic reading sessions. From the questionnaire, there were eight semi structured questions that had to be answered based on the students’ experience after all the sessions were completed. The questions were as follows: (a) whether or not the students like reading and why, (b) mentioning kinds of reading that they like to read in their free time, (c) how often the students read daily, (d) the students’ opinion toward reading assignments given by the lecturer including the drawbacks and the difficulties that they had during the individual reading, (e) the students’ opinion about their English reading experiences at school and university, (f) the students’ opinion about dialogic reading activity, (g) whether or not the individual reading activity at home and dialogic reading activity in the class give potential benefit to them, and (h) the students’ reading attitude during and after the implementation of dialogic reading activity.

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As the perceived reading attitude questionnaire was analyzed, the findings revealed that the students showed positive attitudes. In addition, some of the students emphasized that dialogic reading activity played a crucial role in enhancing their linguistics competence, creating a situation to promote their self confidence in learning English because of the systematic reinforcement (such as compliment, either from their fellow friends or from the teacher) when students were actively engaged and involved in the activity. Lastly, dialogic reading proved to facilitate students’ competence and positive perceptions about themselves as confident readers.

CONCLUSION It is of paramount importance that dialogic reading is an enjoyable reading activity that can be done both for children and adults. Enjoyment in reading can generate positive reading atttitude and encourage students to be more confident in verbalising their thoughts due to their improvement in the all aspects of language skills.

REFERENCES Kiely, Joan. (24 March – 6 April 2014). All About Dialogic Reading: Nursery World. Morgan, L., & Goldstein, H. (2002). Shared Storybook Reading: A Review of Intervention Approaches. Invited session presented at the Annual Convention of the American Speech – Language and Hearing Association, Atlanta, GA. Whitehurst, G. J. (1992). Dialogic Reading: An Effective Way to Read to Preschoolers.Retrieved from http://www.readingrockets.org/article/400. July 2009) Whitehurst, G. J., & Lonigan, C. J. (2002). Emergent Literacy: Development from prereaders to readers. in S.B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford Press. Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic Reading: A Shared Picture Book Reading Intervention for Preschoolers. In van Kleek, A., Stahl, S. A., Bauer, A. B. (Eds.), On Reading to Children: Parents and Teachers (pp. 177-200). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

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ERROR ANALYSIS ON STUDENTS’ SPEAKING (A case study in Daily Conversation Class of1st Semester Students of English Education Department, Faculty of Humanities, Jenderal Soedirman University)

Tuti Purwati [email protected] Universitas Jenderal Soedirman

ABSTRACT

This paper presents an error analysis on students’ utterances when they are performing their speaking ability in Daily Conversation Subject for 1st semester of English Education Program, Faculty of Humanities, Jenderal Soedirman University. It is aimed at finding the types of error student make and the factors influencing the production of those errors in their speaking. Data are obtained from the student’s speaking when they are performing their speech and then they are transcribed into the orthographic forms. Content analysis is used for analyzing the data. Surface strategy taxonomy is used to classify the errors and the factors influencing the production of those errors are identified by using Burt and Kiparsky’s theory. In this research, errors dealing with mispronunciation are excluded. Based on the findings, it is clear that omission dominates the type of errors produce by the students, especially omission of plural indicator –s, followed by misformation, addition and misordering. Whereas the most influencing factors in the making of those errors is developmental errors.

Key words: error analysis, speaking, Surface Strategy Taxonomy

INTRODUCTION Background of the Research Speaking is said to be the easiest skill to master in learning English. It belongs to productive skill as well as writing. Compared to writing, learners mostly prefer to master speaking since it can be just orally produced and sometimes without good grammar, when the speaking is understood by listeners, it means that the speaker has successfully deliver his or her speech. However, it turns out that most speaking produced by students still consist of many errors. Errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance. Teachers and mothers who have waged long and patient battles against their students’ or children’s language errors have come to realize that making errors is an inevitable part of learning. People cannot learn language without first systematically committing errors. Errors are not generally thought of as errors in the same sense as those produced by L2 learners. George in Ellis (1994:47) mentions that whereas L2 learners’ errors are generally viewed as ‘unwanted forms’, children’s errors are seen as ‘transitional forms’ and adult native speakers’ errors as ‘slips of the tongue’. Dulay, Burt, and Krashen (1982:138) state that studying learners’ errors serves two major purposes: (1) it provides data from which inferences about the nature of the language learning process can be made; and (2) it indicates to teachers and

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curriculum developers which part of the target language students have most difficulty producing correctly and which error types detract most from a learner’s ability to communicate effectively. In an early, seminal article, Corder (quoted by Ellis) noted that errors could be significant in three ways: (1) they provided the teacher with information about how much the learner had learnt, (2) they provided the researcher with evidence of how language was learnt, and (3) they served as devices by which the learner discovered the rules of the target language. Whereas (1) reflects the traditional role of Error Analysis (EA), (2) provides a new role that is of primary interest to the L2 researcher because it could be shed light on (3) – the process of L2 acquisition. Error analysis has yielded insights into the L2 acquisition process that have stimulated major changes in teaching practices. Perhaps its most controversial contribution has been the discovery that the majority of the grammatical errors second language learners make do not reflect the learner’s mother tongue but are very much like those young children make as they learn a first language. Researchers have found that like L1 learners’ errors, most of the errors L2 learners make indicate they are gradually building an L2 rule system. Sometimes researchers distinguish between errors caused by factors such as fatigue and inattention (what Chomsky called “performance” factors), and errors resulting from lack of knowledge of the rules of the language (what Chomsky called “competence”). In some of the second language literature, performance errors have been called “mistakes” while the term “errors” was reserved for the systematic deviations due to the learner’s still developing knowledge of the L2 rule system (Corder in Dulay, Burt, and Krashen, 1982:139). The distinction between performance and competence errors is extremely important, but it is often difficult to determine the nature of a deviation without careful analysis. In order to facilitate reference to deviations that have not yet been classified as performance or competence errors, error is used to refer to any deviation from a selected norm of language performance, no matter what the characteristics or causes of the deviation might be. This research tries to investigate errors in students’ speaking in the subject of Daily Conversation with several considerations and reasons. First, the students’ speaking that is analyzed in this research is in the form of orthographic transcription. As it is a speech, it will be in the form of utterances. Second, the students who produced the utterances are those on the first semester of English Education Study Program, Universitas Jenderal Soedirman. They are in the first semester so the subject is Daily Conversation in which mostly they produce speech dealing with their everyday activities. They are in the pre-intermediate level with the consideration that they have got Basic English when they were in junior and senior high schools. Considering this fact, it is expected that the students produced utterances with less errors. Third, the researcher is a lecturer for Daily Conversation Subject, and she finds her students still made so many errors in their speaking. Therefore this research also acts as a tool to find a solution for the teaching of Daily Conversation Subject.

Research Problem Based on the explanation above, the problems in this research are:

1. What linguistic errors are produced by students in their speaking?

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2. What types of errors do the students make? Whether it is developmental, interlingual, ambiguous, or other errors? Objective of the Research In line with the research problems above, the objectives of this research are: 1. To describe the linguistic errors that appears in students’ speaking. 2. To discover types of errors students make in their speaking.

Significance of the Research Hopefully, the findings of this research are useful for anyone who concerns with English teaching and learning, especially in the area of speaking skill. It is also expected that the findings will give a significant input for the development of speaking curriculum.

REVIEW OF RELATED LITERATURE Error Types Based on Linguistic Category Many error taxonomies have been based on the linguistic item which is affected by an error. These linguistic category taxonomies classify errors according to either or both the language component(s) and/or the particular linguistic constituent the error affects.

Language components include phonology (pronunciation), syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component. For example, within syntax one may ask whether the error is in the main or subordinate clause; and within a clause, which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjectives, and so forth. A full presentation of language components and constituents would require a summary of descriptive linguistics, an undertaking much beyond the scope of this book.

Curriculum developers have long used linguistic category taxonomies to organize language lessons in student textbooks and workbooks. While second language textbooks are increasingly organized according to content topic, such as renting an apartment or going to market, many are still organized according to linguistic category.

Such materials permit teachers and students to feel that they have covered certain aspects of the language in their classes. They also allow users to find easily those parts of the language they are most interested in studying or teaching.

Many researchers use the linguistic category taxonomy as a reporting tool which organizes the errors they have collected. Although some use it as the only classification scheme offered, many use it to add to the description of errors provided by other taxonomies. For example, if researchers have classified their errors as interlingual and developmental, they often additionally report the linguistic categories into which these major error types fall, e.g. developmental errors in the auxiliary, in the noun phrase, in the complement system; interlingual errors in phonology, in word order, and in vocabulary. Below are the results of two error analyses that used linguistic category as the primary classification scheme. The first

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is Politzer and Ramirez taxonomy for morphology and syntax. It was got from the study of 120 Mexican-American children learning English in the United States. They tapped children’s narrative of a short, silent animated cartoon. Errors were extracted for analysis from this body of natural speech.

Error Types Based on Comparative Taxonomy The classification of errors in a comparative taxonomy is based on comparisons between the structure of L2 errors and certain other types of constructions. For example, if one were to use a comparative taxonomy to classify the errors of a Korean student learning English, one might compare the structure of the student’s errors to that of errors reported for children acquiring English as a first language.

In the research literature, L2 errors have most frequently been compared to errors made by children learning the target language as their first language and to equivalent phrases or sentences in the learner’s mother tongue. These comparisons have yielded the two major error categories in this taxonomy: developmental errors and interlingual errors. Two other categories that have been used in comparative analysis taxonomies are derived from the first two: ambiguous errors, which are classifiable as either developmental or interlingual; and, of course, the grab bag category, Other, which are neither.

Developmental Errors Developmental errors are errors similar to those made by children learning the target language as their first language. Take, for example, the following utterance made by a Spanish child learning English:

Dog eat it.

The omission of the article and the past tense marker may be classified as developmental because these are also found in the speech of children learning English as their first language.

Two considerations underlie the interest in comparing L2 and L1 acquisition errors. The first has to do with facilitating L2 theoretical development. If characteristics common to both L1 and L2 acquisition could be identified, theoretical inferences that have been drawn from the large pool of L1 research data may be applicable to L2 acquisition theory as well. The second consideration has to do with the role of the first language when learning a second. Since children acquiring a first language have not experienced learning a previous language, the errors they make cannot possibly be due to any interference from another language. When such errors are made by second language learners, it would be reasonable to hypothesize that the mental mechanisms underlying general language development come into play, not the rules and structures of the learner’s native language.

Interlingual Errors

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Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the learner’s native language. To identify an interlingual error, researchers usually translate the grammatical form of the learner’s phrase or sentence into the learner’s first language to see if similarities exist. Then, compare both sentences to see if the learner’s L1 structure is discernible in the L2 sentence. Interlingual errors, as defined here, simply refers to L2 errors that reflect native language structure, regardless of the internal processes or external conditions that spawned them. Ambiguous Errors Ambiguous errors are those that could be classified equally well as developmental or interlingual. That is because these errors reflect the learner’s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example, in the utterance

I no have car the negative construction reflects the learner’s native Spanish and is also characteristic of the speech of children learning English as their first language.

The ambiguous category is particularly important in a comparative taxonomy. Assigning such errors to a separate category ensures the clarity of the findings resulting from a comparative error analysis and enables researchers to draw clear theoretical inferences from the rest of the data.

Other Errors

Few taxonomies are complete without a grab bag for items that don’t fit into any other category. For example, in the utterance

She do hungry

The speaker used neither her native Spanish structure (the use of have for is as in she have hungry), nor an L2 developmental form such as she hungry where the auxiliary is omitted altogether. Such an error would go into the Other category.

RESEARCH METHOD

This research is a cross-sectional study in which it relies on language data collected from many subjects at one point in time. Students’ speaking is the object of this research. It is in the form of orthographic transcription in which there are more than 2 utterances in each speech. The students here refer to the first semester students of English Education Study Program, Universitas Jenderal Soedirman.

This research deals with utterances or worderrors in students’ speaking. The data of the students’ speaking is obtained from the task that was given to them. The data is the natural speaking activity. There are about 24 students. They are asked to speak of a certain topic, and for the sake of this research, random sampling is used to get 10 students’ speaking as the sample of this research, regardless the score they get and the level of their speaking ability. However, the sample is conditioned to represent all students’ speaking ability (low, mid, and high).

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FINDINGS AND DISCUSSIONS

There are 10 students’ speaking used as the data of this research. The speaking is transcribed into the form of orthographic writing with different topic and different length. There are about 5 students who have low level of speaking ability, 3 medium level and 2 high level.

Errors of the students’ speaking are analyzed based on Politzer and Ramirez and Burt and Kiprasky’s taxonomy. However, not all of the category in their taxonomy appear in the students’ speaking, additionally, there are some errors that cannot be classified in the taxonomy but exist in the students’ speaking. From the analysis, there are total of 112 errors found. Of this much, 102 of them can be matched with Politzer and Ramirez’ taxonomy or Burt and Kiparsky’s taxonomy, 10 of them are considered other kinds of error out of their taxonomy (The 10 errors considered other errors are not completely new kinds of error. The linguistic category for some of them is similar to those in the taxonomy, but with different error problem such as mentioned in the taxonomy).

The linguistic and comparative errors students make in their speaking, then, can be outlined as follows:

Table 1. The sum of linguistic error in students’ speaking Grammatical Error Appearance in the text Total of App.

1 2 3 4 5 6 7 8 9 10

1. Noun phrase 2 1 4 3 5 1 4 1 2 - 23

2. Simple past tense 9 5 - - - - 3 1 2 - 20 incorrect

3. Misplacement of 4 2 1 1 - - - - - 1 9 conjunction

4. Use of proposition 3 2 2 2 1 - - - - - 10

5. Possessive case 2 ------2 incorrect

6. Past participle 1 ------1 incorrect

7. Superficial tense - 1 ------1 incorrect

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8. Inappropriate 2 1 1 4 2 - - - - - 10 choice of word

9. The auxiliary 1 ------1 system: modal misformation of the next verbal word

10. Word formation 1 ------1

11. Verb phrase - 5 2 2 1 1 - - - - 11

12. Verb-and verb - 1 ------1 construction

13. Coordinate - 1 ------1 construction

14. use of pronoun - 1 ------1

15. Passive sentence - - 1 1 1 - - 1 - - 4

16. Superlative - - 1 ------1 adjective incorrect

17. Problem with - - 1 ------1 word construction

18. Word order - - 2 - - 3 - - - - 4

19. Problem with - - - 1 ------formation “conditional sentence”

20. Subordinate - - - 1 ------1 construction

21. Auxiliary system: - - - - 2 1 1 - - - 3 Have and be: be missing

22. Missing part - - - - 1 - - - - - 1

23. Omission of verb - - - - - 1 - - - - 1

24. Third person - - - - - 3 - - - 2 4 singular incorrect

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25. Punctuation ------2 - - -

26. Present perfect in ------1 - correct

27. Inappropriate ------1 - - - - word form for writing

Total of Error Appearance 112

From the above table, when they are classified into simplified types of errors, it turns out that omission is the highest, followed by misformation, addition and misordering. Omission here happens that the students omits some items that are necessarily needed in good construction of English such as plural indicator –s, past tense indicator –ed for regular form, passive participle in present perfect and past perfect tense and so forth. There are about 63 data belong to this errors. Misformation happens when students are wrong in constructing some parts of speech, wrongly construct irregular verb for past and perfect tenses and incorrect in making comparative or superlative degree. Addition is usually produced when the students overgeneralize their pronunciations, they add –s in every final word they produced or when they add some –s for non third singular person in present tense. Misordering is usually made when the students misorder noun phrase like lady beautiful, house white, etc and also the position of conjunction.

Table 2. Percentage of Comparative Error Types in students’ speaking

Text Developmental Interlingual Other % % %

1 12.8 8.5 0.7

2 10.6 2.8 0.7

3 5.7 4.9 2.1

4 6.4 3.5 1.4

5 8.5 2.1 -

6 4.9 2.1 1.4

7 5.7 - 1.4

8 3.5 2.1 -

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9 4.3 0.7 -

10 2.1 1.4 -

64.5 28.1 7.7 Total

It can be described from the above table that developmental errors occupy the highest type in students’ speaking. It is clear that the errors are mostly because the students are still in the process of learning their foreign language and their competence have not been sufficient in producing good and correct utterances in English. It can be concluded that the students’ understanding on the rules of good English and correct grammar should be reinforced more.

CONCLUSION

Based on the discussion above, it can be concluded, that, there is a tendency that the longer the speaking students make, the more errors they will make. The linguistic error mostly made by students of the first grade of English Education Study Program is omission especially on the Noun Phrase. There are 26 cases of this error. Next, there is Simple Past Tense incorrect errors, still in omission of past tense indicator which constitute 22 cases. Then, it is followed by omission in Verb phrase with 14 errors. Errors in the wrong use of preposition (misformation) reached up to 23 cases, whereas misplacement of conjunction 12 errors. Other errors have quite balance appearances, that is less than 6 but they represent totally 15 errors of addition.

From 112 errors students made in their speaking, 64.5% is developmental error, 28.1% is interlingual error, and the rest, 7.7%, is other error. This fact supports the so far research in error analysis of second language acquisition that second language learners’ errors are of developmental kinds. Interlanguage errors happen in this research are mostly in the noun phrase and simple past tense incorrect in Indonesian sentence. In Indonesian sentence it is enough to say “Karena di kelas 9 saya punya banyak teman disana” and when it is translated word-by-word the English version will Because in grade 9 I have many friends in there. This error commonly happens among Indonesian students.

The second one is about simple past tense. In Indonesian, simple past tense is formed in the construction of simple present.

In line with the finding above, teachers and curriculum developers should pay attention to this, and it is suggested they pay more attention to the errors above.

BIBLIOGRAPHY

Arnaudet, M.L. and Barret, M.E. 1980. Paragraph Development. New Jersey: Prentice Hall regents. Blanchard, K.L. and Root, C.B. 1984. Ready to Write. New York, NY: Longman Inc.

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Brown, Ann Cole, et al. 1984. Grammar and Composition. Boston: Houghton Mifflin Company. Corder, S. Pit. 1975. Introducing Applied Linguistics. England: Penguin Education Penguin Books Ltd. Dulay, Heidi, Marina Burt, and Stephen Krashen. 1982. Language Two. Oxford: Oxford University Press. Ellis, Rod. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press. ______. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press. Klein, Wolfgang. 1986. Second Language Acquisition. Cambridge: Cambridge University Press. Krashen, Stephen D. 1987. Principles and Practice in 2nd Language Acquisition. Hertfordshire: Prentice Hall Int. G. Larsen-Freeman, Diane and Michael H. Long.1991. An Introduction to Second Language Acquisition Research. England: Longman Group UK Limited.

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THE IMPLICATION OF CIRCLE GAMES IN TEACHING SPEAKING AT THE PRIMARY SCHOOL

Veronika Unun Pratiwi 1), Dekrit Ferryson2) [email protected]@gmail.com

FKIP, Universitas Veteran Bangun Nusantara Sukoharjo Jln. Letjend Sujono Humardani No. 1 Jombor Sukoharjo

ABSTRACT

Speaking is an important skill in learning English. Speaking can help students to understand the conversation, especially to understand the language function so the students can express their idea by using this games. Many students get difficulty to arrange the word to say the English word orally. The teachers get the same problem to teach speaking, especially for teacher who teaches in state school. It made the teacher tries to get solution to solve this problem. The objective of this study is to describe the implementation of the circle games technique as the aim to make the students understand how to speak. The researcher chose circle games as the technique to help students understanding to speak, and also help the teachers to apply the new technique in teaching speaking for young learners. In this case the researcher chooses circle games, the reason why the researcher used Circle games in focusing in teaching speaking, because this game is easy to apply at the primary school, in this chance the researcher focus on describing things. This research used qualitative research, the subject of this research is the fifth grade students at the Primary school.The procedure of the research was observation, interview the teacher and the students and documentation. The technique of analysis the data are done frequently by collecting the various data, and do it continuously until the data saturated.The researcher asks the informant/the source in order to get the right explanation related the information that is connected with the research. The researcher also collects the observation, interview, and the documentation. Even though the data are needed to describe, to be focused and then to be selected. By applying the circle games, the students speaking ability looks succeed, by using this games, the students become fun, enjoyable, and they more focus and interested in teaching learning activities. The students also have a self confidence in sharing their ideas through speaking in front of the classroom. The result of the research suggests that this research can be applied in other school, and it is hoped, the teacher has a good idea using an interesting and challenging technique in teaching learning English. Keywords : teaching, speaking, circle games

INTRODUCTION Language is a mean of communication, people have to communicate using language. English is one of the important language in the world, cause English is an International language. By using a good language people can keep in touch with other people. Sriyono in Ika (2015:1) stated that :

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Language is used for communication. Language allows people to say things to each other and express their communicative needs. Language is the cement of society, allow people to live, work and play together, to tell the truth but also to tell a lie.

Most people used English to communicate with other people from other country. English is our means of communication. English also a part of language that is taught in our country, start from kindergarten to University level.

One of the most important skills in teaching English is speaking. The fifth grades students have difficulties in speaking. Based on the problem, the researcher would conduct the research in this school, because after doing the observation the researcher found that the students have low interesting and focus I teaching learning speaking. By seeing this fact, the researcher used circle games to apply in teaching speaking. This games makes the students happy and more active. They got the opportunities to speak in front of the class.

Based on the background of this study the researcher formulates the problem as follow : Can Circle games make the teaching speaking interest?

The objective of this study is to describe the use of circle games in teaching speaking.

LITERATURE REVIEW Definition of Speaking

Smith( 2001) said that speaking is the action of expressing oneself in speech or giving speeches. Speaking is the way to deliver something through word orally. Speaking can be assessed based on the fluency and accuracy. Students can speak fluently if they can master grammar, vocabulary and pronunciation well.

Byrne (1998:8), stated that oral communication or speaking is a process between speaker and listener and involves the productive and receptive skill of understanding. It is clear that speaking is a part of daily life that happens between two people that are speaker and listener that necessary productive and understanding each other. Teaching Speaking

Baker ad Westrup in Ika (2013:8) offered three phases in teaching speaking, as follow :

Presentation Phase

Teacher should be more active than their students. Teacher gives the questions to dig the students knowledge and what the students know. Teacher asks the students to guess the meaning of the words in a grammatical structure.

Practice Phase

Teacher gives support and ensure to the students that they can speak accurately. When the students understand the meaning and use language and how it should be pronounced. The students should practice correctly.

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Production Phase

Students should be able to to use the language appropriately and accurately. Teacher should be organized the students activities, so the students can work in group like a discussion. So it will be more interesting if the students can speak in the class.

Fauziati (2005:18-29) also described the techniques of classroom activities in teaching speaking, one of them is games. Games can create a relaxed atmosphere in teaching and learning process especially learning speaking. There are many kinds of games that can be used by teacher as a media of teaching speaking.

Teaching Young Learners

Fauziati in Ika (2005:12) stated that Children have many characteristics, one of them is they like playing, they talk about here and now, and they understand and retain the meaning better when they have seen more object associated with them. Children also like playing that make them happy, they also have a natural musical taste that playing when the children take seriously. Moreover, the implication of language teaching is that games are effective ways for teaching language and the children can play games during learn things while playing.

Circle Games

Teaching English to young learners usually effective if the teacher used an interesting media. Games is an interesting media that make the students feel fun and interested. There are many kinds of games, but in this research, the researcher chose circle games because there are lyrics of song or music instrumental in circle games that used to accompany the students when they draw or doing teaching learning activities in their classroom. Music can make the students more focus and enjoying the teaching learning process.

The procedure of circle games are the first the researcher helps the teacher to prepare the media such as music instrumental or children songs, a paper and a pencil. The teacher makes a circle or group that consists 3 to 4 students and gives them a topic that is determined by the teacher.

After a few minute, the teacher stops the music,and students stop drawing. The students give their drawing to the other students in one group. The teacher plays the music again and the next students continue to draw. The teacher stops the music again until the next students finishing the draw. Then the fourth students describes the picture. He or she has to describe the picture in front of the class.

Based on the procedure of the circle games, all of the students have a opportunity to speak in front of the class. They have a self confidence to speak in front of their friends. This games can make the students feel fun, focus, and they have some opportunities to express everything on their mind like their ideas and passion.

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RESEARCH METHODOLOGY

Research Design and Setting This research the researcher used descriptive qualitative. The aim is to describe the impliatication of circle games in teaching speaking. The subject of this research is the students of the fifth grade of Elementary school. This subject is considered as young learners in learning English for the second time for them to learn English. The place of the research is in SDN Jombor 01 Sukoharjo.

Data and Data Source The data which are used in this research the language function about expressing something. And the source of the data is the English teacher in SDN Jombor 03 Bendosari Sukoharjo. The data were taken by some methods.

Technique of Collecting Data To collect the data before and after the research, this research needs: 1. Interview. 2. Observation 3. Documentation

The purpose this research to get the research of the data accurately. It is possible to collect the data, these data can be mixed from the three of them, they are; interview, observation, and documentation, and they are called triangulation. Interview conducted twice during research. The first conducted in pre research that given to the teacher and the students. The first interview applied to get information about the situation class when the teacher taught English in class and the difficulties of the students to master English lesson especially Speaking in speaking skill. The second interview was conducted after finishing implementation of game. The second interview was conducted to get information about the changing after and before. The researcher conducted observation during implementation of Circle Game media. The activities of students during implementing Game that were recorded by using check list observation. The data of observation will be analyzed during implementation and will be taken the conclusion. The third collecting data method was using documentation. The documentation method as picture and recording when interviewed the teacher and students.

Instrument In qualitative design, the main point of this research is the researcher herself or the team. But in this research the main instruments are interview, observation, and it is done by checking list and documentation by taking the picture from the data.

Data Validity Qualitative research also needs triangulation of the data. It is also to check credibility of the data. According to Susan Stainback in Sugiyono (2009:330) she stated the aim is not to determine the truth about some social phenomenon, rather the purpose of triangulation is to increase one’s misunderstanding of whatever is being investigated.

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In this research the validity of the data is tested by using triangulation from the three methods which have got. The credibility of the data is done by using observation, extension, and making a positive response to the students in speaking. By using observation, extension, and making a positive response to the students in speaking, the researcher uses mehod triangulation.

Analysis Data In qualitative research, the technique of analysis the data are done frequently by collecting the various data, and do it continuously until the data saturated. According to Miles and Huberman in Sugiyono (2010;91) he stated that “ aktivitas dalam analisis kualitatif dilakukan secara interaktif dan berlangsung secara terus menerus sampai tuntas, sehingga datanya sudah jenuh.” The researcher asks the informant/the source in order to get the right explanation related the information that is connected with the research. The researcher also collects the observation, interview, and the documentation. Even though the data are needed to describe, to be focused and then to be selected.

The Figure of the Data Analysis

Note of field’s data Data Reduction Data Display

Conclusion/ verification RESEARCH FINDING AND DISCUSSION

This research used Circle Game in teaching Speaking at the fifth grade at the primary school with implementation qualitative method specifically qualitative descriptive. This research was started by interviewing the teacher and students. In this research, the researchers conducted the result of the teacher and the student’s interview, observation, and also documentation in order to know the students’ Speaking knowledge and the researcher got information about the difficulties of the teacher when she was teaching English. The interview showed how students’ motivation was still low and students’ achievement in English specifically in speaking because many students still got difficulties in Speaking. The researcher got low score from the students. The researcher also got the result of the students’ interview that told about their difficulty in learning speaking, the students also felt bored when they got the English lesson. The researcher also got the data by observation the situation on the class when teaching learning English went on, and also from the documentation. Finishing observation, the

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researcher watched the teacher when she taught Speaking using games about asking and giving something. In this activity can be found the students’ motivation increased, it can be seen from the documentation. The Many students answered the teacher’s question, besides that the students wanted to go to the front of the class to play the game. Their expression looked happy and enthusiast. In this action the researcher taught using Game, the game is called Circle Game where played more than one student. Circle Game is a media which is interesting to be conducted because make students more cheerful and interested on English learning. Further, the researcher explained new materials about language function In this time many students wanted to get chance playing game in the front of the class. (Brown, 1995) says that teaching is a complex and controversial profession, and the literature of education is full of teaching models that present varied conceptualizations of the nature of teaching. He adds that teaching includes activities (techniques and exercises) rationally selected by the teacher to help students achieve learning object. Teaching is a complex, especially teaching students of elementary School as young learners because their characteristics are still childish and sometimes they made hectic situation. Teaching and learning process will be more interesting by learners if the teacher is able to teach the students by interesting media. Song and Game are interesting media. (Latorre and Baeza, 1975) mention that games have been long accepted in English language teaching because it can avoid students from stress in studying, from work that need high concentration and attention, and to remember things faster and better. It means that learning through game decreases the stress from lesson and makes the students enjoy the learning process. (e.g. board game, hangman, bingo, etc); it usually implies entertainment and relaxation. Games are activities that encourage the participants to compete with one or with more individuals. They have certain rules. (Celce and Murcia, ) say that game is an organized language activity that has a particular task and objective and a set of rules which involve an element of competition between players. Game is able to decrease the students’ bored and make students to get more confident in teaching Speaking. Based on the reality above, the team said that the learning activities can make the students more interesting to join the teaching learning English especially Speaking, these team also teach how to describe things. The team choose the fifth grade students, because they are considered have enough ability than fourth grade. The teacher taught speaking to the students, they imitate, and also repeat the words, they also listen the right spelling from the native speaker. According to the field note before doing the research, before the teaching learning speaking, the students’ ability in speaking are still low. After the process of teaching learning by using circle games, their speaking enhanced. Related with the teaching learning activities, games gave deep contribution in speaking. In other wise, if the teaching learning activities just explaining the material, that can make the students boring and the class becomes noisy, and the students do not interest to join the class, especially in teaching learning English.

Based on the descriptive qualitative, by using games in teaching English, the students more interesting to learn English, they did not feel afraid or they consider that English is difficult but the students more active and more interest in teaching learning speaking, they feel happy, fun and enjoy joining the teaching learning English by using circle games. CONCLUSION

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Based on the finding and discussion, team conclude that; this research about the Implication of Circle Games in teaching Speaking at the 5th grade students at Primary School, the result is the students more enthusiastic and interest in joining the teaching learning speaking. By using games, the teaching learning English become easy for the English teacher, the students’ achievement can be improved, and the students motivation can be positively enhance. The delivering material is easier than just explanation. Besides teaching learning using songs make the students more interest, get fun, and enjoy in learning English. The choosing circle games appropriately can influence the best score in learning speaking. Besides games, the team also gave some songs to make the teaching learning exciting. It can be concluded that Song and game media is effective conducted at primary school, but in this case song just to entertain the students, the researcher and the teacher hope that song can make the class situation becomes enjoyable.

ACKNOWLEDGEMENT We want to say thank you for the ones who participate in doing this research, and also for our students in Veteran Bangun Nusantara University.

REFERENCES

Ary, Donald. (1979). Introduction to Research in Education. New York : Holt, Rinehart and Winston. Beck, Robert H. (1960). Curriculum in the Modern Elementary School. Pretice-Hall Inc. Engle Wood Cliffs. Beckwith, Mary. (1968). The Effective Elementary School Teacher. New York : Parker Publishing Company, Inc., West Nyack. Brown. N. Douglas. (1987). Principle of Language Learning and Teaching (Second Edition). New Jersey : Pretice-Hall, Inc. Celce, M and Murcia. (2001). Teaching English as a Second or Foreign Language. Boston :Heinle &Heinle. Latorre, G and G. Baeza. (1975). “The Contribution and the Use of EFL Crossword Puzzle.” ELT . Journal: Vol xxx. No. 1 October. 1975 Dankin, Julian, (1985). Songs and Rhymes for The Teaching of English. Singapore : Longman Publisher Ptc. Ltd. Depdikbud. (1991). Kurikulum Muatan Lokal Pendidikan Dasar. Semarang. Fauziati, Endang. 2005. Teaching English as a Foreign Language (TEFL). Surakarta : Universitas Muhammadiyah Surakata Ghanbari, Fariha. (2014). The Effect of Songs in Young Learners Listening. International Journal of Language Learning and Applied Linguistic World, Volume 6(3), July 2014. Hadfield, Jill. (1984). Elementary Communication Games. Hongkong : Nelson.

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Haryati, Lusi. (2009).Penggunaan Lagu dalam Pembelajaran Bahasa Inggris untuk Siswa SD, Apa dan Bagaiman. Majalah ilmiah pembelajaran 1, Vol. 5, Mei 2009. Hewings, Martin. (1999). Speaking Practice Through Interaction. Cambridge University Press. Hewings, Martin. (1993). Speaking Tasks. Cambridge University Press. Journal of English Language Teaching, Vol. 1 No. 2, Maret 2013, Serie F Millington, T Neil. (2011). Using Songs Effectively to Teach English to Young Learners. International Journal Language Education in Asia, Volume 2, Issue 1, 2011 Novitasari, Ika. 2013. Improving Students’ Speaking Skill Through Circle Games. Thesis. Eglish Department Teacher Training and Education Faculty Veteran Bangun Nusantara University. Richard, J. (1969). Songs in Language Learning TESOL Quarterly, 3(2), 161-174. Suyanto, Kasihani K.E. (2007). English For Young Learners. Bumi Aksara. Yuliana. (2003). Teaching English to Young Learners through Songs. K@ta International Journal Volume 5, Number I, June 2003. www.cambridge.org. Songs.

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THE EFFECTIVENESS OF INQUIRY-BASED TEACHING IN TEACHING VOCABULARY

Wahyu Trimastuti [email protected]

ABSTRACT

The main objective of the research is to find out whether inquiry-based teaching is more effective than teacher classroom center to teach vocabulary. The experimental method was employed in this reserach. The population of the research was the students of first semester Business Administration of UPN ‘Veteran’ Jawa Timur. The sampling technique used was Cluster Random Sampling. The samples were Business Administration A as the experimental class and Business Administration B as the the control class in which each consists of 20 students.The research instrument is vocabulary test. Inquiry-based teaching is an effective method to teach vocabulary. It can be seen that the students were encouraged to be actively involved in every step and they be able to explore useful information through many different resources. Based on the research findings, it can be concluded that inquiry-based teaching is an effective method to teach vocabulary. Therefore, it is suggested that: (1) it is better to apply inquiry-based teaching to teach vocabulary to improve student’s vocabulary; (2) the students are expected to be more active in the teaching and learning process in order to get maximum result and effect on students’ vocabulary mastery; (3) this result of the study can be used as a beginning step to conduct a further research.

Kata Kunci: inquiry-based teaching, business administration, vocabulary

INTRODUCTION Background of the Study Teaching English has been done in formal and non formal education sectors. In formal education, it has been done from primary school until university level. Based on curriculum of university, particularly University of Pembangunan Nasional ‘Veteran’ Jawa Timur, English is learnt by students at first and second semester. English is learnt at first semester called general English, while English is learnt at second semester called English spesific purpose. The objective of English instruction at university is to develop the communication ability in English in the form of spoken and written. The ability to communicate consists of listening, speaking, reading, and writing. These are related to each other. These aspects will be expected to be able to prepare the students to continue to the next stage of education or to get a job, in which the graduation should have the requirement in English competence. For anticipating that issue in the globalization era, students should have prepared with the competence related to their department which is supported by their competence in English, both receptive skills (reading and listening) and productive skills (writing and speaking).

In learning an English language, vocabulary plays an important role. It is one important element of learning English that will influence the four English skills: speaking, listening, reading, and writing. In order to communicate well in English language, students should acquire an adequate number of words and should know how to use them accurately. Carter and Mc Carthy (1995: 12) describe that in the early stages of language learning,

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words are conventionally learned in lists of paired words or ‘paired associates’. The list contains a word from the target language, with synonym in that target language, or a translation in the mother tongue and these can be accompanied by a picture, or some means of graphics or other mnemonic representation. Chomsky (1957: 116) states that words and morphemes are the smallest meaningful units in language. For the most part, however, people communicate in phrases and sentences, which also have meaning. The meaning of a phrase or a sentence depends on both the meaning of its words and how these words are structurally combined. From the definition above, it can be conclude that word is the smallest units in language. Every word is meaningful, by the meaningful of a word, people produce words to express their idea and thought in their daily communication.

Vocabulary is a series of words in foreign language used to express menaing in form of symbols of groups of letter, either a physical object or an idea. It can be also formed from a single or more than one word which can be constructed as an ability to combine skill or knowledge of words that are used to express meaning. In English teaching, vocabulary plays an important role crucial. It is central of language teaching and learning. By mastering vocabulary students easier to make communication with others fluently. Cross (1995: 14) states that a good store of words is crucial for understanding and communication. A strong vocabulary can be a valuable asset, both in college and later in our career.

The students will get difficulties in mastering English without knowing a lot of vocabulary. Thus, vocabulary should be the first priority in English language teaching and learning. As a lecturer of English language in UPN ‘veteran’ Jawa Timur, the writer finds that students have problem related to their vocabulary. Many students difficult to get the meaning of the text when they join the teaching learning process. They are passive in joining the English class. They have low vocabularies that influence their interest in English class. Therefore, their English test result is not good. It is supposed that the method used is inappropriate. The method used is supposed to be less effective to improve student’s vocabulary. The method does not give much opportunity to the students to be active. To respond this, the writer tries to improve students’ vocabulary by using Inquiry-Based Teaching in english teaching learning process.

Problem Identification Dealing with the background of the study, there are some problems that can be identified: 1. Why do students tend to have low vocabulary? 2. Why do students look passive in teaching learning process? 3. What factors cause low vocabulary? 4. Does the method of teaching used by teachers influence students’ vocabulary? 5. Does Inquiry-Based Teaching method give an optimal learning outcome in teaching vocabulary? Problem Limitation Questions arisen in problem identification will be limited into the problem, which is supposed to influence students’ vocabulary and methods of teaching. Benefit of the Study Hopefully, the study can give some benefits for teachers, students, and other researchers. The benefits of the study are as follows: 1. To the researcher

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To develop the researcher’s knowledge on choosing the suitable technique for teaching vocabulary. 2. To teachers The result of the study will be used as the knowledge and practical experience for teaching vocabualry and as a consideration to raise teachers’ awareness in developing and applying the suitable method in their teaching and learning process. 3. To other researcher To give brief knowledge to another researcher to conduct the similar research in another institution. 4. To the students The study is hoped to be able to reveal their competencies and potential conditions in mastering vocabulary. They find meaningful strategy to overcome their problems and improve their vocabulary mastery.

RELATED LITERATURE REVIEW Theoretical Description Vocabulary Hatch and Brown (1995: 1) state that vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of a language might use. McWhorter (1989: 311) states that vocabulary means the ability to recognize individual words and to associate meaning with the particular combination of letters that form a word. It means that vocabulary is written or spoken unit of language as symbol of idea. In other word, vocabulary is the competence or skill in recognizing words and its meaning. Vocabulary is an important aspect in english teaching learnimg process. The vocabulary mastery can’t be done spontaneously but step by step. Keraf (1989: 65-66) defines the step in processing vocabulary mastery form children until adult. First, children period, children are able to define concept vocabulary to say their concrete idea. Second, adolescent period, the adolescent starts to use the language and makes it more extensive directly in simple communication. Third, adult period, the vocabularies are used more and more intensively because they make more communication each other. Types of Vocabulary According to Kitao (1996), vocabulary knowledge can be divided into four types, they are: 1) Avtive speaking vocabulary, that is, words that the speaker is able to use in speaking. Due to the spontanaeous nature of the speaking vocabulary, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures. 2) Passive listening vocabulary, which is words that the listener recognize but cannot necessarily produce when speaking. This vocabulary is aided in size by context and tone of voice. 3) Passive reading vocabulary, which refers to words that a reader recognize but would not necessarily be able to produce. The Factors of Vocabulary Thornbury (2002: 27) declares some factors why learning vocabulary is rather difficult for second language learner. They are (1) pronounciation; (2) spelling; (3) length and complexity; and (4) grammar, meaning, range, connotation and idiomaticity. According to Cameron (2001: 85) which in turn draws on work by Richard differ some aspects of word knowledge. They are summarized in the following table:

Table 1.1 Aspects of Word Knowledge

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Type of Knowledge What is involves

Receptive knowledge: To understand it when it is aural/decoding spoken/writen Memory To recall it when needed Conceptual knowledge To use it with the correct meaning Knowledge of spoken form: To hear the word and to pronounce phonological knowledge it acceptably, on its own, and in phrases and sentences Grammatical knowledge To use it in a grammatically accurate way; to know grammatical connections with other words Collocation knowledge To know which other words can be used with it Orthographic knowledge To spell it correctly Pragmatic knowledge, knowledge To use it in the right situation of stile and register Connotation knowledge To know its positive and negative associations, to know its associations with related words Metalinguistics knowledge To know explicity about the word, e.g. its grammatical properties

Aspects of Vocabulary According to Ur in Pavlu (2009: 26), the aspects of vocabulary are as follows: Form To know the form of a word means to know the pronunciation and spelling of a word. Pronunciation is what a word sounds like and spelling is what it looks like. In teaching learning process, the pronunciation has to accurately presented and learned. Grammar The grammar of new item will be necessary to be taught if this is not obviously covered by general grammatical rules. An item which may have an unpredictable change of form in certain grammatical contexts may have some idiosyncratic way of connecting with other words in sentences; it is important to provide learners with this information at the same time as teachers teach base form.

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Aspect of Meaning They are as follow; 1) Synonyms: item that means the same, or nearly the same: for example, bright, clever, smart may serve as synonyms of intelligent. 2) Antonyms: items that mean the opposite: rich is an antonym of poor. 3) Hyponyms: items that serve as specific examples of general concepts; dog, lion, mouse are hyponyms of animal. 4) Co-hyponyms or co-ordinates: other items that are the ‘same kind of thing’; red, blue, green, and brown are co-ordinates 5) Superordinate: general concepts that ‘cover’ specific items; animal is the superordinate of dog, lion, mouse. 6) Translation: words or expressions in the learners’ mother tongue that are more or less equivalent in menaing to the item being taught. Learning and Teaching Vocabulary McCarten (2007:21) states that learning vocabulary is largely about remembering, and students generallyneed to see, say, and write newly learned words many times before they can be said to have learned them. He also states that learning vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned, including single words, phrases, collocations, and strategic vocabulary, as well as grammatical patterning, idioms, and fixed expressions. Because learning vocabulary is remembering, Thornbury (2002: 23) distinguish the working of memory between the following systems: a. The short-term store (STS) is the brain’s capacity to hold a limited number of items of information for periods of time up to a few seconds. It is the kind of memory that is involved in holding in your head a telephone number for as long as it takes to be able to dial it or to repeat a word that we’ve just heard the teacher modelling. However, successful vocabulary learning clearly involves more than simply holding words in your mind for a few seconds. For words to be integrated into long-term memory they need to be subjected to different kinds of opertaions. b. Working memory is focussing on words long enough to perform operations on them. Many cognitive tasks such as reasoning, learning and understanding depend on working memory. It can be thought of as a kind of work bench, where information is first placed, studied and moved about before being filed away for later retrieval. The information that is being manipulated can come from external sources via the sense, or it can be downloaded from the long-term memory. For example, a learner can hear a word (like tangi), download a similar word from long term memory (like tango), and compare the two in working memory, before deciding if they are same or different. Material remains in working memory for about twenty second.

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c. Long term memory can be thought of as a kind of filling system. Unlike working memory, which has a limited capacity and no permanent content, long term memory has an enormous capacity, and its contents are durable over time. Based on the explanation above, it can be concluded that vocabulary involves knowing about meaning, using words, pronounciation, and spelling of the word which should be mastered by the students. The Nature of Inquiry Based Teaching The Meaning of Inquiry Based Teaching Inquiry Based Learning is a process where the students are involved in their learning to formulate questions, investigate widely, and then build new understandings, meanings, and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action (Alberta Learning, Alberta, 2004: 1). Sund and Trowbridge (1993: 62) state that inquiry occurs when an individual is involved mainly using his mental process to mediate/discover some concept or principle. It means that inquiry leads students to learn through experience, knowledge, and investigation. Through the process of inquiry, they have a need or want to know information and knowledge that lead them to understand both and to solve problem. The term inquiry based teaching also recognized as discovery has been defined widely by some experts in relation to teaching method or approach. Ormord (2011: 447) states that discovery learning or teaching is a process through which students interact with their physical or social environment – for example, by exploring and manipulating objects, performing experiments or wrestling with questions and controversies and derive information for themselves. From the ideas above, it can be concluded that inquiry based teaching is the method or approach which requires that learning should be based around students’ questions. It leads students to learn through experience, knowledge, and investigation. The teachers’ role is facilitating and guiding students to solve problems and answer the questions themselves. It needs teacher’s capability to design question, by asking questions, the teacher assists the students using their mind. In inquiry-based teaching students have their own control to decide which way is best to solve the problem. Teaching Steps of Inquiry-Based Teaching Trowbridge (2010) defines some steps in inquiry based teaching. They are: 1) Asking In this stage, the questions from the students begin to describe. It motivates students to create inspiring question about real experiences. 2) Investigating In order to answer the question, the students begin to gather information by doing investigation or observation. 3) Creating This step asks the students to create new thoughts and ideas outside their prior knowledge. 4) Discussing In this part, the students have to share their ideas with others then make a comparison between their own ideas and friends’ idea.

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5) Reflecting In this part, the students have a chance to review their own ideas. Barman and Kotar (2010) give some steps on inquiry based teaching. They are: 1) Exploring The students are free to find and manipulate the subject matter. They are allowed to rise the questions or ideas in group or individually. The teacher just becomes a facilitator, whose jobs are watching, observing, asking, and giving advice to the students. 2) Introducing the concept The teacher introduces the concept by giving some references or related sources. After knowing the concept, the students may communicate their concept to the other students. 3) Applying of concept In this step, the students are faced with the problem given by the teacher then, they have to solve the problem using the concept that they found. This step is used to reinforce the students’ understanding. From the model of inquiry based teaching above, the researcher proposes a combination model of inquiry based teaching. There are three steps, they are: (1) exploration; (2) elaboration; (3) evaluation. The Advantages of Inquiry Based Teaching According to Sund and Trowbridge (1993: 65) the advantages of inquiry based teaching are: 1) Instruction becomes students-centered. In inquiry, learning involves total aspects that contribute to the individual becoming a fully functioning person, such as responsibility, social communication, self direction, etc; 2) Inquiry based learning builds the self-concept of the students. It means that if the students have good self-concept, the students will feel secure to explore the experiences. It will take a chance to explore, more creative, and having a good mental health. Inquiry based teaching provides opportunities for greater involvement by giving students more chance to gain insight and better develop their concept; 3) Increasing an expectancy level. It means that the students believe that he is able to accomplish a task on his own; 4) Inquiry motivates the students to gain independence in research and learning; 5) Inquiry develops talents. It provides students more opportunities to develop their talents such as creativity, social and organizing; 6) Inquiry keeps the students’ retention longer and more deeply. It is better to allow the student’s time to think and study some topics in depth than to rush through several units; 7) Inquiry avoids learning only at verbal level; 8) Inquiry permits time for the students to mentally assimilate and accommodate information.

RESEARCH METHODOLOGY The research was conducted at Language Center of UPN ‘Veteran’ Jawa Timur located at Jl. Raya Rungkut Madya Gunung Anyar. To achieve the objective of the study, the researcher applied an experimental study. The

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experimental study is defined as the technique, which attempts to find out cause and effect relationship.

Population is the researcher’s interest of the group in which he/she would like the results of the study to be generalized (Gay, 1992: 125). It is the individuals who have the quality or characteristics in common from which a researcher may get the data. The population of this research was the first semester students of business administration in the 2016-2017 academic year, which consisted of four classes (80 students). The sample of this research was students from two classes, class A and class B. She took two classes of four classes, one was for experimental class (class A) and the other was for control class (class B). Each consisted of thirty students. Sampling is the process of drawing a sample from the population (Mason and Bramble, 1997: 113). In this study, the writer used cluster random sampling to get sample. This research is using Tuckey test. It is applied to know the difference between the two teaching methods and the mean score to know that inquiry based teaching is more effective in teaching vocabulary. M1 M 2 t = X 2 X 2  1   2 N(N  )1 Note: X = The score of vocabulary test of experimental class which is taught by using Inquiry based teaching Y = The score of vocabulary test of control class which is taught without using Inquiry based teaching M1 = The mean score of vocabulary test of experimental class which is taught by Inquiry based teaching M2 = The mean score of vocabulary test of control class which is taught without Inquiry based teaching X1 = X – M1 X2 = Y – M2 N = The number of students

THE RESULT OF THE STUDY

Table 3.1 The score of vocabulary test of experimental class which is taught by using inquiry based teaching

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No Name Score

1 M. IHZA F 74 2 M. ALI FIKRI 82 3 ERIKA WULANDARI 60 4 RIFKY OKTAFIANTO 67 5 WIWIK APRILLIANA 70 6 MUNANDAR PRIYO S 76 7 ROCHMAD ADINATA 77 8 DENA TRI P 80 9 AYU AMBARWATI 85 10 SHEILLA NATASYA 85 11 TESYA TRIANA 78 12 SULVIANANDA 90 13 DWI FIDYATUS 95 14 DZIROTIN DHUQA 80 15 FIRNANDA HARIYATI 85 16 RACHMAD VINCENT A 80 17 VINA HARYANTI 80 18 VISCA AULIA 85 19 ALFIRA KUSUMAHAYU 80 20 FARAH MAULIDAH 85

Table 3.2 The score of vocabulary test of control class which is taught without using inquiry based teaching

No Name Score

1 RIZKA ALFINA 67 2 FIRDA IKHWANTINI 60 3 YUDA SURYA N 71 4 NOVIANTI MAHMUDAH 73 5 JANUAR REZA R 70 6 ADRIAN YOGA P 75 7 ERSA RAHMA N 72 8 ALLYSA EDWINA Y 74 9 FARIZ DERMAWAN 70 10 MUHAMMAD IBRAHIM 73 11 GAGAS AKHYAR V 60 12 LAILATUS SAFA’AH 71 13 MUCHAMMAD FAISAL R 67 14 VIONA RISKY K 70 15 MEGA INTAN F 74 16 TASYA P 60

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17 SULTHON MUHAMMAD A 60 18 MOCH.RIZAL 67 19 MUHAMAD ADIB J 70 20 HANIK NUR AZIZAH 65

Tabel 3.3 The Description of the data

Taught by using inquiry based Taught without using inquiry based Teaching teaching

2 2 NAMA SISWA X X1 X1 NAMA SISWA X X2 X2

M. IHZA F 74 0 0 RIZKA ALFINA 67 3 9 M. ALI FIKRI 65 -9 81 FIRDA IKHWANTINI 60 -4 16 ERIKA WULANDARI 60 14 196 YUDA SURYA N 71 7 49 RIFKY OKTAFIANTO 67 -7 49 NOVIANTI M 70 6 36 WIWIK APRILLIANA 70 -4 16 JANUAR REZA R 60 -4 16 MUNANDAR PRIYO S 76 2 4 ADRIAN YOGA P 60 -4 16 ROCHMAD ADINATA 77 3 9 ERSA RAHMA N 72 8 64 DENA TRI P 80 6 36 ALLYSA EDWINA Y 60 -4 16 AYU AMBARWATI 80 6 36 FARIZ DERMAWAN 70 6 36 SHEILLA NATASYA 76 2 4 MUH IBRAHIM 63 -1 1 TESYA TRIANA 78 4 16 GAGAS AKHYAR V 60 -4 16 SULVIANANDA 77 3 9 LAILATUS SAFA’AH 65 1 1 DWI FIDYATUS 80 6 36 MUCHAMMAD F 67 3 9 DZIROTIN DHUQA 78 4 16 VIONA RISKY K 65 1 1 FIRNANDA HARIYA 75 1 1 MEGA INTAN F 71 7 49 RACHMAD VINCENT 80 6 36 TASYA P 60 -4 16 VINA HARYANTI 70 -4 16 SULTHON MUH A 60 -4 16 VISCA AULIA 70 -4 16 MOCH.RIZAL 67 3 9 ALFIRA KUSUMAH 75 1 1 MUHAMAD ADIB J 60 -4 16 FARAH MAULIDAH 80 6 36 HANIK NUR AZIZAH 65 1 1 Sum 1488 36 614 1293 13 393

M1 M 2 t = X 2 X 2  1   2 N(N  )1

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74  64 t = 614  393 20(20  )1

10 10 t = t = 1007 .2 65 380 t = 6.17 db = N – 1 = 20 – 1 = 19

Because to (6.17) is higher than tt (1.73) at the level of significance (α) = 0.05 and to (6.17) is higher than tt (2.54) at the level of significance (α) = 0.01. The mean score of students who are taught using inquiry based teaching is 74 and the mean score of students who are taught without using inquiry based teaching is 64. It can be concluded that using inquiry based teaching is more effective for teching vocabulary.

CONCLUSION Inquiry based teaching is one of the teaching methods that is considered as effective method. In inquiry-based teaching method, learning resources come from various resources, therefore the students are expected to be able to think abstractly, comprehend complex ideas, learn quickly, and learn form experience. The process of inquiry helps the students develop their vocabulary and be able to explore useful information through many different resources.

BIBLIOGRAPHY

Alberta. Alberta Learning. 2004. Learning and Teaching Resources Branch. Focus on Inquiry: a teacher’s guide to Implementing Inquiry-Based Learning. Canada: Edmonton, Alberta. Barman and Kotar. 2010. Inquiry Based Learning. http://www.usol.K12.ut.us/curr/science/core/6th/TRB6/Inquiry.htm. Carter, Ronlad. 1995. Vocabulary Applied Linguistic Perspective. London: Routledge Cameron, Lynne. 2001. Teaching Languages o Young Learners. United Kingdom: Cambridge University Press.

Chomsky. 1957. An Introduction to Language. Australia: Hartcourt.

Cross. 1993. Language. New York: Holt Renehardt and Winston. Gay, L.R. 1992. Educational Reserach. Competencies for Analysis and Application New York: Macmilan Publishing Company.

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Hatch, E., & Brown, C. 1995. Vocabulary, Semantics, and Langugae Education. Cambridge: Cambridge University Press.

Isjoni, 2009. Pembelajaran Kooperatif. Meningkatkan Kecerdasan Komunikasi Antar Peserta Didik. Yogyakarta Pustaka Belajar. Keraf, Gorys. 1989. Komposisi. Ende: Nusa Indah. Kitao, S. Kathleen. 1996. Testing Vocabulary. http://www.eslgold.com/vocabulary/testing.html. Downloaded on Aogust 21, 2016

Macpherson, Alice. 2000. Cooperative Learning Group Activities for College Courses. A Guide for Instructors. Michigan Kwantlen Polytechnic University.

. 2003. Cooperative Learning Group Activities for College Courses. A Guide for Instructors. Michigan Kwantlen Polytechnic University.

Marson and Brambel. 1997. How to Design and Evaluate Research in Education. New York: McGraw-Hill INC.

McCarten, Jeanne. 2007. Teaching Vocabulary. Teaching from Corpus. Teaching from Classroom. New York. Cambridge University Press.

McWhorter, Katheleen T. 1989. College Reading and Study Skills. Glenview Illinois Boston London: Niagara Country Community College.

Olsen and Kagan. 2001. Essential of English Language Teaching. London: Longman.

Ormrod, Jeanne Ellis. 2011. 7th Edition. Educational Psychology Developing Learners. Boston: Pearson. Pavlu, Ivana. 2009. Testing Vocabulary. New Jersey: Masaryk University Brno.

Slavin, Robert E. 2005. Cooperative Learning. Teori, Riset dan Praktik. Bandung: Penerbit Nusa Media. Sund, B. Robert, Leslie W Trowbridge. 1993. Teaching Science trough Inquiry in he Secondary school, Ohio: Charles E. Merrill Publishing Company. Thornbury, Scott. 2002. How to Teach Vocabulary. England: Longman.

Zhang. 2010. Cooperative Learning in the Classroom. Va: Curriculum Development

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THE VIOLATION OF GRICE’S MAXIMS IN CLINTON - SANDERS DEMOCRATIC CANDIDATES DEBATE

Winda Avionita [email protected] Siliwangi University

ABSTRACT

The politicians have different way in speaking, they tend to use the long-winded language and it is sometimes not straight to the point. When responding to each other, the candidates sometimes will not respond directly to the subject matter so the public can not get the point of their arguments. This case occurs in the Democratic Candidates Debate of Hilary Clinton and Bernie Sanders. In pragmatics, this is called as maxims violation. However, there must be something beyond this violation. This research is intended to what maxims that are violated and what is the implication. Data were obtained from the transcription result of the video from Youtube and the data were analyzed based on the theory of conversational maxims proposed by H.P. Grice (1975). This research will also discover the ideology of each speaker related to their maxims violation.

Keywords: pragmatics, conversational maxims, democratic candidates debate

THE STUDY In human’s life, comunication is something that cannot be separated. It deals with almost any kinds of activities that people do. The speakers and the listeners are assumed to have fulfilled the cooperative principle when they manage to achieve successful and ideal conversation (Yule, 1996, p. 35).In observing the cooperative principle; there are four maxims that have to be fulfilled: quantity, quality, relevance, and manner (Grice, 1975, p. 45). These maxims are expressed to speakers as a rule of how they should contribute to a conversation. 1. Maxim of Quantity a. make your contribution as informative as is required for the current purposes of the exchange: b. do not make your contribution more informative than is required. 2. Maxim of Quality a. do not say what you believe to be false: b. do not say that for which you lack adequate evidence. 3. Maxim of Relevance be relevant 4. Maxim of manner a. avoid obscurity of expression; b. avoid ambiguity; c. be brief (avoid unnecessary prolixity); d. be orderly.

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However, people sometimes cannot fulfil those maxims and they seem to disobey them.Grice (as quoted by Thomas, 1995, p. 64), explained that there are several ways of not observing a maxim, one of them is violating the maxim. According to Cutting (2002), “When the speaker does not fulfil or obey the maxims, the speaker is said to ‘violate’ them” (p. 40). Violating a maxim happens when a speaker is liable to mislead the hearer. Since this research is focusing on the maxims violation, the explanation about it will be emphasized more. Yule (1996) gives the example: [The setting: there is a woman sitting on a park bench and a large dog lying on the ground in front of the bench. A man comes along and sits down on the bench.] A: Does your dog bite? B: No A: (bends down to stroke it and gets bitten) Ow! You said your dog does not bite! B: That is not my dog. (p. 36) B actually knows that A is talking about the dog which is beside B though it is not B’s dog, yet B intentionally does not give A enough information to know what is being talked about. Instead, B does not want A to know the full picture of all conversation. In any field of communication, the mentioned case often occurs, including in debates. One of them is found in the Democratic Candidate Debate of Hillary Clinton and Bernie Sanders.To give true and clear messages in debate especially in political debate is important because people will see everything about their future leader based on his or her words.Based on that matter, knowing the maxims violation is essential regarding to the concept of cooperative principle in communication. There are many researchers conducted the study related to the violation of Grice’s cooperative principle. The first study is conducted by Mukaro, Mugari, and Dhumukwa (2013), that investigated the violation of conversational maxims in public conversation in Shona. The study shows that certain maxims can be ignored or violated yet speakers remain informative, cooperative and polite. The conversations here are daily chats, talks, and discussions in which Shona speakers find themselves in. However, that study only focused on the basic conversation and interview, whereas this research focuses on the political communication especially in debating. Moreover, this research is aimed to know what maxims that are violated and the implication of that violated maxims.

METHODOLOGY AND PARTICIPANTS This research is in discourse analysis field, Fitch (2005) as cited in Rahimi and Riasati (2011) stated that discourse analysis focused in internal structure of the text. Discourse analysis is ‘branch’ of critical discourse analysis that is the basic discipline to examine the relationship between language, society, power, identity, ideology, politics, and culture (Rahimi and Riasati, 2011). The method was considered appropriate since the research is intended to study human behavior in an indirect way, through an analysis of their communications. The data were collected from a downloaded video of “Clinton – Sanders Democratic Candidates Debate” in Flint, Michigan. The video was retrieved March 11, 2016 from youtube.com. The length of the video was 1 hour 48 minutes in which the data covered the issues such as toxic water, economy, crime, racial issue, education, and climate change. Furthermore, the data were transcribed into transcript and the utterences became the focus of the analysis.

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FINDINGS AND DISCUSSION Toxic Water In this topic, two maxims are violated. DL : ...... Do you think people should go to jail? HC :Well, that’s going to be up to the legal system, Don. I mean, I can’t standing here — I don’t have all the facts, but people should be held accountable wherever that leads. If it leads to resignation, or recall if you’re in political office. DL : Secretary Clinton, do you think people should go to jail? HC : If it leads to civil penalties, if it leads to criminal responsibility. There has to be an absolute accountability, and I will support whatever the outcome of those investigations are. The question from DL requires ‘yes’ or ‘no’ answer. However Clinton answers more than just what is required. Instead of speaking to the point she prefers to explain the reason first and it makes DL has to ask her again to follow up her answer. It can be said that Clinton violates the maxim of quantity. However, Clinton’s argument implies that she does not want to be an authoritative leader. Because it is not her authority to bring people to jail, it is the court which is authorized in deciding people who go to jail. Economy In this topic, the speakers violate three maxims. AC : You sent a tweet on Thursday, this is the tweet, I’m showing it to viewers. It says the people of Detroit know the real costs of Hillary Clinton’s free trade policies. It shows pictures of crumbling buildings. It seems like you’re blaming her for the situation in Detroit. BS : Well, I’m blaming the trade policies. You know what? This is an amazing thing which I didn’t know until recently, and I wonder how many people did know this. AC : But, you’re calling them Hillary Clinton’s failed trade policies. BS :Well, Hillary Clinton, and everybody else who supported these disastrous trade policies. She wasn’t alone. We have many, many Republicans and far too many Democrats who supported these disastrous trade policies. Do you know... Sanders seems to deny something which means that he violates the maxim of quality. Sanders answered that he was blaming the policies not Clinton, so it seemed like he denied the statement from the moderator AC. Then AC wanted a clarification and highlighted Sanders’ tweet that said ‘Hillary Clinton’s failed trade policies’ and after that Sanders said that he did not only blame Clinton but also everyone involved in that policies. However, it can be seen from the very first time he had admitted that he blamed Clinton. Crime In this topic, the speakers mostly violated the maxim of quantity AC : ...... Is that something, if you were president, would you work to extend that three day? BS :Look, that bill had some sensible provisions in it. It had the

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banning of bullets that pierce policemen’s armor. Is that a good thing? I think we would want to get rid of that. particular legislation had safety locks on guns so the kids do not pick them up and shoot them. That bill had bad things in it...... The topic is about improving the time for background checking of gun possession from three days into more. It can be said that Sanders violates the maxim of quantity. However, Sanders’ argument implied that he actually say ‘yes’ to that idea. Racial Issue Racial Issue was the hottest topic in this debate. Most of all violations occured in this topic. The speakers violated all maxims. DL : ...... Why should black people trust you to get it right this time? HC :Well, Don, let me say this, Senator Sanders voted for that bill, we both supported it..... DL : But, Secretary... HC :... That means we have to limit mandatory minimums, we have to end disparities and treatment at last through (ph) incarceration... DL :The question is why should black people trust you this time to get it right? That’s the question. HC :Well, back then there was an outcry over the rising crime rate, and people from all communities were asking that action be taken. .... The question is about the reason why black people should trust Clinton after she supported the Crime Bill of 1994 about locking up the black people. Instead of saying it to the point, she preferred to say that Sanders also supported that policy not only her. However, she did not give a clear explanation of her answer until DL asked her back. It can be implied that Clinton really wanted to get attention from the black people, and that was why she carefully explained her solution because racial issue is a very sensitive topic. Education The violated maxim is only maxim of quantity. The depiction is presented below. AC : ...... Do you think unions protect bad teachers? HC : You know, I am proud to have been endorsed by the AFT and the NEA, and I’ve had very good relationship with both unions, with their leadership...... AC : So you don’t believe unions protect bad teachers? HC : You know what - I have told my friends at the top of both unions, we’ve got take a look at this because it is one of the most common criticisms...... Beside she answered the question not to the point, she also talked too much. When the moderator AC asked Clinton’s belief whether the unions protect bad teachers or not, she prefers to say the reason why she believes in the unions rather than says something

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about the bad teacher itself. She keeps saying her opinion even later after the moderator followed up her answer so the answer is still unclear ,and by this she violates maxim of quantity. However, her reasons imply that she actually can not give her opinion because the unions always get criticized so she does want to add more negative comments from the public. Climate Change In this topic, maxims violation do not occured in the main topic. Instead it occured in the additional topic when the moderator asked the speakers about another candidate DT. AC : Senator Sanders, I want to ask you basically the same question. He’s called you a communist, how are you going to... BS :That was one of the nice things that he said about me. (LAUGHTER) In this case, Sanders gave an ironic statement that he seemed to compliment DT about her statement saying him as a communist but what DT said was not even a compliment. CONCLUSION In this research, violating the maxims is seen as the speakers’ strategy to gain more voters. There are four patters of the violation of Grice’s Maxims. Those are emphasizing arguments, asserting reliable source of information, avoidance as a strategy, and humorous image. Ideology of each speaker can be also found. Ideology can be concluded from social group attitudes consisting of schematically organized general opinions and arguments about relevant issues of each speaker. Clinton has a goal-description ideology because most of her arguments that are oriented to the goal with a clear set of description. Whereas Sanders has a concretization ideology which means that he always brings his argument to a set of events both in the past and the present time. The point to understand this study is that the candidates have choices to either violate the maxims or not. Each of their choices is actually their strategy to win the debates. In addition, when a candidate, for example, violates the maxim of quality does not automatically mean that she or he is a liar. Instead, it is seen as his or her strategy to look superior in the debate which leads to his or her winning.

REFERENCES

Cruse, A. (2004). Meaning in Language: An Introduction to Semantics and Pragmatics 2nd edition. Oxford: OUP Freely, A. J., & Steinberg, D. L. (2012) Argumentation and Debate: Critical Thinking for Reasoned Decision (12th ed.). Stamford: WadsworthPublishing. Giora, R. (1995). On Irony and Negation. Discourse Processes, 20, 187 - 203 Grice, H. P. (1967). Logic and Conversation. Syntax and Semantics 3: Speech acts,ed. by Peter Cole & Jerry L. Morgan pp. 41 – 58. New York: Academic Press. Mukaro, L., Mugari, V., & Dhumukwa, A. (2013). Violation of Conversational Maxims in Shona. Journal of Comparative Literature and Culture (JCLC),2(4), 161-168 Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragamatics. Harlow:Pearson Education. Van Dijk, T. (1993). Ideological Discourse Analysis. University of Amsterdam, 135-161.

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A CASE STUDY: USING MULTI-APPROACHES IN TEACHING SPEAKING SKILL (Cooperative Activity, Guessing-Pictures Game & Performance-Based Assessment)

Wini Fitrina Sofyan [email protected] Universitas Pendidikan Indonesia

ABSTRACT The basic framework of maximizing the combination of approach(s), media aid and assessment will give the effective contribution in teaching language (Brown, 2008). Choosing the proper approaches in teaching speaking by exposing, practicing and reducing the language problems will create the experienced students, as involving students in the guessing-pictures game activity, using the performance-based- assessment to motivate students’ learning by its positive washback, and applying the cooperative method to reduce the students’ reluctance, anxiety and shyness through speaking (Harmer, 2007). Thus, this analysis study case attempts to investigate the multi-approaches implementation in the teaching speaking comprehension of a vocational high school in West Java in order to eliminate the students’ speaking problems and give the maximum space to perform oral ability during learning. The data were analyzed by the observation checklist technique which the results showed that the multi-approaches (cooperative activity, guessing-pictures game and performance-based assessment) were capable of improving students’ speaking competency. Students were more motivated (positive washback), and the reluctance, anxiety and shyness during performances were rarely found, therefore the learning activity became more meaningful. Thus, teachers are expected to emphasize whole aspects in teaching speaking skill with using multi-approaches and should maximize the power of assessment and media aid.

Keywords: Cooperative activity,Guessing-Pictures, Performance-based assessment, Speaking problems

INTRODUCTION English as the foreign language, in Indonesia, forms the students’ speaking experience in the low level, therefore 1) English becomes limited exposure to students (Musthafa 2010 p. 123). 2) In classroom, when Students try to speak, the shyness and anxiety appear (Harmer, 2007 and Brown, 2004 p. 269). They worry to be laughed by their peers and be blamed by teacher when they make mistake(s), so they choose to do not speak at all. Furthermore, 3) students think that the teacher’s assessment is not fair which makes students stressful and unwilling to learn (Tang, 2013), this condition is called the negative wash-back. Due to assumption, the three problems above could be reduced by using the three combinations of the essential points of the approaches, media aids and assessment (Brown, 2008, and Aziz, 2012). Therefore, this article focuses on the application of the multi-approaches; cooperative approach, involving picture-series game and performance-based assessment in teaching speaking skill in a vocational high school in West Java; it aims to know how the teacher apply multi- approaches altogether in teaching speaking skill in the classroom.

Using Multi-Approaches in the Teaching Speaking Skill Cooperative approach

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Teacher creates English language learning into group. It is a way to eliminate the students’ shy and reluctance and as the variation in the teaching strategy (Harmer, 2007). This cooperative approach facilitates students to create the discussion and peer teaching. And certainly, it can reduce the students’ reluctance, shyness and under- pressure because they have the narrow area in order to express their idea. STAD (Students Team Achievement Division) is one of cooperative approach types, which students are assigned to four-member learning teams mixed in performance level. Teacher presents a picture-game, and then students work within their group to make sure that all team members have mastered the game. Finally, all students take individual quizzes on the material (they may not help each other) (Slavin, 1991: 73). Games and media aid to give experiences At the same time, teacher applies an approach which facilitates students to speak up (Brown, 2004). Teacher can use the communication games in teaching speaking skill, the communicative activity such as communication game are recommended (Harmer 2007 and Brown 1994). It is important to apply the methodology to direct students act and performance in their speaking learning. To make students become experienced to the English, teacher, in this study, exposed the English language as much as possible. Thus, she showed the students the authentic materials in the classroom, using the media assistant in teaching speaking skill such as pictures aid is appropriate.

Assessment: Performance-bases Assessment

The important point in teaching is the teacher’s assessment conception. Teacher should apply the appropriate assessment in order to make worth the values of the method and media they used. How good of the approach(s) is, how effective strategies are and how beneficial media in their teaching are, they will be nothing if teacher chooses the inappropriate assessment. As the previous studies of Azis (2013) and Tang (2013) who state when the teacher makes the mistake in choosing the assessment, the negative washback could happen such as the stressful feeling, under pressure, anxiety, and they have no desire to learn. Thus, designing appropriate assessment is necessary; it as important as using the proper approaches and media aid, but the majority teachers usually neglect the assessment and they only focus on the method, approach and media aid (Tang, 2013).

Teacher should make the reinforcement based on assessment. Teachers are suggested to choose the appropriate assessment in order to create the positive washback; it is the condition which students and teachers do and feel something because of the test effect. Furthermore, Harmer (2007, p.98) states using the appropriate assessment will increase the students’ extrinsic motivation. He argues the extrinsic motivation comes from the needs of somethings such as to pass the test or exam, want to achieve the good mark, etc. thus, when the assessment builds students’ learning motivation as that examples, it means the assessment creates the positive washback effect.

The performance-based assessment is an alternative assessment that points out the several aspects as Brown (2004, p.255) states as; 1) it evaluates the productive and observable skills such as speaking and writing with the content-valid task, 2) it observes the process that includes the activity when students make their materials to be performed, 3) it evaluates the contents (product) that are performed (about the

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coherence, structure, the appropriate information, grammar, etc.), 3) it observes the performance (the students’ speaking) with the evaluation form, checklist or rating sheet, it is also as the placement, diagnostic and formative test.

The performance-based assessment emphasizes the washback and authenticity. It also has two criteria as “the task” and “the criteria” (rubric) (Jaenudin, 2014 p.11). Furthermore, the key points of this assessment are to assess the whole aspects of learning, they are the cooperative activity, the process in making the project, the project result, and the project presentation (Zainul, 2001 p. 4 and Brown 2004, p. 255). Further, the area of performance-based assessment could be seen as follow:

Area performance-based Assessment

Process Product Performance

The benefits of this assessment are creating the positive washback such as the extrinsic motivation, appreciating all students’ efforts both process and results and avoiding the unfair scoring by one shot scoring. In this study, teacher did several steps as: 1) teacher made the very detail preparation, 2) teacher considered the students’ ability, it means the criteria in performance-based assessment should be coherence with the level of students’ speaking capability, and if it is not, the assessment could be not useful, 3) Selected the appropriate project for students, which students were asked to analyze the pictures, they should describe the pictures to the appropriate discourses in front of the class, and 4) teacher gave the very clear feedback to the students in the end of activity. Thus, the teacher have the high motivation in using this alternative assessment in her teaching, which those activities are the excuse of other teachers in neglecting this assessment and the multi-approaches in their teaching.

Table 1 The Steps of Using Multi-Approaches in the Teaching Speaking Skill (Due to the analysis result) 1. Preparation 2. Introduce the concepts to the students (rules of cooperative games activity and its assessment) 3. Separate students into groups 4. Spread some different pictures to each group 5. Give students the time to cooperate (make the clues) 6. Play the game (guessing pictures game: each student in a group performs one clue one by one and other groups guess what the pictures are based on the clues elaborated). 7. Do the assessment based on: cooperation & self-performance, process & product of performance, and material & fluency of the speaking. 8. Provide the feedback of the students’ errors and mistakes and the students’ self-assessment. 9. Give the rewards (such as: good job!, well done!, excellence!, etc.)

The teaching result shows that the combination of the performance-based assessment, picture aids in the guessing-picture game activity and the cooperative approach can

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improve students’ speaking competency. Students were motivated; it was the positive washback effect from the performance-based assessment as power of assessment. Furthermore, the reluctance, anxiety and shyness were rarely found during performances, and thus the speaking learning was more experienced and meaningful.

CONCLUSION English teachers should emphasize the whole aspects in teaching speaking skill, not only on an approach and media aid, but also conduct the assessment strategy. How good the approach(s) and how beneficial the media used are not worth without the proper assessment. The multi-approaches (cooperative activity, guessing-pictures game and performance-based assessment) empower higher improvement of students’ speaking competency, which the students are more motivated (the positive washback) and they reduce the reluctance, anxiety and shyness during performances. And therefore the learning speaking skill activity becomes more meaningful than using a single approach or only media aid involvement.

REFERENCES Azis, Astuti. (2012). Teachers’ Conceptions and Use of Assessment in Student Learning. Indonesian Journal of Applied Linguistics, Vol. 2 No. 1, July 2012, pp. 41-51

Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York: Nova Science Publishers, Inc.

Brown, H. Douglas. (2004). Language Assessment. London:Longman

Brown, H. Douglas. (1994). Principles of Language Learning and Teaching: Forth Edition: Pearson Education

Harmer, Jeremy. (2007). “The Practice of English Language Teaching Forth Edition”. London: Longman Jaenudin, Riswan. (2014). Asesmen Alternatif dalam Pembelajaran. Fakultas Keguruan dan Ilmu Pendidikan: Universitas Sriwijaya

Musthafa, Bachrudin. (2010). Teaching English to Young Learners in Indonesia: Essential Requirements. Educationist Vol. IV No. 2 July 2010

Slavin, R.E. (1991). Research of Effective Schooling for Disadvantaged Students. Baltimore: John Hopkins University: Association for Supervision and Curriculum Development.

Tang, Ying. (2013). A Case Study of Formative Assessment in A Chinese High School: Shenzhen City Xin’an Middle School, China. Indonesian Journal of Applied Linguistics, Vol. 2 No. 2, January 2013, pp. 216-225

Zainul, Asmawi. (2001). Alternative Assesment. Jakarta: Pusat Antar Universitas untuk Peningkatan dan Pengembangan Aktivitas Instruksional, Depdiknas-Ditjen Dikti.

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STUDENTS’ PRONUNCIATION IN READING SHORT TEXT BY USING INTERNATIONAL PHONETIC ALPHABET TRANSCRIPT

Woro Kusmaryani Nofvia Devega Firima Zona Tanjung [email protected]

ABSTRACT

This study investigates the students’ pronunciation in reading short text using IPA transcript. The students taking Speech Training class at English Department, Faculty of Teacher Training and Education, Borneo University Tarakan. They didn’t get any treatment and had to do oral reading and recorded in the form of video. It is found that students who read text using ipa transcript have pronunciation problems in consonant (51%), vowels (48%), syllables and/or grammatical endings (51%), rhythm in sentences (18%), focus and special emphasis (prominence) (7.4%), intonation/pitch (62%), thought groups and linking (7.4%), delivery (100%). As a further step, they were also asked to fill in the questionnaire related to pronunciation and IPA.The result of data analysis reveals that students still need more practices especially on the mastery of phonetic symbols. Besides, there is no parallel relationship between high attention on the material of phonetic symbols and the students’ understanding on the word pronunciation. Thus, the mastery on the knowledge of phonetic symbols should be supported with the understanding of its use so that their pronunciation is meaningful and understandable by others.

Keywords: Pronunciation, International Phonetic Alphabet (IPA), Phonetic Transcription, Speech Training

INTRODUCTION

Good communication in English depends on proper pronunciation. Regional dialects can differ but clear pronunciation is paramount to making message understood. Taking the time to learn phonics can assist in acquiring a near native accent if English is not the first language. By listening and practicing the sounds of English words can gain mastery over proper pronunciation. Proper pronunciation means reproducing the sound of the word through speech in such a way that any fluent speaker of the language would effortlessly know and understand the message. Improper pronunciation causes a breakdown in communication and requires more effort to understand. The meaning between the words like effect and affect are easily confused if the pronunciation is not clear. The IPA was first published in 1888 by the Association Phonétique Internationale (International Phonetic Association), a group of French language teachers founded by Paul Passy. The aim of the organization was to devise a system for transcribing the sounds of speech which was independent of any particular language and applicable to all languages.

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A phonetic script for English created in 1847 by Isaac Pitman and Henry Ellis was used as a model for the IPA. The IPA is used in dictionaries to indicate the pronunciation of words. The IPA has often been used as a basis for creating new writing systems for previously unwritten languages. The IPA is used in some foreign language text books and phrase books to transcribe the sounds of languages which are written with non-Latin alphabets. It is also used by non-native speakers of English when learning to speak English.

From the above explanation, the researchers interested in conducting the research entitled “Students’ Pronunciation in Reading Short Text by Using International Phonetic Alphabet Transcript”. REVIEW OF RELEVANT LITERATURE

Gilakjani (2012) says that pronunciation is an integral part of foreign language learning since it directly affects learners' communicative competence as well as performance. According to Burns in Gilakjani (2012), it is more important that speakers of English can achieve: Intelligibility (the speaker produces sound patterns that are recognisable as English), Comprehensibility (the listener is able to understand the meaning of what is said), and Interpretability (the listener is able to understand the purpose of what is said). Clear pronunciation is essential in spoken communication. Even where learners produce minor inaccuracies in vocabulary and grammar, they are more likely to communicate effectively when they have good pronunciation and intonation (Burns in Gilakjani, 2012).

The IPA is an academic standard that was created by the International Phonetic Association. IPA is a phonetic notation system that uses a set of symbols to represent each distinct sound that exists in human spoken language. It encompasses all languages spoken on earth. The system was created in 1886 and was last updated in 2005. It consists of 107 letters, 52 diacritics, and four prosodic marks. A “diacritical mark” or “diacritical point”, “diacritical sign” is a glyph added to a letter, or basic glyph. Diacritical marks are added above, under or within a letter. They sometimes can also be placed in between two letters. Prosody is a representation of the rhythm, stress, and intonation of speech. IPA is based on the Latin alphabet, but includes some non-Latin characters as well.

METHOD

Design of this research was descriptive qualitative research design.Subjects of this research were the fourth semester students of English Department, especially for those taking Speech Training class. The instruments used in this research were documents; pronunciation diagnostic feedback and questionnaire. The diagnostic provides opportunities to check areas of students’ pronunciation. It is a guide to help in diagnosing students’ difficulties. It is focused on elements of speech such as consonants, vowels, syllables and or grammatical endings, word stress, rhythm in sentences, focus and special emphasis (prominence), intonation/pitch, thought groups and linking and also delivery (rate of speech, loudness). The questionnaire was open questionnaire. It is focused on what fourth semester students understand about English Pronunciation related to IPA transcript. Related to the steps of conducting the research, the researchers made use of the steps proposed by Miles and Huberman.

FINDINGS AND INTERPRETATION

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The researchers recorded the students while they were reading texts using phonetic symbols. The texts were different for each student. After the recording was done, the researchers then analyzed the students pronunciation based upon several elements of speech such as consonants, vowels, syllables and/or grammatical endings, word stress, rhythm in sentences, focus and special emphasis (prominence), intonation/pitch, thought groups and linking, and delivery (rate of speech, loudness).

Fig.1 Data Result of Pronunciation Diagnostic Feedback

Based on the findings, there are several things to focus on, first, the consonants frequently found are in the words “use/just”, “with/which”, “they/the”, “case/cause”. These words are mispronounced possibly because the students are not aware of the phonetic symbols of the words itself. Most of them are incorrect in pronunciation because they found the words have identical sounds. Certainly, it’s very difficult for them to differentiate one word to the other ones if they haven’t mastered the phonetic symbols yet. Second, the vowels frequently found are “some/same”, “now/no”, “the (read: di)”, other words read in Bahasa. These words are mispronounced possibly because the influence of Bahasa as the mother tongue and the identical sounds or the phonetic symbols so that the students get confused and predicted the words until they pronounced the words which are not written in the texts. Third, the next point is the students often forget to pronounce the sound [s] or [z] (ending –s) and ending –ed of the words. It can be because of their confusion of the words their unfamiliarity with phonetic symbols. Fourth, for the rhythm, the students often put stress in the words which should not get stress. It can be because of the students’ difficulties in recognizing the words until they do not know the words they read are included as words read with stress (depending on the parts of speech) or not. Fifth, for the intonation, the students often put the incorrect intonation/pitch. This happens possibly because they are not aware of the existence of punctuation mark in the text. Besides, they just read without considering the message from the text itself. Shortly, the students just read without any consideration for delivering the content and, finally, the message to the listener. Thus, the message got by the listeners may vary one another. The last one is delivery. The students frequently paused, skipped, or predicted words

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they didn’t know exactly. The pause and prediction are made related to the effort of the students to read the phonetic symbols of the words. Although they cannot pronounce the words correctly, it shows their efforts to try reading the phonetics. Besides, the students skipped reading the texts because they had no idea about the word pronunciation which is basically because of their unfamiliarity with the phonetic symbols available in the texts.

Next, the researchers gave the questionnaire after recording the students in reading phonetics transcription. The questionnaire revealed the word pronunciation is a familiar word since they were already introduced by their English teacher at Junior High School, Senior High School and also lecturers at Borneo University Tarakan. They understood English pronunciation as how to pronounce English word by using British or American accent. Almost all of the students admitted that they still did mispronunciation for unfamiliar English words, the words which end with –s, -es, -ed, English words with special vowel and consonant pronunciation, voiced and voiceless words, word stress, and influence from British and American accent. They had been taught English pronunciation in introduction to linguistics by explaining branches of linguistics and specially phonology and phonetics. Most of the student never heard about IPA. It is because the lecturer just explained phonology and phonetics in general; he did not touch the alphabet. They just knew a little bit about IPA since they already browsed from the internet but still confused how to use it. Most of the students did not pay attention to phonetic symbols in dictionary when they wanted to find English words; they just focused to the meaning of the words, function of the words, and how to use it in sentence. Most of the students said phonetic transcription improved their pronunciation because they learn the symbols and how to pronounce it although they still did some mispronunciation.

CONCLUSION The students show their performance on pronunciation still need more practices. They still get difficult to differentiate words which have identical sounds or same sounds as they have been displayed in the chapter of finding and discussion previously. Indeed, it is related to their performance on pronunciation, mastering phonetic symbols, and speaking.

The high attention on the material of phonetic symbols does not have parallel relationship with the students’ understanding on the pronunciation of words. Thus, the mastery on the knowledge of phonetic symbols should be supported with the understanding of its use.

REFERENCES

Atkeilski, Anthony. (2005). Using Phonetic Transcription in Class.

Bogdan, R. C and Biklen, S. K. (2003). Qualitative research for education: An introduction too theories and methods, 4th edition. New York, NY. Pearson education group, Inc.

Fraenkel, Jack R. (1993). How to design and evaluate research in educational/ Jack R. Fraenkel, Norman E Wallen. MC Graw-Hill Inc.

Gay, L. R. (2006). Educational research: competencies for analysis and applications/ L. R. Gay, Geoffrey E. Mills, Peter Airasian. Pearson Merill Prentice Hall.

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Gerhiser, Amy & Wren, Diana. (2007). Second Language Pronunciation Assessment Handout Packet. GA TESOL.

Gilakjani, Abbas Pourhosein. (2012). A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strategies for Instruction. International journal of humanities and social science, vol. 2 No. 3, February 2012.

Guion, Lisa A. (2002). Triangulation: Establishing the validity of qualitative studies. University of Florida. @ www.edis.ifas.ufl.edu retrieved on March 20th, 2011.

International Phonetic Alphabet (IPA) @ www.internationalphoneticalphabet.org. retrieved on April 21, 2014.

Miles and Huberman. (1984). Qualitative data analysis. A source book of new methods. Newbury park, CA: Sage @ www.rasch.org retrieved on September 15th, 2011.

Riswanto & Heryanto, Endang. (2012). Improving Students’ Pronunciation through Communicative Drilling Technique at Senior High School (SMA) 07 South Bengkulu, Indonesia. International journal of humanities and social science, vol. 2 No. 21, November, 2012.

261 UNDERSTANDING SPEAKING ANXIETY IN EFL CLASSROOM

Yayu Heryatun Naf’an Tarihoran* [email protected] IAIN SMH Banten

ABSTRACT

This paper was mainly intended to explore factors that contributing EFL learners’ speaking anxiety and strategies that EFL teacher use to assist EFL learners reduce their speaking anxiety. It was a qualitative study involving 3 EFL learners and 1 EFL teacher in speaking class of English Department IAIN SMH Banten. Classroom observation, interview and EFL learners’ reflective journal play as data collection methods. The result of this study indicated that factors contributing to speaking anxiety starting from individuals’ self esteem, environment to behavioral factors. In addition, strategy that EFL teacher applied to reduce EFL learners’ speaking anxiety was applying cooperative learning. Assigning EFL learners to work on group, providing interesting speaking activities and creating non threatening atmosphere of speaking class became the major strategy.

Key words: Speaking anxiety, self esteem, cooperative learning.

INTRODUCTION

A number of previous studies have reported language anxiety among L2 learners. (Horwitz, E., Horwitz, M., & Cope, 1986; Krashen, 1988; Horwitz & Young, 1991; Pappamihiel, 2002; Gardner, Masgoret, Tennant, & Mihic, 2004; Gregersen, 2005; Liu, 2006; Evans and Green, 2007; Yan & Horwitz, 2008). Pappamihiel (2002), for example, investigated level of language anxiety in middle school students. It was found that students experienced more stress in their interactions with mainstream classes than ESL classes. Besides, Gregersen (2005) pinpointed that L2 learners who felt anxious in their foreign language learning might find their study less enjoyable. In addition, Liu (2006) investigated a study with Chinese undergraduate non-English majors at three different proficiency levels. His findings reported that more than one-third of the students in each group were anxious in Oral English classroom. The more proficient students tended to be less anxious. The students felt the most anxious while talking to the teacher and speaking alone in front of the classroom, but they felt the least anxious during pair work and much less anxious in speech communication. However, more research needed to be conducted in this area in order to give comprehensive findings. One of them dealing with speaking anxiety among EFL learners in university level and teacher’s strategy to assist L2 learner reduce their speaking anxiety. Among other language skills, speaking tended to be the most challenge skill for L2 learners. Beside that, this skill became indicators whether L2 learners had to be succeed to convey their message orally by using L2. In other words, speaking became the most anxiety-provoking skill. Moreover, Horwitz, et al. (1986) defined foreign language anxiety as a distinct complex set of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process”. Specifically, this theory guided me to analyze the data.

1 METHODS

In order to learn more about speaking anxiety in EFL classroom, this study applied qualitative research by its nature as it focuses on the process of a specific phenomenon (Maxwell, 1996). Specifically it was a case study as it explained an event or occurrence that is of interest to the researcher from the participants’ view points (Gall et al., 2007). The foci of this study were factors that contribute EFL learners’ speaking anxiety in EFL classroom and strategies that EFL teacher used to assist EFL learners reduce their speaking anxiety. Moreover, this study was conducted in one speaking class at IAIN SMH Banten – Serang. It involves 3 EFL learners with different achievement in speaking classroom and 1 EFL teacher who facilitated this speaking class.. The division of students based on EFL teacher’s recommendation. In addition, the instrument used in this study is classroom observation, interview and EFL learners’ reflective journal. Data was collected from 3 EFL learners and 1 EFL teacher. Soon, after classroom observation had been done, EFL learners and EFL teacher were interviewed relating to speaking anxiety from both sides, EFL learners and EFL teacher. The last, EFL learners’ reflective journal would be analyzed to gain their learning experience in EFL classroom dealing with speaking anxiety.

FINDINGS AND DISCUSSION

Following paragraph dealing with research questions of this mini study: what factors that contribute EFL learners’ speaking anxiety in EFL classroom and what strategies that EFL teacher used to assist EFL learners reduce their speaking anxiety. 1. What factors that contribute EFL learners’ speaking anxiety in EFL classroom? Data from classroom observation reflected that 1 EFL learner who categorized as low achieving student seemed to be anxious when her teacher asked her to practice role play in front of classroom. Although she performed role play with her peer, she seemed forgot to the dialogue that she had practiced with her peer before. In addition, she pronounced some words wrongly. However, she was helped by her peer to start conversation. This situation was confirmed with interview. She argued that talking in from class made her forgetting all dialogue. Tidak tahu kenapa tiba tiba blank saja pikiran pas Bu A menyuruh saya mempraktekan role play. Padahal bener saya sudah hapal ketika kita diskusi. Terus terang saya akui saya jelek dalam pronunciation. Susah diubah.

I don’t know why my mind is blank when Mrs. A asked me to practice role play in front of class. Indeed, I have already remembered the whole dialogue. Then, if I see Mrs. A, I am nervous,. Besides, I admit that my pronunciation is not good, I have difficulties how to change it.

Moreover, in her reflective journal she wrote that she lack practiced Speaking, that why she was not confident to speak English. Besides, it made her anxiety a lot. She wrote that she was better in reading and writing. In contrast, participant who categorized as a higher achieving student seemed to be confident in this speaking class. Although it was still found a few wrong pronunciation, he did not look worried at all. Besides, he was patience enough to wait his peer practiced the

2 dialogue in role play. Indeed, I found that this participant changed the utterance in dialogue. He changed the word with its synonym. In addition, he changed the structure of the sentence, from active to be passive voice. He also changed words with words of easier pronunciation. Saya tidak terlalu khawatir ketika saya harus mempraktekan role play. Yang terpenting bagi saya tahu maksud percakapan itu. Jadi saya akui saya merubah beberapa kata. Hal ini membuat partner saya kesulitan. Saya mohon maaf.

I am not worried when I have to practive role play. The most important for me, I know the aims of that conversation. I have to admit that I change some words. It makes my partner difficult. I apologize. Moreover, he wrote in his reflective journal that he needed more challenging activities for speaking class. The activities did not only focus on group work, but also working individually. He wanted to get assignment like giving speech.

Another EFL learner who categorized as middle achieving student showed her confident when her name was called to practice role play in front of classroom. She was for sure known what she had to do. She was fluent enough to practice her role. She said exactly what it was stated in the paper. She admitted that she had practiced a lot and she had performed it well. Besides, she liked her role.

Saya beruntung mempraktekan sebagai receiptionist in di sebuah hotel. Saya membayangkan apa yang harus saya katakan dan mainkan. Kata-katanya simple dan saya tahu arti kata-kata tersebut. Saya suka memainkan peran ini.

I am lucky to practice as a receiptionist in a hotel. I image what I have to say and play. These words are simple and I know the meaning of all words. I like to play this role.

In addition, she wrote in her reflective journal that she had no worry anymore if she knew the topic. The topic was familiar for her. On the other hand, she had anxiety if she had no idea about the topic. What occurred to all participants in this study referred to themselves as individuals, in turn, it connected to what was called as self esteem. Horwitz et al., (1986) argued that individuals who have levels of self-esteem are less likely to be anxious than are those with low self-esteem. It meant that individuals with low self esteem worry about what their peers think, what they concerned was pleasing others. That made causes anxiety to a lot of individuals. In addition, a low achieving student had difficulties to express his/her message in L2 because of limited exposure to English. That made him or her got obstacles when he or she had to speak (Lightbown and Spada, 2006:30). Moreover, behavioral factors could be another factors which made L2 learners anxious, such as avoiding to practice, avoid to eye contact (Gregersen, 2005)

2. What strategies do EFL teacher use to assist EFL learners reduce their speaking anxiety? For helping her students reduce their speaking anxiety, Mrs. A mostly designed her speaking class with group project. It meant that she asked her students to work on group with a particular assignment. She believed that working on group made her low achieving students improve their speaking skill as they were helped by their high achieving students.

3 Struktur kelas speaking memang didesain dengan kerja dalam group. Saya ingin membantu mahasiswa saya yang menemukan kesulitan dalam mengungkapkan idea dalam L2. Sesungguhnya dengan kerja dalam group high achieving students juga jadi belajar

Speaking class structure is designed to work on group. I want to help my students who have difficulties in expressing idea in L2. Working on group makes also high achieving students learn.

Furthermore, Mrs. A argued that applying cooperative learning in her speaking class to make sure that all her EFL learners involved in speaking activities. Cooperative learning is a teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible for playing a particular role. (Johnson, D. W.; Johnson, R. T.; Stanne, M. E.; 2000). In addition, working on group meant each individuals learners involved, in turn it would reduce their speaking anxiety and increase their motivation (Lee, 2002). CONCLUSION Teachers play significant role to assist EFL learners reduce their speaking anxiety. The fact that there are various factors contribute speaking anxiety, it should be anticipated by teachers through providing interesting speaking activities, creating non threatening atmosphere in speaking class.

REFERENCES

Gregersen, T. S. (2003). To Err Is Human: A Reminder to Teachers of Language- Anxious Students. Foreign Language Annals, 36, 1, 25-32.

Gregersen, S. (2005). Nonverbal Cues: Clues to the Detection of Foreign Language Anxiety. Foreign Language Annals, 38 (3, Fall).

Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). ‘Foreign Language Classroom Anxiety’, The Modern Language Journal, Vol. 70(2), pp. 125-132

Johnson, D. W.; Johnson, R. T.; Stanne, M. E. (2000). Cooperative Learning Methods: A meta-analysis. University of Minnesota, Minneapolis: Cooperative Learning Center

Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review, 59, 282-290.

Lightbown, P. M., Spada, N. (2006). How Language are Learned. Third Edition, Oxford University Press.

Liu, M. (2007). Anxiety in oral English classrooms: A case study in China. Indonesian Journal of English Language Teaching, 3(1), 119-137

Maxwell, J. (1996). Qualitative Research Design : An Interactive Approach. London : Sage

4 Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. [Electronic version] Research in theTeaching of English, 36, 327-355

THE EFFETIVENESS OF TWO STAY TWO STRAY TECHNIQUE IN TEACHING SPEAKING AT THE EIGTH GRADERS OF MTs. NW DARUL MUTTAQIEN PERIAN IN THE ACADEMIC YEARS 2014-2015

Yulia Agustina [email protected] STKIP Hamzanwadi Selong NTB

ABSTRACT

The teacher’s techniques in teaching speaking are crucial factors that may affect students in speaking ability. Two Stay-Two Stray techniques offer the opportunity to exchange the ideas and build social skills with teammate and other groups among students. So that the student is ready to face the world by being more creative, inovative, and competitive person in the future. This research is conducted to ascertainwhether there is a significant effect of using Two Stay Two Stray Tehnique at the Eighth Graders of MTs NW Darul Muttaqien Perian in the Academic Year of 2014/2015. This research was an experimental study conducted at the Eighth Graders of MTs NW Darul Muttaqien Perian in the Academic Year of 2014/2015. The samples were class B consisting 25 students as experiment class and class C consisting 25 students as control class. The researcher used the cluster random sampling. In collecting the data, a pre-test used before the treatment and a post-test used after the treatment. The instrument of this research was an oral test. The data was analyzed by t-test formula. Based on the research results, the research finding that Two Stay Two Stray Technique was significantly effective in teaching speaking at the Eighth Graders of MTs NW Darul Muttaqien Perian in the Academic Year of 2014/2015.

Keywords: Two Stay Two Stray Technique, Speaking, and Experimental Research.

INTRODUCTION Communicating the ideas certainly required speaking ability. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information Florez in Bailey (2005: 2). The informations that obtain from the speaker must be clear and easy to understand by listener. It is virtured speaking basic is the act of generating words that can be understood by listeners. In regarding to the fact, the students facing some problems in speaking: lack of vocabulary, grammar, fright do a mistakes, problem with their dialect, less interesting in speaking, ect. A succsessful classrom teaching depends on the teacher’s technique in conveying the material. By using different technique in teaching speaking, the teacher can enlarge the effectiveness of speaking in the students. There are some kinds of teaching techniques that can be applied by the English teachers to develop their students’ ability in speaking. One of techniques is Two Stay Two Stray technique. It is as one of the cooperative learning. Cooperative learning is a teaching technique which emphasizes sthtudents in team work. Cooperative learning can be defined as an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom (Richards, Jack C & Rodger, 2001: 192). Two Stay Two Stray techniques developed by Spencer Kagan. Kagan, Spencer (1997: 65) explained that Two Stay Two Stray technique is adapted from One Stay Three Stray technique. It asks students to work together: in their own group and in the other

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groups. Moreover, it is also enlarge the students’ experience in acquiring the information and informing back to their own group. There are some steps to apply this technique: begin with divide the class into some groups, give a task to find the solution of problem solving in a group, deliver two students to join other group and make discussion, come back to their group, and then share with their group to make deal from some data (Suprijono, Agus, 2013: 93). On the contrary learning technique, traditional teacher dominat is used to describe a lesson where the teacher has a control. It is also called as the teacher centered because the teacher’s duty in this technique is only telling the material directly by face to face with the students. Kelly (2012: 1) remarks that the main objective in traditional teacher dominant is a teaching technique where an instructor is the central focus of information transfer. Typically, an instructor or teacher will stand before a class and present information for the students to learn. This study examined to know whether there is a significant effect of using Two Stay Two Stray Technique (TSTS) on students’ speaking ability at the eighth grade of MTs NW Darul Muttaqien Perian.

RESEARCH DESIGN This research used an experimental design. Fraenkel, Jack R., et al. (2010:11) experimental research is the most conclusive of scientific methods. Because the researcher actually establishes different treatments and then studies their effects, results of this type of research lead to the most clear-cut interpretations. The research was undertaken at MTs Darul Muttaqien NW Perian. The population was the whole of eighth graders of MTs Darul Muttaqien NW Perian in the academic year of 2014/2015. To decide a sample from a population, the classes: class B as experimental class consisting 25 students and class C as control class consisting 25, were chosen randomly using lottery by using cluster random sampling. A test used to assess the students’ speaking in an experiment after giving some treatments. After the data collection, the next step is analysing the data by using t-test. This analysis intended to know whether there is any influence of using Two Stay Two Stray technique in teaching speaking or not.

RESULTS There are two requirements: normality test and homogenity test, to ascertain the statistical test used to examine the hypothesis. Normality test done by comparing

Lobserved with Lcritical by the rule: H0 is rejected if Lobserved> Lcritical. The normality result of experimental group showed that Lobserved (0.1594) > Lcritical (0.173). While, control group showed that Lobserved (0.1683) > Lcritical (0.173). The both of result, experimental and control group, showed that Lobserved is smaller that Lcritical. Hence, H0 is accepted. It means, the data have normal distribution. Meanwhile, homogenity test done by comparing Fobserved with Fcritical. The result shows that Fobserved (1.02) is smaller than Fcritical. (1.98) Thus, H0 is accepted. It means, both variances are homogeneous. An independent samples t-test was carried out to examine the hypothesis of this research. Testing the hypothesis by comparing the observed t value (to) with the critical t value (tc). It can be seen in the graphic bellow:

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Graphic 1: An Independent Sample t-test

-tc = -2.021 tc = 2.021 to = 5.02

Regarding to the graphic above, the observed t value (to = 4.98) falls in the region of H0 rejection or to> tc (4.98 > 2.021). Therefore, the nul Hypothesis (Ho) was rejected and the Alternative Hypothesis (Ha) was accepted. It means that there is a significant difference of speaking ability between the students who give the treatment using Two Stay Two Stray Technique and those without it. The gain mean of the experimental group (12.80) is higher than the gain mean of the control group (4.20). These results explained the treatment using Two Stay Two Stray Technique have better speaking ability than those without it.

DISCUSSION AND CONCLUSION Teaching speaking used traditional teacher dominant take the students have no chance to be active, creative, and interactive because only the teacher becomes the decision maker, as a consequence, it makes the students passive and feel bored in following teaching learning process because they only listen to the teacher’s explanation and wait for their turning to speak up. The profesional teacher must be handling their class and their students. At least, the teacher has to contribute their innovation in influencing students’ interest in teaching lerning process. Moreover, the teachers have to know more about teaching strategies. Generally, the students need more techniques to help their understanding on the material that given in the class. Particulary, these results allow English teacher to use Two Stay Two Stray technique in teaching speaking to improve students’ ability in speaking. This technique belived that the students able to cooperate, responsible, help to solve the problem each other, and build the students’ social relation well. It is indicated by interactive process that can be used to get knowledge or summarize learning through sharing the ideas, while the teacher’s role in the class tends to hold the rule towards coopertive learning teachnique.The findings showed that there is a significant difference by using Two Stay Two Stray technique in teaching speaking.

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REFERENCES Bailey, M. Kathleen. 2005. Practical English Language Teaching: Speaking. New York: McGraw-Hill. Fraenkel, Jack R,et al. 2000. How to Design and Evaluate Research in Education. 4th ed. New York: McGraw-Hill Companies,Inc. Kagan, Spencer. 1997. Cooperative Learning: A Sourcesbooks of Lesson Plan for Teacher Education on Cooperative Learning. California: Kagan Publishing. Kelly. (2012). Lecture Pros and Cons. Retrieved from 712 educators database. Richards, Jack C & Rodgers, Thodore (2001). Approaches and Methods in Language Teaching (2nd ed). Cambridge: Cambridge University Press. Suprijono, Agus. 2013. Cooperative Learning. Yogyakarta: Pustaka Pelajar

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EXPLOITING POP SONGS TO ENHANCE STUDENTS’ SUCCESS AND MOTIVATION IN EFL LISTENING Asep Saepulmillah ABSTRACT

Students’ low motivation and unsatisfactory achievement in listening often complained by many EFL teachers. This could be caused more by monotonous teaching strategies, minimum listening tasks, and lack of creativity to use authentic materials for listening instructions. Listening is regarded such a difficult skill to teach that it has been quite unpopular, even, become overlooked skill. Many experts recommend that EFL teachers use a wide variety of authentic materials like songs to motivate students to learn English excitedly. Songs not only possess the functions of delighting (fun) but they are so potential for teaching (pedagogy) that most language learners are interested in listening to. Selecting ideal pop songs, however, should consider some aspects of linguistic, pedagogical, social/cultural, and psychological values, also, concern with the principle of simplicity, clarity, and popularity. Teacher should apply arrays of activities to work with songs in accordance with listening goals. This paper is intended to know how to exploit English pop songs to improve students’ learning success and motivation in EFL listening. Key words: EFL, pop songs, listening, motivation

Learners’ motivation in EFL Listening Motivation is ultimately more important in language learning. Motivation as defined by Gardner (1985) is seen in terms of the overall goal and orientation. Various studies have found that motivation is very strongly related to achievement in language learning. Being regarded as a key component of EFL learning it is hard for the learners to make the necessary effort without such motivation (Spolsky, 2000:158). Some research, for instance, points out that the complaints from teachers on leaners’ motivation caused by teachers themselves rather than by the students’ psychological states. A teacher and method of teaching clearly become major factors in the continuance of a leaner’s motivation. Teacher’s attitude to the language, teaching methods, and the task of learning will be such vital things that teachers and students have some confidence when teaching and learning take place. When either the teacher or the students lose their confidence, motivation can be disastrously affected, but when both are comfortable with the method being used, success is much more likely achieved. Besides, an obvious enthusiasm for EFL learning would seem to be prerequisites for a positive classroom atmosphere. Thus, the most important thing is how to engage students to have high motivation in learning English (Harmer (2002: 51-54). Some recommendations are frequently given that EFL teachers need to be more innovative and creative. Teachers should be able to have arrays of motivating strategies found effectively to improve classroom learning and to

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make it more stimulating in many situations. In addition, it is recommended that the teachers use a wide variety of materials for ELT to motivate students to learn successfully and excitedly. If the classroom is enjoyable and attractive, students will learn English preferably. Therefore, a teacher needs to create a pleasant classroom atmosphere, such as by using materials, doing activities, and giving exercises that help students get interest in learning EFL and keep them engaged as well. A pleasant teaching strategy in the classroom can increase students’ motivation to learn (Brown, 2002:160-166). .

Listening, An Overlooked Skill in EFL Classroom In almost every school where EFL is taught, the teaching of listening seems to pay less attention. Teachers more highly emphasize on the teaching of other skills regarded easier to teach than teaching of listening skills regarded more difficult one. Majority of students also feel bored of listening materials. They seem to consider that listening tasks are difficult. The teaching of listening, therefore, has been quite unpopular and more overlooked among teachers and students. There are usually several problems encountered when students are taking EFL listening course. They, for instance, have trouble in catching the actual sounds of the foreign language; they have to understand every word; they get worried and stressed if they miss something. They can understand people if they talk slowly and clearly; they cannot understand fast, natural native–sounding speech; and they need to hear things more than once in order to understand. They find it difficult to ‘keep up’ with all the information they are getting, and cannot think ahead or predict. If the listening goes on a long time they get tired, and find it more and more difficult to concentrate. Anderson and Lynch (1988:46) divide the factors into three principal categories: the type of language, the purpose in listening, and the context in which the listening takes place. Brown (2002) summed up a number of special characteristics of spoken language into eight characteristics need to be paid attention by EFL teachers and learners because these factors can make the teaching of listening process difficult. Clustering. In spoken language, due to memory limitations and our predisposition for “chunking”, or clustering, we break down speech into smaller groups of words. Redundancy. Spoken language has a good deal of redundancy, such as rephrasing, repetitions, elaborations, and a little insertion such “I mean” and “you know”. Reduced forms. Reduction can be phonological (“Djeetyet?” for “Did you eat yet?”), morphological (contractions like “I’ll”), syntactic (elliptical forms like “When will you be back?” “Tomorrow, maybe”), or pragmatic (phone rings in house, child answers and yells, “Mom! Phone!”). Performance variables. In spoken language, hesitation, false starts, pauses, and corrections are common. Learners have to train themselves to listen for meaning in the midst of distracting performance variables.

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Colloquial language. Idioms, slang, reduced forms, and shred cultural knowledge are all manifested at some point in conversations. Colloquialisms appear in both monologues and dialogues. Rate of delivery. Virtually every language learner initially thinks that native speakers speak too fast. In listening the hearer may not always have an opportunity to stop the speaker. Instead, the stream of speech will continue to flow. Stress, rhythm, and intonation. The prosodic features of the English language are very important for comprehension. Stress and intonation points are very significant not just for interpreting straightforward elements such as questions, statements, and emphasis but for understanding more subtle messages like sarcasm, endearment, insult, solicitation, and praise. Interaction. Interaction will play a large role in listening comprehension. Conversation is especially subject to all the rules of interaction: negotiation, clarification, attending signals, and turn–taking. so, to learn to listen is also to learn to respond and to continue a chain of listening and responding.

Pop Song in English Language Teaching (ELT)

Pop song or pop music, often called simply pop, is contemporary music and a common type of popular music (distinguished from classical or art music and from folk music). Pop song lyrics are often emotional, relating to love or dancing Pop music may include elements of rock, hip hop, reggae, dance, R&B, jazz, and sometimes folk music and various other styles (Coward, 2007). Current pop songs have a great tendency to attract the attention of the people and have a great influence over the younger generation from which our students come. This is because the songs, including pop songs, deal with the whole realm of human emotions and experience Oller (1993:335). Song can be interesting and useful materials for the learners. There are many arguments in favour of using songs in language teaching for all age groups. For examples, Ward (1989:189-192) and Hubbard et al. (1994:92) assert that songs can increase motivation to learn the language. Students, especially weaker ones, feel a real sense of achievement when they have been able to learn a song; they can do something in real life as they are very much involved with; and they can practice song-based structure drills in selected patterns without boredom. Furthermore, songs can provide students with insight into British, American, and English-speaking culture. Songs can be also a good way of exposing students to authentic language. Finally, singing a song helps to bring the group together and break down the barriers of reserve which can sometimes prevent students from learning a language effectively. Using song in the EFL classroom can be both enjoyable and educational. Gasser and Waldman, cited in Celce-Murcia & McIntosh, (1979:49) suggest that songs can be used as a useful aid in the learning vocabulary, including idiomatic expression, pronunciation, structures, and sentence patterns. Words in songs, or

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lyrics, seem more communicative. According to Ur ((1984:64-66), specially- composed English-teaching songs are more frequently used for the sake of language learning than ‘authentic’ ones taught just for fun. However, naturally in teaching the two aspects are mixture to some extent. In the summary of Murphey’s (1990:125-128) study results, there are four findings concerning pop songs: availability, simplicity, affect, and similarity to conversational discourse. Some reasons of using pop songs Firstly, pop songs are widespread in the environment. Secondly, pop song is linguistically simple; the length of phrases is extremely short; words are mostly monosyllabic; and both phrases and words are greatly repetitive. Thirdly, pop song inspires affect in auditors. It was found to have high human interest as reading material. Fourthly, the type of discourse is conversational resembling situational discourse allows us to call them dialogue-monologues, and to postulate their psychological use interactively with a listener’s own personal life. How to Select English Pop Songs for EFL Classroom

According to Cass and Piske in Murphey (1990:192), there are four factors to consider when choosing songs: appeal of the tune/sound, intelligibility, degree of difficulty, and theme and content. In order to be really relevant, the English language songs popular with the group to be taught could have chosen with predictably a much more motivating effect. Lynch (2008) and Poppleton (2001) suggest several principal song selection criteria usable in the teaching and learning in the classroom, as follows: . Songs should be popular with the students whenever possible. . Songs must have clear, loud, understandable lyrics and not submerged in the instrumental music. . Songs should have an appropriate theme; there shouldn't be any form of violence in it . The vocabulary load for the song should be appropriate to the proficiency level and maturity of the students. . Use short, slow, clear simple songs with repeated phrases for beginning-level students and discusses activities such as: creating song word puzzles, drawing a song, or showing related pictures. . With higher levels, use songs that tell stories, moving toward short, fast songs, and finally, longer, fast songs that have fewer high frequency vocabulary items. . The song should be introduced as a purposeful event, integrated into total sequence of activities. . The words of the song should be fairly well articulated. . Consider the cultural aspects as you select the song. . Songs repeats key phrases, line and chorus; attract students’ attention; and teaches some natural, interesting language without offending anyone.

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How to Work with Pop Songs in the Teaching of Listening

There are different types of activities of using lyrics in listening, but we present a few as follows: Using Cloze Probably, the most common techniques for the use of pop songs in language class as a listening comprehension and vocabulary exercise is in the guise of a cloze passage in which a certain number of words have been left out. These are sometimes referred to as dictation, or spot-dictation and gap filling. Procedures: 1. Prepare song lyrics with missing particular words or phrases. The variations of cloze include leaving out certain grammatical categories, leaving particular phonemes or sounds, leaving out idiomatic phrases, leaving out a certain number of noun phrase or verb phrases, or leaving out the last half of verses. 2. The song can be played right through, with the students listening intently. 3. Then the song is played a line at a time until the students are able to write out the lyrics of the song on their sheets. 4. Then the song is played again so that they can compare the words that they actually hear from the tape recorder. The alternative cloze is to ask students to write down the letter on the blank space into the correct word. Firstly, the song is played from the beginning to the end without pauses or breaks. Second, play with pauses or breaks in every line. After that they discuss the answers.

Dictation Various forms of dictations go quite well with songs. One is a stem dictation in which only the first part of several lines are given and the students have to complete the rest as they like. Students are encouraged to use their imagination. Then students can share their versions and finally compare theirs to the original song. The alternative dictation is running dictation or an interactive team dictation. Procedures: 1. Put copies of a song, or the first verse, around the walls of the classroom. 2. One student is the messenger - memorizing as much as s/he can. 3. Then he is running back and repeating it to the scribe, until they have a complete copy of the text. Good to get them to swap half way through, so both get a chance to do the running/writing. 3 Giving Comprehension Question and Information Search In this activity students are asked to answer the particular questions based on the lyrics of songs after the first, the second or the third hearing. This encourages attentive listening for specific segment of comprehension, e.g. what, who, where, why, etc. The alternative comprehension can be done with true-false or multiple choice questions. Procedures:

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1. Hand out the worksheets to the students. 2. Play the song twice with pauses then she read the questions. 3. Ask students to answer the questions 4. Check the students’ answer by listening to the song again.

Showing Total Physical Response (TPR) Songs Songs, movements, and children go rather naturally together. A song should be regarded as potentially powerful language stimulus which can be optimally used in association and combination with other stimuli, such as visual, rhythmic, and movement. The use of action while singing songs made the songs more memorable. Having students pantomime some of the action in songs to assist less-adept student to understand .This way can also be used to recognize vocabulary meaning of the songs. Procedures:

1. Prepare flash cards containing word categories which belonged to nouns, verbs, and adjectives found in the song lyric. 2. Give students (individual or group) some words in certain parts of speech, (3) Ask students to describe, pantomime, or draw the description of the words he or she has. 3. Ask other students to guess the words. 4. When the words are correctly guessed the teacher cross the words on the list.

Jumbled Lyrics Procedures: a. Put the lines of a song in the wrong order, or cut up each line or verse vertically and b. Ask students to try to put the words/lines in the correct order, using contextual clues to help. c. Play the song for students to listen, rearrange and check their versions. Another way of this activity is by matching picture, in which students listen to the song and either match lyrics to pictures or put pictures in order.

Grammatical Features In some songs particular grammatical features occur with great frequency. Some exercises can be designed for certain phrases, grammatical construction. The songs could be used as an introduction to a particular grammatical item.

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Vocabulary Clustering and Puzzles Active vocabulary learning is an activity that is seldom paid any attention in most language classrooms. It is here that songs can be of great help. Numerous words that deal with a particular theme abound in the song. Students can be asked to identify these various words and then they can form a cluster of words. Puzzles can also be used

Substituting and Changing the Lyrics A simple way to use song as a model for listening is to change certain words (e.g. noun, verbs, adjective) of a familiar song, retaining its basic structure and syntax but changing the topic. Finding words that fit rhythmic pattern are recommendable. For example: I have a dream is substituted by I have ice cream/ the drink.

Comic Strip Songs that tell stories are great for students to make comic strips out of. You have to choose your song carefully and spend time looking at the lyrics with the students and making sure they have understood the main ideas. Lower levels may need guidance as to how to divide up the song into suitable chucks that can be represented pictorially.

Singing Along The students can just sing along with the recording and learn to sing it themselves. It would be essential for them to have the words, and this is where dictation exercise could be put to good use. Then the song can be learned verse by verse. It would be better for the students to learn to sing n groups so that they can hide behind the music and also because they can find security in numbers. Suggested Activities in teaching listening using Pop songs Pre-listening activity is intended to activate students’ prior knowledge (schemata) and language, to make their awareness of the situation or the context, and to encourage their interest and motivation. The activities performed in pre-listening stage in the teaching of listening using pop songs by: a) showing related pictures, b) brainstorming or discussing related to the topic, c) predicting the topic, and d) introducing keywords relating to the listening text. Whilst-listening activities are intended to help the students develop their skills of listening. Teachers give students some listening tasks such as: a) completing the right words, b) completing missing words or cloze c) matching – halves of

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verses, d) ordering verses or sentences, e) dictation, g) answering comprehension questions, etc. Post-listening activity is intended to allow the students to have an opportunity to extend their knowledge of the topic by providing follow-up activities as a means of reinforcement, feedback and refreshing. The activities in post-listening can be performed by: a) inferring vocabulary meaning, b) examining grammatical structures and language functions, c) substituting song with other version, and singing along.

Conclusion Pop songs are potential not only for fun but also for teaching. The availability of music or songs and learners’ appeal can be exploited by a teacher to encourage them to improve their success and to enhance their motivation in EFL listening skills. This can relieve the boredom and overcome difficulty in the teaching of listening which frequently overlooked and unpopular among learners and teachers. Thus, how to select ideal pop song and to set activities for listening tasks should consider some aspects of linguistic, pedagogical, social/cultural, and psychological values, beside the principle of simplicity, clarity, and popularity. Wallahu a’lam References

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Ur, P. 1984. Teaching Listening Comprehension. Cambridge Handbooks for English Teachers. Cambridge: Cambridge University press. Ward, S. 1989. Using Song. In A. Matthews, M. Spratt, & L. Dangerfield (Eds.). At the Chalk-face: Practical Techniques in Language Teaching (pp. 189- 192). London: Edward Arnold

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