ISSN 2355-004X
Volume 6, Number 1, May 2019
ISSN 2355-004X
Jurnal Getsempena English Education Journal (GEEJ) Volume 6, Number 1, May 2019
Pelindung Ketua STKIP Bina Bangsa Getsempena Lili Kasmini
Penasehat Ketua LP2M STKIP Bina Bangsa Getsempena Intan Kemala Sari
Penanggungjawab/Ketua Penyunting Hijjatul Qamariah
Penyunting/Mitra Bestari Saiful Akmal (Universitas Islam Negeri Ar-Raniry), Faisal Mustafa (Universitas Syiah Kuala), Novia (Universitas Tadulako), Abdul Manan (Universitas Islam Negeri Ar-Raniry), Regina Rahmi (STKIP Bina Bangsa Getsempena), Sri Wahyuni (STKIP Bina Bangsa Getsempena), Rosdiana (STKIP Bina Bangsa Getsempena).
Desain Sampul Eka Rizwan
Web Designer Achyar Munandar
Alamat Redaksi Kampus STKIP Bina Bangsa Getsempena Jalan Tanggul Kreung Aceh No 34, Desa Rukoh,Banda Aceh Laman: geej.stkipgetsempena.ac.id Surel: [email protected]
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EDITORIAL ACKNOWLEGMENT Praise be to Allah, the most exalted, whose blessings have enabled Getsempena English Education Journal (GEEJ) of English Education Department, STKIP Bina Bangsa Getsempena Banda Aceh, Volume 6, Number 1, May 2019, could be published. The articles are: 1. Duolingo Gamification: Does It Reduce Students’ Grammatical Errors In Writing?, Mulyadi Syahputra (STKIP Bina Bangsa Getsempena Banda Aceh). 2. Wonderful Or Awful? Student-Teachers’ Classroom Management Experiences In Practicum Teaching, Saiful Akmal, Khairil Razali, Yuni Setia Ningsih, Rosdiana (Department of English Language Education, UIN Ar-Raniry). 3. Narrating Students’ Identity To Promote Critical Language Awareness, Arini Nurul Hidayati, Bilal Mohnawawi, Rizal Ramdhani (Siliwangi University). 4. English Teaching Videos Employed In Efl Students Teacher Classroom: A Case Study Of Students’ Perception On Utilizing English Teaching Video In Developing Teaching Skills, Hijjatul Qamariah (STKIP Bina Bangsa Getsempena Banda Aceh). 5. Songs From Youtube As An Alternative Media Innovation For Teaching And Learning English, Asmi Rusmanayanti (English Department of Faculty of Teacher Training and Education of Lambung Mangkurat University). 6. The Implementation Of Audio Visual In Teaching Listening (An Experimental Study At SMK Negeri 3 Langsa), Azizah (Universitas Islam Negeri Ar-Raniry). 7. The Analysis Of Texbook “Pathway To English” Used In The Second Grade Of Senior High School Based On Curriculum 2013, Regina Rahmi, Sri Wahyuni, Intah Rahmalia (STKIP Bina Bangsa Getsempena). 8. The Effect Of Direct Reading Thinking Activity (Drta) On Students’ Reading Comprehension (An Experimental Study At SMA Negeri 4 Bogor), Fajaria Lusyani (State University of Jakarta). 9. Teachers’ Perceptions Towards “When English Rings A Bell” Textbook At Some Junior High Schools In Aceh Tamiang, Veni Nella Syahputri (Teuku Umar University), Zahratul Idami, and Murni (IAIN Langsa). 10. Students’ Perception On Lecturer-Student Interaction In English As Foreign Language (EFL) Classroom, Sri Wahyuni (STKIP Bina Bangsa Getsempena Banda Aceh).
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11. The Effectiveness Of Teacher-Themed Movies Towards Pre-Service Teachers’ Self- Efficacy, Abdul Halim, Sunarti, Rani Herning Puspita (Universitas Muhammadiyah Kalimantan Timur) Azhar Aziz Lubis (Universitas Bengkulu). 12. Clustering Technique In Generating The Students’ Ideas, Putri Dini Meutia, Suryani, Ema Dauyah, Rahmayani (Universitas Abulyatama), Cut Mawar Helmanda (Universitas Muhamadiyah Aceh). 13. EFL Students Attitudes Towards English Academic Writing, Rosdiana (STKIP Bina Bangsa Getsempena Banda Aceh). 14. Students’ Perception On The Contribution Of Literature In Reading And Writing Skills, Rita Hermida (English Department Language Education, Faculty of Tarbiyah and Teacher Training, UIN Ar-Raniry) 15. Incorporating Genre Analysis In Teaching Writing, Nurhasanah Halim (STKIP Kusuma Negara, Jakarta). 16. The Acquisition Of Paraphrasing And Its Impact On Teaching And Learning Quotations To Avoid Plagiarism, Irena Ardelia and Yanu Rarasati Indraning Tiyas (Jakarta State University).
Finally, the editor hopes that this journal becomes an innovative development of ideas to all of educator in various fields that they can take benefits, concepts, forms, and models from this publishing.
Banda Aceh, May 2019
Editor
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Content List page Editorialn Team i Editorial Acknowledgment ii Content List iv
Mulyadi Syahputra 1 Duolingo Gamification: Does It Reduce Students’ Grammatical Errors In Writing?
Saiful Akmal, Khairil Razali, Yuni Setia Ningsih, Rosdiana 13 Wonderful Or Awful? Student-Teachers’ Classroom Management Experiences In Practicum Teaching
Arini Nurul Hidayati, Bilal Mohnawawi, Rizal Ramdhani 23 Narrating Students’ Identity To Promote Critical Language Awareness
Hijjatul Qamariah 34 English Teaching Videos Employed In Efl Students Teacher Classroom: A Case Study Of Students’ Perception On Utilizing English Teaching Video In Developing Teaching Skills,
Asmi Rusmanayanti 43 Songs From Youtube As An Alternative Media Innovation For Teaching And Learning English
Azizah 56 The Implementation Of Audio Visual In Teaching Listening (An Experimental Study At SMK Negeri 3 Langsa)
Regina Rahmi, Sri Wahyuni, Intah Rahmalia 65 The Analysis Of Texbook “Pathway To English” Used In The Second Grade Of Senior High School Based On Curriculum 2013
Fajaria Lusyani 77 The Effect Of Direct Reading Thinking Activity (Drta) On Students’ Reading Comprehension (An Experimental Study At Sma Negeri 4 Bogor)
Veni Nella Syahputri, Zahratul Idami, and Murni 91 Teachers’ Perceptions Towards “When English Rings A Bell” Textbook At Some Junior High Schools In Aceh Tamiang,
Sri Wahyuni 99 Students’ Perception On Lecturer-Student Interaction In English As Foreign Language (EFL) Classroom
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Abdul Halim, Sunarti, Rani Herning Puspita, and Azhar Aziz Lubis 111 The Effectiveness Of Teacher-Themed Movies Towards Pre-Service Teachers’ Self-Efficacy
Putri Dini Meutia, Suryani, Ema Dauyah, Rahmayani, and Cut Mawar Helmanda 117 Clustering Technique In Generating The Students’ Ideas
Rosdiana 126 EFL Students Attitudes Towards English Academic Writing
Rita Hermida 133 Students’ Perception On The Contribution Of Literature In Reading And Writing Skills
Nurhasanah Halim 148 Incorporating Genre Analysis In Teaching Writing
Irena Ardelia and Yanu Rarasati Indraning Tiyas 159 The Acquisition Of Paraphrasing And Its Impact On Teaching And Learning Quotations To Avoid Plagiarism
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DUOLINGO GAMIFICATION: DOES IT REDUCE STUDENTS’ GRAMMATICAL ERRORS IN WRITING?
Mulyadi Syahputra STKIP Bina Bangsa Getsempena Banda Aceh Email: [email protected]
Abstract The study is aimed to examine the effectiveness of Duolingo Gamification Platform to reduce the students' grammatical errors in writing a report text. The participant of this study were 25 students in the second grade of Methodist Senior High School in Banda Aceh, Indonesia. The research utilized a pre-experimental design with one group pre-test post-test. The instrument of this study is a test divided into pre and post-test. The data were analyzed using the t-test. The study revealed that the mean score of the pre-test is 53.8, and the mean score of post-test is 55.4. The standard deviation for pre-test was 7.18 and for post-test were 7.29 and the score of the standard of error of pre-test was 1.43 and post-test was 1.45. The t-score of the study was 4.0, with the degree of freedom 24, and the t-table was 1.69. The data showed that the t- score was higher than t-table, which leads us to the interpretation that the Ha was accepted and H0 was rejected. It indicated that the use of Duolingo Gamification platform was sufficient to reduce the students' grammatical errors in writing report text. Therefore, the platform was highly recommended to use to increase the quality of students’ writing skill, especially in the report text.
Keywords: Duolingo, Gamification, Writing, Technology
INTRODUCTION Mobile Society Research Institute (2013) Technology has become a part of that 77% of teenagers own their the essential tools in our daily life. Its Smartphone, which the 87% use utilization is not only limited to dominantly for various games. communication, self-entertainment but it's Many experts have disseminated also extended to pedagogical scope. One of the various negative impacts of the the technological tools that its benefit is excessive use of smartphone either from inevitable is a Smartphone. Over the last educational of the medical field of decades, Smartphone Technological expertise. Salvation (2017) found out that Advancement has been developed the benefits and harms of the addict use of massively in the form of the complexity of smartphone in academia are mediated by the hardware and sophistication of the what applications that the user commonly software that allows the users to stay access. If the user regularly uses the connected to the relatives and be smartphone as a learning tool such as for entertained and educated with various apps, searching information required for the features, and games. assignment, conducting a test or learning This attractiveness of Smartphone through the courses that provided in the has made teenager depend on their life to apps, the benefits of the addict use of a its features. It is undeniable that the smartphone could weight its harm. Vice phenomenon of its excessive use has spread versa, if the learner is addicted to access drastically among Indonesian students. smartphone for social application or According to the GSM Association and the personal entertainments, the impact of its
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 1 addiction would potentially reduce the rising global competitiveness in many academic ability of the users. fields for future generations. Moreover, according to Jones One of the essential aspects that (2014), the over-use of the gadget will makes this collaboration in competition cause a psychological effect on the possible is by having language as a tool of individual conditions and time-wasted that communication between diverse consumes many productive potentials of backgrounds. Hence, it required an the users. The over-use behavior is not only effective teaching and learning process in hazardous to the educational output but also the English language. the mental situation of the future Therefore, education needs to pay generation. a great deal of attention to the barriers of However, the use of Smartphone this unstoppable development of the in the educational field has been under Smartphone and the competition and discussion based on whether or not it has collaboration challenges among the more benefits than its barriers. Riasati, international community. Moreover, it Allahyar, and Tan (2012) found that the use could alternate most of the gadget operation of technology in education has to the benefit of the students' language advantageous in many aspects of learning education, such as e-learning interfaces and such as, engagement, improvement in gamified platforms as an effort to develop academic ability, a paradigm shift in the language skills of the learners. teaching and learning, an assessment shift, One among four skills of language collaborative learning enhancement, and that need to be mastered by the students to lowering learning anxiety level. face global challenges is writing ability. The other side of the coin of Leonard (2019) stated that the writing skill Riasati, Allahyar and tan's (2012) finding is is essential in establishing collaboration that the use of Smartphone in formal and winning the competition in business to educational context could lead the define the influential brand, building loyal pedagogical process to some barriers such relationships, and offering the ease of as lack of access to the practical training on distribution of the product. It is the healthy use of the technological tools, understandable that the writing skill could teacher's attitude, students' attitude, and help them to develop a new collaboration time over-consumption issue. or to survive in the competition. In another hand, the existence of Writing skill is not only able to technology in the world has become strengthen the learners’ preparation for narrower; that is why the collaboration and future challenges but also it directly impact competition among the international society the language skill of the individual. This are greater. The absence of a border statement has been supported by Klimova between one nation to others on the internet (2012) who stated that the writing skill of thing (IoT) era is a massive trigger to the acquisition is not only connected to the growth of the competitive and collaborative three language skills (listening, speaking environment in the society. and reading) but it also requires the writer Education should equip the to master a metacognitive skill. students with skills that make this Through his survey, Klimova competition and collaboration to face this (2012) revealed that the students’
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 2 difficulties in writing in formal context are in the writing skill which was still far from limited knowledge of grammar (e.g.) perfection. There are three types of article, word order, and tenses) mistakes that redundantly found in students' The result of the conducted writing in term of grammar, such as preliminary study survey strengthened the sentence formation, usage, and mechanics. statement of Klimova. It revealed that the The chart below displayed the results of the teaching English in the second grade of preliminary study. Methodist Senior High School, especially
Chart 1. The Grammatical Error in Students' Writing
As the chart above, it can be seen launched in 2012 that consists of two major that after conducting the preliminary study components: grammar and vocabulary with 60 students as sample that the frequent exercises and an interface to translate errors found in students’ writing is articles in a form the web (Magnuson, nonfinite verbs (23.5%), verb tenses (22.2), 2014). According to Mehtala (2015), the plurals (12%), prepositions (10%), articles first course of Duolingo is its top-down (14.3%) and word forms (18%). The most lessons' structure which was divided into fundamental error that needs to be reduced small vary collections that called skills tree. is nonfinite verbs and verb tenses. It has been observed that each of the Moreover, through the observation courses consist of 20 exercises. It requires and teachers' interview, it was found that the users to answer the questions in various most of the students were experiencing the forms such as translating, repeating, difficulty in constructing writing with transcribing, opting multiple choice, minimum grammatical errors. Therefore, a arranging provided words, matching word- study under the area of the issues was picture cards and word-translation pairs, extremely required to conduct as a response All of the students’ activity in Duolingo to the challenges. can be virtually reported to the teachers as Duolingo is a gamified platform either a daily or weekly report. for learning a foreign language which was
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The researcher has investigated performed through the Duolingo some relevant researches that could justify Application. the Ha hypothesis of this study. In the pre-test, the teacher De Castro, Macedo & Basto instructed the students to write a report text (2016) conducted a study to establish the in between 250 to 300 words under the reflections on English Learning using theme "horse" to find out a clear portrayal Duolingo. Their study found out that the of the students’ ability to avoid any Duolingo usage in the formal educational grammatical error during in the report text environment could increase the students’ writing. The writing of each of the students vocabulary, pronunciation, and simple will be scored based on the grammatical grammatical structures. Besides De Castro, errors made by them in their writing. Macedo & Basto (2016) stated that While in the treatments were Duolingo motivated students to practice the conducted in four days in the form of target language daily. assignment for the students to finish 21 As a gamified platform, Duolingo Duolingo Courses in the given duration. could hypothesize as a potential solution to The treatments were an independent duty decrease students' grammatical error in that was conducted through the students’ composing report text due to its devices. The process and progress of the attractiveness. Hence, the problem in this treatment were monitored by the web-page study stated as follow: does the use of interfaces of Duolingo for School that Duolingo platform effective in decreasing specified only for teachers that can be students' grammar errors in writing report accessed from www.school.duolinggo.com. text? Through this webpage account, the teacher was not only able to monitor each student's progress and result but also to assign a new METHOD challenge that required to be done by The writer designed the study as a students in a certain amount of time. pre-experimental study with one group pre- Moreover, the teacher announced the daily test post-test to identify the ability of the progress of their Duolingo score through a treatment to reduce the students’ class-wall magazine. grammatical errors in writing a report text Moreover, the post-test was after applying the treatment. conducted similarly to the pre-test. Each Through purposive sample student was instructed to write a report text technique, the research opted the second in between 250 to 300 words with the grader of Methodist Senior High School. theme “Zebra.” The objective of this post- This class consisted of 25 students; test is to investigate the improvement of the surprisingly, all students participated in all students after conducted the treatments by phase of data collection (pre-test, treatment, evaluating the students writing using a and post-test). The instrument of this similar method to the pre-test assessing research was a test which consisted of pre procedure. and post-test. Lastly, the researcher then This research was conducted in compared the score pre-test and post-test one meeting of pre-test and one session of using paired sample t-test to discover post-test, while the treatments were
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 4 whether or not the effort to reduce students' from O’Malley & Pierce rubric. The rubric error in writing is effective. was analyzed respectively, based on three The result of the data analysis was aspects, sentence formation, usage, and produced from the students’ pre and post- mechanism. The domain score for each test scores to discover the students’ criterion is 1-4. grammatical errors made in their writing. The scoring rubric used for this The pre and post-test result was obtained research is based on the following table. by analyzing the students’ writing using the rubric of Wright (2015), which was adapted
Table 1. The Analytical Scoring Rubric for sentence formation.
Skill to assess Scores Indicators Standard word order; no run-on sentences; no 4 sentence fragments; effective transitions Mostly standard word order, some run-on sentences; some sentence fragments; occasional 3 omission of words; errors do not detract from the meaning Some non-standard word order; several run-on Sentence formation sentences; several sentence fragments; omissions 2 of several words; errors somewhat detract from the meaning Many nonstandard word order; mostly run on sentences or sentence fragments; omissions of 1 many words; errors frequently detract from the meaning. Wright (2015)
To enrich the evaluation of the This first scoring rubric for students’ grammatical errors, the researcher sentence formation was used to find out the equipped the scoring rubric by analyzing score based on the grammatical errors that the usage. The rubric can be seen in the found in the students’ writing in terms of following table. sentences’ fragments, transition, run on sentence, and non-standard word orders.
Table 2. The Analytical Scoring Rubric for usage.
Skill to assess Scores Indicators Correct use of inflection (e.g., verb conjugations, plurals, prefixes, suffixes, adverbs); consistent 4 tense; consistent subject-verb agreement; standard word meaning. Usage Mostly correct use of inflections; Mostly consistent tense and subject-verb agreement; 3 mostly standard word meaning; errors do not detract from the meaning
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Some correct use of inflections; some consistency in tense and subject-verb agreement; several errors 2 in word meaning; errors somewhat detract from the meaning Little to no correct use of inflections; frequent tense shifts; little to no subject-verb agreement; 1 many errors in word meaning; errors fully detract from meaning. Wright (2015)
As the completion of the The above scoring rubric was used assessment, the researcher also investigated to investigate the students’ grammatical the students’ grammatical errors in the form error on the use of inflection that includes of mechanics. The scoring rubric for verb conjugations, plurals, prefixes, mechanics is in table.3 below. suffixes, adverbs, tenses, consistent subject-verb agreement, standard word meaning.
Table 3. The Analytical Scoring Rubric for Mechanics.
Skill to assess Scores Indicators Correct use of mechanics (capitalization, 4 punctuation, spelling), and formatting. Mostly correct use of mechanics and formatting; 3 errors do not detract from the meaning Mechanics Some correct use of mechanics and formatting; 2 errors somewhat detract from the meaning Little to no correct use of mechanics or formatting; 1 errors fully detract from the meaning Wright (2015)
To ease the clarification of the The third scoring rubric was scores into the scale of 1-100, the intended to portray the students’ researcher used the scoring criterion of grammatical error on the form of Arikunto (2014) as the table.4 below. capitalization, punctuation, spelling, and formatting. Table 4. Scoring Criterion
Score Scoring Criterion Scale 1 Failing 0-25 2 Poor 26-50 3 Good 51-77 4 Excellent 78-100 Arikunto (2014)
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In the next step, the research treatment. The formula deployed to analyses the students’ score in pre and post- measure the standard of errors were test to discover the mean score by using displayed as follow. these formulas.
Pre-test ➔ Pre-test ➔ =
Post-test ➔ = Post-test ➔ Sugiyono (2015) Sugiyono (2015) Remarks Remarks: = Standard error of pre-test = Mean of Pre-test = Standard errof of post-test = Mean of Post-test = Standard Deviation of Pre-test = Sample quantity = Standard Deviation of Post-test = Sum of Pre-test Score 푛 = Sample Quantity = Sum of Post-test Score Then the data were statistically Then the data were calculated calculated using paired t-test formula to using the below mathematical formula discover the answer to the research purposed to discover the standard deviation question whether or not the Duolingo for pre-test and post-test scores. Gamified Platform is useful to reduce students’ grammatical errors in writing Pre-test ➔ report text. The study used the following formula.
Post-test ➔
Sugiyono (2015)
Remarks: Sugiyono (2015) = Standard Deviation for Pre-test = Standard Deviation for Pre-test Remarks: = Data Point = Sum of the Differences = Mean = Sum of the Sequared Differences. = Sample Quantity = Sum of the Differences Sequired = Sum Lastly, the results of the Then, the data were statistically calculations were interpreted and lead to an calculated to find the standard of error as a answer to the research question of the measurement of the distance of the error study. reduction before and after conducting the
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RESULT AND DISCUSSION the errors that commonly done by students Result in Methodist Senior High School. Sentence The writer presented and analyzed the formation, usage, and mechanics. The data through pre-test and post-test. The following table is the pre and post-test following is the students score in writing scores of the students. the report text in pre and post-test based on
Table 5. Students’ Scores in pre and post test.
NO Students' Initial X1 X2
1 A 55 54 2 CW 45 48 3 CT 60 60 4 CLP 65 65 5 DI 65 67 6 DI 45 47 7 F 45 47 8 HAS 60 63 9 L 60 63 10 NA 45 48 11 NA 45 47 12 PL 50 53 13 SJHW 45 44 14 SP 50 52 15 S 60 62 16 Y 55 56 17 M 65 67 18 DH 65 68 19 K 45 45 20 AT 70 73 21 A 55 55 22 M 55 56 23 CHJ 45 45 24 C 40 43 25 DW 55 57
Moreover, the data were further ➔ = 53.8 analyzed statistically to find the mean score of the data. The calculation is as follow. Post-test ➔ = a. Mean Scores ➔ =
Pre-test ➔ = ➔ = 55.4
➔ =
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The results of the calculation c. Standard of Error. above are a mean score for pre-test 53.8, and the result of the mean score for post- Pre-test ➔ test is 55.4. Based on the estimates above, it can be seen that there is a slight number ➔ of differences in the mean score of pre and ➔ post-test conducted through the result of the mean score of each test. Afterward, the data were Post-test ➔ calculated using the formula of the standard deviation to measure the spread of the data. ➔ The calculation is as follow. ➔ b. Standard Deviation The statistical calculation above
shows that the standard of error score for Pre-test ➔ pre-test is lower than the standard of error score for post-test. This data could be ➔ interpreted that the sample of the pre-test is ➔ a more accurate reflection of the actual ➔ 7.18 population compared to the post-test. However, the score differences between the standard of errors in pre and post-test were Post-test ➔ slight. Lastly, the data were calculated ➔ using a paired t-test sample.
➔ d. t-test Score ➔
The standard deviation score was 7.18 for pre-test and 7.29 as the standard deviation for post-test. Based on the calculation of the standard deviation of the test, the result of the calculation shows that the score for post-test is higher than the standard deviation score in the pre-test. Then the standard of error measurements was conducted for both pre- test and post-test to discover the accurate response of the samples which representable to the actual population.
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results have shown that both of the tests were an accurate reflection of the real samples and population in the field. Based on the calculation, the data Additionally, the statistical can be interpreted that the one tail t-test calculation conducted using the t-test, the score found through the analysis is 4.0, and result showed that pre-test and post-test the t-table of the score is 1.69. scores are significantly different. It can be concluded through the t-test result. It found t test > t table = 4.0 >1.69 that the t-test score was 8,02 as stated in Discussion hypothesis testing that if the t-test result Through the displayed was higher than the t-table, which was 1.69 calculations, the lowest score found during derived from the degree of freedom, which the pre-test was 40, and the highest score was 29. Therefore, hypothesis testing has among all the students was 70. After the shown that the Alternative Hypothesis (Ha) treatment conducted, the minimum score of the study is accepted. Otherwise, the for post-test was 43, and the maximum data also showed that the null hypothesis score was 73. It shows a slight difference (H0) is rejected. So, the theory was between the score of pre-test and post-test. confirmed. The statement indicates that It indicates that there is a reducement on using Duolingo platform to reduce students' students’ grammatical errors after the writing errors in composing report text is treatment using Duolingo gamification effective. platform. Also, the researcher found that Besides, the mean score of during the treatment given using Duolingo students in pre-test was 53.8, and the mean gamification platform, students were very score of the student in post-test was 55.4. excited and consistent in finishing the The different mean score between pre-test Duolingo Courses through their and post-test is evident then it can be smartphone. The excitement of the students concluded that the treatment using can be identified from the eagerness of the Duolingo Gamification Platform was students to compete with other students to successful in reducing students’ complete all the courses. When the teacher grammatical error in writing a report text. published the rank of the students’ daily Moreover, the standard deviation progress, all of the students were being of pre-test score was 7.18 while the motivated to be on the top of the list. This standard deviation score of post-test was encouragement is highly effective in 7.29; this indicated that the pre-test and triggering their enthusiastic and attitude post-test were highly polarized where the toward English, especially in writing skill. students have no reliability issues. Moreover, some of the students While the score of the standard of finish all the courses in Duolingo earlier error in the pre-test, which was 1.43 and than the deadline. Most of them finish the post-test, which is 1.45 prove that the four days courses in 1 and two days. Even sample of the pre-test is a more accurate some of them did not complete all the reflection of the actual population courses more prior, but they were not compared to the post-test. However, exceeding the duration given by the without comparing both of the scores, the teacher. The short-duration of students in Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 10 completing the trails is a sign of their that during the use of Duolingo Gamified enthusiastic in learning English using Platform that the teacher should be at least Duolingo Gamification Platform. a computer-literate users that at least master However, using Duolingo Computer and Smartphones basic setting Gamification Platform required a medium- and fixing mechanism and understanding technology-literate-teacher that could the Duolingo App and Duolingo for School operate a computer, smartphone, and the website interface. application of Duolingo and School of However, the researcher Duolingo website. The requirement of the understands that there many more students to be medium-technology-literate- information that could be dug from the use teacher is because, during the treatment, the of Duolingo App in the classroom context. teacher mostly found the students’ inquiry That is why the researcher suggested to about the application usage and the solution other fellow researchers to further to the technical error of the smartphone, investigate the external and internal factors which was not only limited to Duolingo that made students’ interest using the Apps. Duolingo app was increased and how far the Duolingo app can be used in various teaching materials, contexts and CONCLUSION environments. This study has revealed the conclusion that the use of Duolingon Gamified Flatform is an effective tool to REFERENCES reduce students’ grammatical error in Arikunto, S. (2014). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta, composing report text. This statement can Rineka Cipta. be interpreted from the obtained mean of Association, G., & Docomo, N. (2013) pre-test 52.7 and post-test 66.4; both of the Children's' use of mobile phones an results shows that the data of pre-test and international comparison 2012. Lonon: post-test are significantly different. The London School of Economics and Due to the obtained data and Political Science. statistical analysis conducted by the De Castro, A. P., Macedo, S. D., Basto. H. P. P. (2016) Duolingo: An Experience researcher, the score 8.02 is higher than test in English Teaching. Journal of the t table score 1.69. The result of the Educational and Instructional studies in mathematical calculation indicates that the the world. 6 (4). 59-63. students' ability in constructing report text Jones, T. (2014). Students'cell Phone and avoiding grammatical error in post-test addiction and their Opinions. The Elon are improved after using Duolingo courses Journal of Undergraduate Research in as a treatment. communications, 5(1), 74-80. Klimova, B (2012). The Importance of Besides, the students’ interest and Writing. Paripex - Indian Journal of motivation during the treatment was Research. 2. 9-11. increased. However, the challenge that Leonard, K. (2019) Importance of Written could be potentially faced by the teacher is Communication in Business. Retrieved a computer-related question that sometimes from outside of the professionality of the English https://smallbusiness.chron.com/import teacher. That is why the writer suggested
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ance-written-communication-business- Salvation, M. D. (2017). The relationship 2936.html. Accessed on May 18th, 2019 between smartphone applications usage Mehtala, H. (2015). The affordances of and students' academic performance. Duolingo for Mobile-Assisted Computational Methods in Social Language Learning (A sociocultural Sciences. 5 (2). 26-39. and ecological perspective). The Sugiyono. (2015) Metode Penelitian University of Oulu, Oulu Pendidikan Pendekatan Kuantitatif, (Unpublished). Kualitatif, dan R&D. Bandung. Paul Magnuson. (2004) Teaching with Alfabeta. Duolingo. New York: Sage Publication. Wright, W. E. (2015). Foundations for Riasanti, M. J., Allahyar, N., & Tan, K. E. Teaching English Language (2012). Technology in Language Learners: Research, Theory, Policy, Education: Benefits and Barriers. and Practice (2nd ed.). Journal of Education and Practice. 3 Philadelphia, PA: Caslon (5), 25-30. Publishing.
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WONDERFUL OR AWFUL? STUDENT-TEACHERS’ CLASSROOM MANAGEMENT EXPERIENCES IN PRACTICUM TEACHING
Saiful Akmal1), Khairil Razali2), Yuni Setia Ningsih3), Rosdiana4) 1, 2, 3, 4 Department of English Language Education, UIN Ar-Raniry Email: [email protected]
Abstract This study is aimed at probing the strengths and weaknesses of classroom management experienced by student teachers at Department of English Language Education, UIN Ar- Raniry during the internship program at designated schools. Data collection was based on qualitative semi-structured interview with 8 student teachers chosen by purposive sampling from the 250 student teachers at the English Language Education Department in 2017/2018 academic year. The findings of the current study indicated that group discussion method applied in the classroom enable more efficient classroom management. On the other hand, it is found that student teachers still experienced great deal of anxiety in managing the classroom. This may cause serious problems when facing real classroom management following their graduation as real teachers.
Keywords: Classroom Management, Student Teachers, Experiences
INTRODUCTION A number of studies have Internship program in school emphasized the nature and importance of (practice teaching) is an integral part of any internship program in school. For example teacher education curriculum (Cheng, Nunan (2009: 48) gave an overview of the 2013). Because of this, Tuli and File (2009, classroom practices in teaching. He said p. 132) described practicum teaching that “classrooms informed by current views experiences among pre-service teachers as on language pedagogy will involve a the “most important part of teacher change in teaching approach away from a education program”. Although, according high-structure orientation towards a more to Haigh, Pinder, and McDonald (2006: low-structure orientation”. While Haigh, 16), practice teaching in education is still a Pinder, and McDonald (2006) henceforth challenge since it does not fully prepare noted that if student-teachers were active student teachers for the actual classroom on the actual practice teaching experience teaching, it is still a good avenue for pre- and with the constant guidance from their service or student teachers to apply the associate teachers, they would learn the art theories they learned in the artificial of teaching. This idea was supported by classroom setting to be a more prepared Tuli and File (2009) who argued that and qualified teachers. Starkey and Rawlins practicum teaching experience among (2012: 34) mentioned that these student student-teachers provides students the teachers should be well-monitored, necessary experience towards supervised, and guided by their supervising understanding the responsibilities of a teachers. Eventually, the student-teachers teacher. will learn how to handle and manage not Hastings (2004) mentions that all just their daily lessons but the students and students experience a great deal of concern their classroom too. and anxiety regarding the school
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 13 environment, their roles, relationships with problems of the student teachers and their mentors and most importantly the effect of coping strategies. all of these on their classroom teaching The first study is the one performance. The difference between conducted by Macías & Sánchez (2015). student teachers’ expectations and the They analyzed the qualitative research actual reality of a school environment could techniques to investigated classroom be experienced, in some cases, as a shock management and a persistent challenge for (Stokking et al. 2003). This might be due, pre-service foreign language teachers. The in this context, to the fact that student- study considered participants’ views teachers' entire teaching experience, prior initially gathered through a questionnaire to their actual school experience and and then further explored them via semi- practice teaching courses, is confined to structured interviews. The study involved microteaching sessions at the university. In the participation of 34 pre-service teachers, most microteaching sessions, the role of 10 practicum supervisors, and 17 student’s language is acted by classmates. cooperating teachers in the EFL teacher However, no matter how hard one tries to education program. This study aimed to simulate a real classroom it is still an ascertain the extent to which classroom artificial context in comparison to the management constituted a problem among language classrooms for young learners in pre-service foreign language teachers in a which student teachers are expected to teacher education program at a public teach after their graduation. Thus, micro university in Colombia. The study also teaching can give the student teachers a sought to identify classroom management false confidence, leading them to think that challenges, the approaches to confronting everything will run as smoothly when they them, and the alternatives for improving are teaching in a real classroom. On the pre-service teachers’ classroom other hand, micro teaching has an management skills. The results revealed awareness-raising effect for students that classroom management is a serious (I’anson et al. 2003) and is also important problem with challenges ranging from because to some of them, this is perhaps the inadequate classroom conditions to explicit first teaching experience they have. acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior Current Trend of Research on were the main approaches to classroom Classroom Management management, although more contact with As it is clearly observed in the actual classrooms and learning from studies investigating the teaching problems experienced others were alternatives for of student teachers, classroom management improving classroom management skills. has been one of the most frequently stated Recently, in their study, İnceçay, problem areas. A limited number of & Dollar (2012) analyzed two interrelated empirical research studies have also been aspects: the efficacy of pre-service teachers conducted on Classroom Management in and its relation to their readiness to manage the field of teacher education. The their classrooms. Furthermore, the following prior studies are specifically relationship among their efficacy beliefs, discussing Classroom Management CM readiness and their implementation in a real teaching environment was also
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 14 examined. A total of 36 senior students in final year students. The internship program the ELT department of a university in in school is prepared to train the student Istanbul, Turkey participated in the study. teachers to develop their competencies in The findings of the study indicated that teaching. It has three major objectives: to there was a statistically significant help the student teachers to understand the relationship between the pre-service school environment as detailed; to apply teachers’ CM efficacy and their readiness the student teachers competences to manage the challenging classroom holistically and integrated in the real behaviors. Moreover, no significant school; and to take the benefits of their difference was found in the implementation experiences to become the professional of CM skills of pre-service teachers in a teachers. The internship program in school real teaching environment. The researchers is a compulsory subject. The rule in this explained the reason of this result by program is that the students can take the stating that there was lack of practical block systems where they have to be in the knowledge. That is to say, although the school from Monday to Saturday. It usually students had declarative knowledge about takes times around two or three months to the construct of classroom management, accomplish the program. The experiences they did not have an adequate level of which the student teachers received from procedural knowledge, they were not good the internship program in school are at putting the theory into practice. various. One of the challenges that the The Context of This Research student-teachers faced in their internship Based on The University Guide program in school was classroom Book of UIN Ar-Raniry-Banda Aceh management. Since they were just (2013), the objective of Department of practicing teachers, they did not have English Language Education is to train the enough knowledge on how to manage a English Language teacher candidates to be number of students in the class. This is the professional, competent, conscious, and same result found by Gan (2013); Coskun compassionate and having a strong (2013); and Yusof et.al (2014) in their character as educators. The Department of studies. Controlling the students’ noise, English Language Education has prepared dealing with misbehaviors, and the likes are some subjects which help the students to just few of the problems that student- understand the learning teaching process. teachers experienced during their actual One of them is from Micro Teaching teaching. Some student-teachers found it Subject. In this class, the students practice difficult to start, to motivate and to prepare to prepare the lesson plans and to teach the their students for the day’s lesson since classmate who acts as high school students. their students were not enthusiastic upon Micro teaching class also serve as seeing them in the classroom. Coskun preparation subject before internship (2013) said that student-teachers have program in school. difficulty managing the classroom because Furthermore, after passing the of the fact that they are not considered to be Micro Teaching class, the students are real teachers. allowed to conduct the internship program Those are challenges of classroom in school once they have admitted as the management practice in this research.
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Given all of challenges from current trend conducted by using one type of in classroom management research and its instruments: student teachers’ semi- actual reflection, this research is interested structured interview consisted of ten major to address the following issues regarding questions. Selected student teachers the ST experiences of classroom presented their experienced of the management in their practicum teaching. phenomenon investigated along with other The first issue is regarding the strengths of positive and negative experiences of practicum teaching experienced by STs that classroom management to the educational contributed to their classroom management system from their own points of view. It skills. The next is concerning the weakness helped to note the similarities and the they felt during their practicum teaching in differences of responses of participants. their classroom management experiences with the students. Methods of Data Analysis The main method of analysis is qualitative descriptive analysis. The METHOD collected data of semi-structured interview Participants were analysed and then concluded This study applied qualitative narratively. The data were divided into approach to find out the strengths and several sections. Each section were weaknesses of Classroom Management arranged into sub-sections. The researcher student teachers during their practicum analysed the data by reading it several teaching at the designated schools. The times and conducting an analysis each time. participants of this study were students As well as, digital recording were used to of Department of English Language ensure the data fully transcribed. The Education Department of State Islamic analysis mainly focused on strength and University of Ar-Raniry who already weaknesses of classroom management completed the practicum teaching. experienced by student teachers in their Therefore, 8 students sample from 2013 practicum teaching period. cohort were chosen purposively out of The data analysis was conducted 250 students who completed the by using coding. Transcripts of interviews practicum teaching in 2016. There were were analysed meticulously. This process four male and four female student of coding is called line-by-line coding teachers selected as participants to have which is important to build concepts and an equal gender representation of the categories. But based on the research participants. requirement, the researcher also look into a slightly broader scale and code against a Methods of Data Collection sentence, paragraph, chapter and etc. Open For the purpose of collecting data coding is generally the initial stage of to find the strengths and weaknesses of qualitative data analysis. After completing classroom management of student teachers, the open coding, depending on the a phase study was conducted based on the methodology used, then the continued with principles and assumptions of the axial coding and selective coding. At the sequential design method. The data later stage of the research, these coding collection phases of the study were help to build theories in an inductive
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 16 process. The first one is when open coding In line with this, participant 6 also is used to read through the data several adds on this positive feeling. The student times and then started to create tentative teacher said that the wonderful experience labels for chunks of data that summarize is perhaps caused by the familiarity of the the entire information (not based on school to him. He knew the environment of existing theory – just based on the meaning the school quite well. It was a bit of that emerges from the data). Then, axial surprise in the end, but he started to like it: coding is used to identify relationships “My experience is wonderful, hmm.. among the open codes. The last step, the It is because I got school with their selective coding is exercised to figure out bad categorized, they famous because the code that includes all of the data. Then the student very naughty, you know. reread the transcripts and selectively coded The teacher always push them to any data that relates to the code that have come to class and take a note and been identified. study but they don’t do that, and at my first teaching experience and I get that school that is very wow. Very RESULT AND DISCUSSION confusing to me, very amazing to me, From the reviews above, key something like that” results emerged in this study are twofold. The first one is the positive experience It can be thus concluded that some student teachers experienced during their participants feel that teaching experience practicum teaching regarding their was one of their strength. Such feelings, classroom management. The next is the they admitted are very positive to build opposite one, participating student teachers confidence. These show that the first-hand in this study also revealed negative experience they have had during their experiences they encountered in the practicum teaching placement are central in practicum teaching with regard to the the process of becoming real teachers classroom management skills. following their graduation. As Timoštšuk, & Ugaste (2010) put it, it is essential for Positive Experiences applicative teaching to become student 1. Interesting and wonderful experience teacher with strong professional identity The first positive experience the student teachers experienced during their 2. Time usage is important practicum teaching is the sense of joy and Our findings on this study also at excitement. Participants perceived that least hint another promising evidence about teaching the students is wonderful. They effective time management experience claimed that they feel wonderful, happy, from student teacher. All participants awesome, and interesting. This is as agreed that time management is important expressed by participant 1 in the following part in teaching activities, and it is more statement: than enough for the lesson to take effect in “Ok, talking about the internship the right direction. The following quote program in school last year. It is from participant 1 says: actually, very interesting “It depends on the subject, actually experiences” effective or not is quiet clear for the
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time being, it’s enough actually. But “Right... that’s the attitudes I found in less or more effective time the classroom. Some of them become management very much depend on so friendly and polite to the teacher the situation on the classroom itself” but some of them are so rude and not discipline and very noisy, becoming Participant 7 also mentions the same thing: the trouble maker in the classroom “It depends on the topic, sometimesI and when I found that. I usually make need more time to explain the topic” something for them, for example I would like to use.. hmm not use.. I It is by now generally accepted will call their name as many as that all participants agreed that time is an possible in the classroom so they can important necessary condition but far from pay attention. That makes they listen the whole teaching. In line with this to me more carefully …” finding, it is central to highlight that as Rosenshine (2015) pointed out that Participant 8 also said that: academic achievement was moderately “I give a reward for student who affected by the efficient use of time spent in came earlier…” the classrooms. Together, the present finding 3. Clear rules and discipline is inevitable confirm that clear rules and regulation The present study confirmed that imposed consistently from the outset of the participants believe that their experiences class meeting are very important to of the students’ attitudes requires clear discipline students in the classroom. rules outlined from the very beginning. It is Similarly, discipline involves employing also worth noting that some participants guidance and teaching techniques to defined list of do’s and don’ts’ in the class encourage students to become self-directive to discipline students. Below is what and thus to create an atmosphere participant 4 says; conductive to learning. Way (2011) “So I make some rules. For example, furthermore elaborates that assuring student who did not show up in my discipline can handle disruptive classroom class, let’s say late for five minute. I environment is one that results in efficient would not allow them to sign the learning. attendance list, so I would just put some notes. Sometime for my student 4. Using group discussion can activate who like singing during the class, I student participation just remember their name, so next Our results demonstrated that when they sing (again), I ask them to some participants exercised group sing in front of the class, if they don’t discussion to get student actively engaged want to do it. I let them out of the in classroom activities. It is like the class and sing alone” participant 5 said during the interview:
Participant 1 agreed and furthermore “maybe the strength is when they sit elaborates: in group, they want to pay attention to the teacher more, then they work
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more, because maybe when they work clearly illustrated how difficult is for them in group their friend can help each to conclude and to implement the lesson other...” plan. Content-wise, they admitted that this is extremely important thing to prepare, but This gives clearly clear evidence in reality such guidelines in scaffolding that a more efficient classroom their pedagogical competence. Student management cannot exclude student active teacher integration into the classroom and participation through group discussion. In its management is often enhanced through this case, the students will be more the intensive lesson planning practice (Lee attentive to the student teachers because and Lee, 2014). such activity may well satisfy student, increase their overall performace in the 2. Improper sitting arrangement knowledge construction (Zhu, 2012). This interview found evidence from participants for their difficulties in Negative Experiences making sitting arrangement. Some of them 1. The material preparation or lesson rarely used sitting arrangement, because plan is complicated they have very limited students in the class, Not All of participants agreed that especially in vocational schools as the materials or lesson plans is important complained by participant 2: part of teaching activities, almost all of “I think the classroom management them rarely used lesson plan. When we you know SMK (vocational school). It asked them why they rarely used lesson is only limited number of students. In plan, participant 1 said that: my class its only 5 until 10 students “Talking about the lesson plan, I …, so that why I don’t really think think for me lesson plan is little bit about class management or sitting complicated, because I don’t really arrangement. … some of them is very understand about it, and I think it has naughty, come and get out repeatedly so many paper, I have to make it, that from the class, I have to call them and actually the lesson plan is not the ask them to come back to class” most important, because what we write in the lesson plan and what we This leads to the clarity that do is not the same.” “classroom geography” of “who sit where” or sitting arrangement can be a crucial Participant 5 seemingly supported the idea: factor to manage classroom environment “I made a lesson plan, I have a lesson (Çinar, 2010). The more positive plan. But it is not really easy, because environment the students have, the better we have to find the materials and we effect on student learning outcome will be. have to prepare the topic related to the text books” 3. Speaking in front of the students is The implications of these findings not easy have found evidence that lesson plan and It is worth discussing that material preparation is simply a burden for participants had problems in standing and some student teachers. This section it is speaking in front of the real students in the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 19 classroom. They were very nervous when student teacher should be able to handle in delivering lesson, and even forgot what to their class. say although they have prepared it beforehand. In this realm, participant 3 argued: CONCLUSION ”hmm.. the most challenging part is A difference between these two when I taught for the first meeting. It opposing experiences: wonderful or is a little bit hard for me. The other positive and awful or negative can only be attributable to the fact that have been challenges is to speak English well. discussed and analyzed in the previous Sometimes I speak English well, section of this article. At this stage of sometimes … very bad”. understanding, we believe that the participating student teachers have The statement gives clearly an absorbed fruitful experiences from their insight that to speak in front of audience is practicum teaching especially in enhancing a very challenging task. It needs some big their classroom management skills. effort such practices and experiences. That Nonetheless, the extent to which it is is why, the teacher talking time can be a possible to make a careful consideration that the negative experience are the utmost perfect practice for many student teacher in encounters perceived by the participants. their first teaching assignment. Hasibuan Also, one concern about the findings of (1999) also acknowledged that teaching in their experiences are the fact that this is the real classroom is a complex job to do. somewhat against the expectation of the mainstream thinking that the practicum 4. Dealing with disturbing students in teaching shall generate a more positive the classroom is rather difficult perception from the participants. One limitation is due to the restricted scrutiny of The participants also encountered the present research such as it did not some difficulties in front of classroom. This explore the “why” questions and it is only is because of the students; skipping the paying attention to the “what” inquiries. classes, singing and making noises, as It is also interesting to note that, participant 3 describes: based on the findings the student teachers “I found it in some classrooms, for should improve themself with their contextual learning ability. As discussed example in social science class. They earlier these findings still support the just like they don’t want to come on notion that practical teaching, no matter time in classroom, sometime they sing what the student teacher participants in my classroom, just like making experience, either both wonderful or awful some noises” experiences, can be regarded to be one of the most influential approach in preparing This implicates that as Oliver, professional teachers. This maybe the reason why some other explanation Wehby & Reschly (2011) said that these regarding student teacher experiences in problems will always be present in teacher doing practical teaching were and are classroom management practices. equivalently important in teacher training Aggressive students do disruptive talking, education. persistent inaudible responses, sleeping in class, unwillingness to speak in the target language and many more are things the
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REFERENCES persistent challenge for pre-service Cheng, E. C. (2013). Enhancing the quality foreign language teachers. Profile of pre-service teachers’ learning in Issues in TeachersProfessional teaching practicum. Retrieved Development, 17(2), 81-99. August, 22, 2014. Nunan, David. (2009). Second language Çinar, I. (2010). Classroom Geography: teaching and learning. Cengage Who Sit Where in the Traditional Learning Asia PteLtd. Philippine Classrooms? Journal of Edition International Social Oliver, R. M., Wehby, J. H., & Reschly, D. Research, 3(10). J. (2011). Teacher classroom Coskun, A. (2013). Stress in English management practices: Effects on language teaching practicum: the disruptive or aggressive student views of all stakeholders. H. U. behavior. Society for Research on Journal of Education, 28(3), 97110. Educational Effectiveness. Gan, Z. (2013). Learning to teach English Rosenshine, B. V. (2015). How time is language in the practicum: what spent in elementary classrooms. The challenges do non-native ESL Journal of Classroom student teachers face? Australian Interaction, 50(1), 41-53. Journal of Teacher Education. Vol Starkey, L. and Rawlins, P. (2012) ‘Student 38, 3. teacher learning during practicum Haigh, M., Pinder, H., McDonald, L. experience’, Tean Journal 4 (1) (2006). Practicum's contribution to January [Online]. Retrieved in April students' learning to teach. 2017, from http://bit.ly/I5VJ5s Retrieved on March 6, 2019, from Stokking, K, F. Leenders, J. De Jong, J. http://www.leeds.ac.uk/bei/Educatio Van Tartwijk. (2003). ‘From nline/browse/all_items/160597.html student to teacher: reducing Hastings, W. (2004). ‘Emotions and the practice shock and early dropout in practicum: the cooperating the teaching profession’ European teachers’ perspective’ Teachers and Journal of Teacher Education Teaching: theory and practice 10/ 26/3:329-350. 2:135-148. Timoštšuk, I., & Ugaste, A. (2010). Student I'anson, J., S. Rodrigues and G. Wilson. teachers’ professional (2003). ‘Mirrors, Reflections and identity. Teaching and teacher Refractions: The contribution of education, 26(8), 1563-1570. microteaching to reflective practice’ Tuli, F. and File, G. (2009). Practicum European Journal of Teacher experience in teacher education. Education 26/2:189-199. Ethiopian Journal of Education and İnceçay, G., & Dollar, Y. K. (2012). Science.5 (1). 107 – 116 Classroom management, self- Way, S. M. (2011). School discipline and efficacy and readiness of Turkish disruptive classroom behavior: The pre-service English teachers. ELT moderating effects of student Research Journal, 1(3), 189-198. perceptions. The Sociological Lee, Y., & Lee, J. (2014). Enhancing pre- Quarterly, 52(3), 346-375. service teachers' self-efficacy beliefs for technology integration through Yusof, N. et., al. (2014). Student teachers lesson planning perception towards teaching practice. Computers & practicum programme. International Education, 73, 121-128. Journal for Innovation Education Macías, D. F., & Sánchez, J. A. (2015). and Research. Vol.2-10, 2014. Classroom management: A
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NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS
Arini Nurul Hidayati 1, Bilal Mohnawawi 2, Rizal Ramdhani3 1, 2, 3 Siliwangi University Email: [email protected]
Abstract This paper explores the use of students’ narration of their personal and social identity to build their sensitivity towards the language form, use, and context in pedagogical arena. It shows how the students construct their multiple identities when they revealed a simple part of their own life history trajectories in one particular time and how these identities are transformed or conserved as they enter a new discourse community. A narrative analysis is employed to document the students’ identification and negotiation of meaning as a social process in identity formation. The stories reveal three emerging themes showing students’ raising critical language awareness; a strong ethnical identity of Silvani, a Sundanese-Javanese child growing as Betawinese living in Sundanese environment, realising Sonny’s use of code- mixing in many inappropriate contexts, and considering self-belief in Barley’s classroom interaction.
Keywords: Critical Language Awareness, Personal Identity, Social Identity, Narrative Inquiry
INTRODUCTION p.111). It is particularly concerned with the Critical Language Awareness relationship between language and power – (CLA) in language classroom, an important with the way discourse is policed subject facilitating the students to gain (Foucault, 1970: 120); with the way variety knowledge on how to think in language is suppressed and unity comprehensively about any phenomena on emphasized (Bourdieu, 1991); with the way language whether in its form, context, or all discourse is positioned in the struggle to use, becomes one of the crucial issues. represent (re-present) different versions of What is critical in Critical Language the world as legitimate (Fairclough, 2014); Awareness is the space of ‘distantiation’ with the power of discourse to construct from which new understanding dialectically subjectivity (Gee, 2004). unfolds and new ways of perceiving and One way to elaborate the students’ acting and new discourse practices can critical language awareness is through arise (Males, 2000). CLA, recognized as an narrating self-identity. This is due to a approach to language teaching based on a belief which Turner et al. 1987 in Stets and critical sociocultural theory of language Burke (2000) argue, “identity [...] deals and critical discourse analysis, believes that with intergroup relations-that is, how the use of language is a form of social people come to see themselves as members practice and that all social practices are of one group/category (the in-group) in embedded in specific socio historical comparison with another (the out-group), contexts where existing social relations are and the consequences of this categorization, reproduced or contested and where such as ethnocentrism.” Here, however, it different interests are served (Janks, 1999 is addressed on the view of social identity
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 23 to what occurs when one becomes an in- social vs. personal which is elaborated group member; and later we compare this through following definitions: with the view of identity theory on what - Master identities refer to those aspects occurs when one takes on a role. Having a of personhood (e.g. gender, ethnicity, particular social identity means being at age, nationality) which are relatively one with a certain group, being like others stable and do not change from situation in the group, and seeing things from the to situation. group’s perspective. In contrast, having a - Interactional identities refer to specific particular role identity means acting to and situational roles people enact in a fulfil the expectations of the role, communicative context. A person can coordinating and negotiating interaction be a college student, a volunteer for with role partners, and manipulating the Oxfam, a passenger and a mother. environment to control the resources for - Relational identities refer to which the role has responsibility. interpersonal relationships such as Implementing Wenger’s social theory power difference or social distance (1998) about identity formation, the between people involved in a given students are directed to reveal any situation. They are negotiable and information they should provide to give context-specific. For example, in an information as many as possible about appraisal meeting, there is power themselves. Identity is a dynamic process. difference between a manager and an Wenger proposes that identity formation is employer whose work-related a dual process of identification and performance is assessed. If they meet negotiation of meaning. It involves the in a lift, however, the power difference interaction of two constituent processes; is less an issue. participation and reification. Participation - Personal identities refer to personality, refers to a process of taking part and also to attitudes and character which are the relations with others that reflect this relatively stable and unique. process. It suggests both action and connection (Wenger, 1998, p. 57). It is the Though language awareness has lived experiences of belonging that the merit of involving learners in the purely indicates who we are. Meanwhile, linguistic dimension of language, it ignores according to Holliday, Hyde, and Kullman the fact that as a social phenomenon, it is (2004), reification means that we can best studied in its context of use (Kouassi, imagine something to be real when it is not. 2016). Since this study concerns on how Identity in this context is defined the students experienced their social as a long and flux process of human which classroom contexts which shaped their has vital position in language education. It social identity, Smaldino (2017) highlights was regarded as a project of the self (a two crucial features of this identity type. concept equally difficult to define) and as First, people care a lot about social identity, something to do with ‘the mind/ and place high value on clearly identifying body/soul/brain’ and therefore subjective, to others who they are and to which groups internal and unique (Riley, 2007). Tracy they belong. Second, social identity is (2002) in Hua (2014) differs identities in regarded as ‘context dependent.’ Who am I, two dimensions; stable vs. situated and and how I express that to you, depends on
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 24 where I am, who you are, and who else is 3. Factor 2 (Orientation) around. We are all many things, and we are “Orientation gives information different things in different contexts, with about the time, place, characters, and their different people in different time and activity or the situation in what will follow places. Thus, diverse responses may likely (Ozyıldırım, 2006) p. 1211” [38-42]. The appear due to particular given contexts orientation provides the necessary encountered by the students. information regarding the time frame, location and characters involved in the narrative. Afterall, readers should know the METHOD cast of characters performing in a play. To obtain the data, interviews to three students taking CLA subject were 4. Factor 3 (Complicating action) conducted. Then, the interview results were “Complicating action clauses are transformed into narration following the narrative clauses that inform the audience concept of narrative analysis to explore the about what happened (Ozyıldırım, 2006) p. students’ personal experiences about their 1211” [43-47]. This is the nitty-gritty of the own life phenomena. According to Berger narrative as it goes into detail about the (1997:4) a narrative is a story, and stories content of the narrative i.e. what actually tell about things that have happened or are happened. This forms the body of the happening to people, animals, and aliens narrative. from outer space, etc. Akinsanya and Bach (2014) sistematically depict how to 5. Factor 4 (Resolution) generate stories by the following structures: “Resolution informs the audience about how the complicating action was 1. Goal (Personal Experience Narrative) resolved. This section indicates the A look at the personal experience termination of a series of events by narrative and elements of the narrative releasing the tension (Ozyıldırım, 2006) p. structure and evaluative language used in 1211” [48-52]. There can never be a Fig. 1 oral and written narratives. (Ozyıldırım, Path Diagram Showing Factors That Affect 2006) p.1209” [28-32] Narrative analysis in the Personal Experience Narrative this form is readily explored to view the beginning without an end. The resolution various parts (i.e. factors) merging to gather ties in the narrative, effectively concluding to form the narrative which, in this case, is the story as told. of the personal experience form. 6. Factor 5 (Evaluation) 2. Factor 1 (Abstract) “Evaluation forms the emotional “The abstract summarizes the side of the narrative and explains why the whole story and consists of one or two story is worth telling (Ozyıldırım, 2006) p. clauses at the beginning of a narrative. 1211” [53-57]. This is where it gets pretty (Ozyıldırım, 2006) p. 1211” [33-37] An interesting as the narrator uses the overview of the narrative, while not overly evaluation phase to communicate how necessary, is very instructive in giving the he/she felt during the time the narrative reader or intended audience a fore glance at took place. what the narrative is all about.
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7. Factor 6 (coda) RESULT AND DISCUSSION “Coda clauses are located at the Result end of narratives and indicate that the story A strong ethnical identity of Silvani, a is over, bridging the gap between the Sundanese-Javanese child growing as narrative proper and the present, or Betawinese living in Sundanese sometimes providing a short summary of environment the narrative (Ozyıldırım, 2006) p. 1211” Silvani has grown up in Bekasi, a [58-62]. This contains what can be referred city located near to the capital of Indonesia, to as the “lesson learnt” from the narrative. Jakarta, where the local language used is Every narrative is in the past. This question Betawi language. She is an intercultural is “how did it affect your present?” marriage child in which her parents are Javanese (people coming from Java tribe) Three students taking CLA subject and Sundanese (people from Sunda tribe). at a university in Tasikmalaya that have At home, to run a plausible and conducted a mini research on investigating comprehensible communication, her their personal and social identity, two parents definitely avoid to talk by their own males and one female, sincerely accepted local language but rather use Bahasa when being requested to be the participants. Indonesia (the lingua franca of Indonesian For gaining the information about the people) as a daily basis communication participants regarding the issue they have tool. Thus, she is accustomed to speak encountered during the process of revealing Bahasa Indonesia, and her environment their (1) master, (2) relational, (3) also requires her to do so, even though interactional, and (4) personal identity in sometimes it is mixed with Betawi CLA class, we conducted semi-structured language. She is a talkative person so she interviews to them, on 9th of May 2018 has a lot of friends in Bekasi or even with the length about 8.51 to 10.05 minutes Jakarta. When she talks, you will think that for each and continued with another semi- she is mad at her interlocutors because of structured interviews on the following days. the high intonation she used. But, in her The first participant is Silvani environment, it is common. This condition (pseudoname), a female student of English is then brought into her classroom context, Education Department from Jakarta. The which furthermost impacts on her ability to second participant is Sonny (pseudoname), adapt with new environment, especially a male student of English Education when she took Critical Language Department from Ciamis and the third Awareness class. participant is Barley (pseudoname). He is When the first time she came to also a male student of English Education Tasikmalaya, she absolutely cannot Departement of Siliwangi University direcltly understand its local language, originally from Tasikmalaya city. Sundanese, since it has very distinct characteristic with the language she speaks. People she met will directly realize that she is a Betawinese by hearing her accent. So in the first semester she did not have a lot of friends. It is a little hard for her to adapt in this city, even some of the local
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Sundanese people have ever been offended “Sunboy” since he was in senior high shool with her high intonation every time she and he tends to be happy when people call spoke to them. She always tries to learn him by that name. He thought that people Sundanese language to make a better better call him “Sunboy” rather relation in Tasikmalaya. Even though she is than“Sonny”. He considered that “Sonny” still rude in speaking Sundanese, she is the is only his family nick name, therefore he person who could be influenced easily. prefers to use his name as “Sonny” when he One of her friends contends: is at home. He added that he felt better if Excerpt 1, people call him as “Sunboy” except his “I agree if she is stubborn person, yet family. If it happened he might feel shy, he she could be easily influenced” said that his parents have given him the (line 18-20) Taken on Feb 23, 2018 name (Sonny) and he changed it. Sonny has learned more than three languages; Now she could speak Sundanese Japanese, English, Sundanese and Bahasa even though a bit impolite. Yet, she thinks Indonesia which often caused him doing it is better to make a good relationship with the code-mixing such as Indonesian with Sundanese people. Honestly, her close Japanese and also Indonesian with English. friends never take it as a problem whether He noted that he often made such kind of she speaks Sundanese or Bahasa Indonesia. code-mixing before he took Critical They are the best friends for her, the Language Awareness class and it happened greatest friends for her and they always almost on his everyday life which treat her well whereas she usually acts subsequently he tried to avoid it. He selfish to them. Another friend argues: thought that it has two different impacts to Excerpt 2, his life and those depend on the context “I think she is a talkative and selfish (formal and informal) of situation. The person…” Taken on Feb 23, 2018 most problem that affected his life because (line 24-25) of this code-mixing was happened when he She admitted that she is a garrulous person, was required to present the materials in since she always thinks that talking is her front of the class and it caused him felt hobby. really embarrassed. He told that the last Due to the process of her personal time he did it when he was in Critical identification, she realized that she needs to Discourse Analysis class. He spoke “siswa reconstruct her language and her character mempresentasikan apa yang telah mereka for making a better future where she will ‘diskusikan’ di depan kelas”. The word probably meet more people with more “diskusikan” is a mixed word derived from diverse bakgrounds. More specifilcally, it English (discussion) and Bahasa Indonesia also aims to build a better relationship with (diskusi). Suddenly, the audiences laughed her classmates and teachers in the and he felt really embarrassed at the classroom. moment. In different case, when he made it in informal context and people laughed on Realising Sonny’s use of code-mixing in it, he considered it as a fun thing. We many inappropriate contexts concluded that this participant mostly felt Sonny lives in Sadananya, Ciamis, embarrassed when he made code-mixing West Java. People usually call him as during his speech if he did it and people
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 27 laughed on it. Nevertheless, if he did it in his presentation and gave him some advices informal context, he would not feel about the problems dealing with code- embarrassed but he would consider it as an mixing. His friend said that he ever entertainment. experienced it, he often speaks Indonesian Sonny was a boy with silent language mixed with Sundanese language, characteristic, talked less with a loud voice, but he realized what is going on and tried to and often answered anything in simple avoid it by giving an answer in the same words, added a little smile on it, and language with the question(s) or responding preferred to end the conversation. But, it the conversation in the same language with came upside down since he entered senior his friends. There might be due to multiple high school. The situation has really forced languages that he used in daily life, such as him to talk a lot there, and had to face he often sings Japanese songs, he also uses many people that he did not know yet English when he has classroom which confirms the probability of personal presentation, and sometimes his friends identity fluidity. The challenge was he was talked in Indonesian languages, and when not really good at speaking standardized he arrived at home, he speaks Sundanese Bahasa Indonesia since he comes from a language as usual. Those then become the village with strong Sundanese language factors causing him to do code-mixing. accent and behaviour. When he has class He was eager to share his presentations, he often mixes his language experience to the others because he thought with Sundanese language that makes his that out there, somewhere in this world, friends laugh at him, that is code-mixing. someone might have similar problems as Sunboy, what his friends address his and he hopes that they can build their him now, is considered to represent his critical language awareness to recognizing cheerfulness. He often makes jokes with his any relevant problems in their pedagogical friends, although some say that he is weird arena. To him, code-mixing is not really because of many ‘disgusting’ sounds he bad at all if it is only used in informal could produce spontaneously to express his situation. According to the article he read, feeling and it comes randomly. After researchers found that there are complex joining Critical Language Awareness grammatical structures involved in code- subject, he found that he had a problem mixing or code-switching. But, it is dealing with his language, it is about code- different when it comes to formal situation mixing or changing two or more words into that code-mixing will be confusing the another language. Sonny then puts some of audience, so that is why code-mixing his attention to this situation because it is should never be found on formal situation. really matter when he is speaking in The last thing is that he starts to become English or Indonesian, he often mixes them aware of repeatedly using code-mixing in with Sundanese language or even worse daily conversation especially in academic with Japanese language because he learns contexts. Thus, he needs to reduce the Japanese as well. code-mixing usage in inappropriate In Critical Language Awareness situations. class, he ever did a presentation about the language phenomena that happened. He remembered when his friends responded to
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Considering Self-Belief in Barley’s to adapt with the new class situation that he Classroom Interaction did not feel when he was student of senior He lives in Tasikmalaya, West high school where the both of men and Java. He has been living and studying in an women have separated classes. So that, he Islamic boarding school since he enrolled tended to avoid every kind of interaction to senior high school, which then changed involving women at that time. He did not his life a lot especially on how to socialize really care whether people will judge him with his opposite sex. The first time he as an arrogant person, but he only tried to enrolled to university level, he was feeling maintain the norm and value he believed in the culture shock when he could not avoid this far. any kind of interactions with his opposite Day by day passed, he has been sex. He tended to be an introvert person trying to find the solution on how to behave and he did not talk too much. As time goes, to overcome his problem, so that he can he tried to adapt with his new environment interact with the opposite sex without any and he realized that he could not be anxiety but still keep the norm and value he introvert person all the time. Even though believed. Although eventually, he did not feel the significant change, but unfortunately, he still could not find he still tries to adapt so that he can develop ‘elegant’ ways to solve this, he just tries to better relationship. keep his attitude to them and they also try Barley believes that everyone in to respect him as well. this world has ever been astonished when He also thinks that every moving from one place to another and possibility might happen to everyone in this adapt with new academic environment as world. It depends on themselves whether to part of culture shock, and it happened to respond it positively or even negatively. him once he embarked the university level. Through this story, he can realize his own It is because of several reasons, as: lack in building a good relationship among academic stuff, personal adjustment, and human and also this challenges him a lot to social adaptation. find the best manner to overcome this He was born in Tasikmalaya problem. So that is why he needs to share twenty years ago by the name Barley his experience here, hopefully it can be Mohatta. Since he has been studying in a worth for other people in overcoming their modern boarding school about five years, social problem especially. he has got many alterations of character including the manner how to interact with Discussion other people especially with women. It was In response to the case happened heard quite awkward, especially for those to Silvani (theme 1), Smaldino (2017) who did not know his background. They highlights two crucial features of this would consider him as an abnormal person identity type. First, people care a lot about as a male who keep staying away from social identity, and place high value on ladies, not talking to them, not even clearly identifying to others who they are greeting them and doing hand-shaking. and to which groups they belong. Second, The first time he enrolled the social identity is regarded as ‘context university, he thought everything will be dependent.’ Who am I, and how I express running alright. The only problem was how that to you, depends on where I am, who
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 29 you are, and who else is around. We are all Theme 2 involving the code many things, and we are different things in mixing phenomena encountered by Sonny different contexts, with different people in is explained as a personal modification as different time and places, where according Young, Natrajan-Tyagi, and Platt (2014) to Janks (1999), it can be strenuous to contend that it is easier to “modify self- everyone in the classroom and that it is images associated with personal identity important to have a good relationship with (unique character traits) rather than social the learners before commencing. Thus, it identity (shared traits within group)”. developed new understandings about Meanwhile, Brice (2000) considered it as a language, began to recognize the speech-language pathology. The experts in expansiveness of their linguistic toolkits, this field, speech-language pathologists, and came to legitimize variation and have viewed code switching or code mixing language shift as well as try on critical to be indicators for language proficiency identities (Amato, 2015). Although Silvani and typically have voiced the opinion that has a very strong identity on herown, she its presence is a symptom of a language eventually needs to try to adapt with other disorder (Cheng & Butler, 1989; Reyes, people from other culture since it is 2004). From the educators’ viewpoint, this supposed to be a means to unite people as phenomenon needs to have special she ever said and as a means to open a attention, since Sert (2005) emphasized the dialogue between cultures. Savignon and functions in utilizing code-switching and its Sysoyev (2002) reveal that this kind of undertstanding in which this understanding perception envisages language learners as will provide language teachers with a open-minded representatives of their L1 heightened awareness of its use in community and subjects engaged in a classroom discourse and will obviously dialogue of cultures. This type of dialogue lead to betterment of instruction by either will result in a balanced and meaningful eliminating it or dominating its use during relationship as Mokhtarnia (2011) depicts, the foreign language instruction. Similar to ‘a utilitarian relationship between cultures, this case, Nordin, Ali, Zubir, and Sadjirin on the other hand, crops up when one of the (2013) conducted a research which the cultures in contact imposes its values and findings suggest that the use of code norms leading the other culture to switching is necessary when the situation unquestioned acceptance of the conventions requires the use of first language in the of the first culture.’ In addition, the classroom to enable the learners to become existence of ‘the inequality deriving from more confident in mastering English. Code the stereotyping of endogenously switching was also used to convey ideas in constructed groups can be greater than the specific situations and to enhance solidarity inequality that can emerge when perceived in the first language (Azlan and identity is not malleable’ (Kim and Loury, Narasuman, 2013). In short, the use of 2019). Therefore, positioning self equality code-switching will be helpful in certain and others in a new atmosphere becomes situation and could become harmful in such crucial factor determining the success of inappropriate condition. Accordingly, the communication, notably in classroom students need to be more sensitive to interaction. speculate the precise timing to use it.
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Barley experienced a shock after been revealed by giving them chances to having a significant shift from his former address their identity at first. The stories of environment to the recent one. It is, their personal and social experiences would according to Kulaksiz (2015), due to the be utilized to be a means of being critical impact of culture in which individuals have when it is narrated structurally and evident- a tendency to perceive the reality within the based. Thus, facilitating the students with context of their own culture which results practical knowledge of self-narration has in a ‘created’ reality rather than the risen their critical language awareness empirically defined one. It brings about the which determine their future actions. It is liability for us to consider that our reality is acknowledged that this paper is still weak the correct one. Regarding the issue of on the research methodology especially in Barley in theme 3, as it had built his mind- data collecting technique where it only sets, he is trying to find out strategies to relied on the interviews, therefore, the next overcome his problem, such as suggested researchers are suggested to conduct more by Winkelman (1994), strategies for coping techniques to strengthen the collected cultural shock and adaptation include evidences. preparation, ‘transition adjustments, personal and social relations, cultural and social interaction rules, and conflict REFERENCES Amato, Michelle-Fowler. (2015). Teachers resolution and intercultural effectiveness and Students Developing Critical skills. Resolution of cultural shock is best Language Awareness through an achieved by a proactive cognitive Exploration of Everyday Language orientation.’ Moreover, teachers also play Practices. Texas: Dissertation. another important role in helping the Available at students encounter problem like Barley’s https://repositories.lib.utexas.edu/h since Caner and Tertemiz (2015) contend andle/2152/33358. Akinsanya, A., & Bach, C. (2014). that one of the vital responsibilities of Narrative Analysis: The Personal teachers is to create and maintain a Experience Narrative Approach. supportive, positive and orderly classroom In ASEE 2014 Zone I Conference. environment conducive to learning. Barley Azlan, N. M. N. I., & Narasuman, S. could not stand by himself, the teacher has (2013). The role of code-switching to supportively assist him by giving as a communicative tool in an ESL interventions in classroom management for teacher education classroom. Procedia-Social and instance, they added. Behavioral Sciences, 90, 458-467. Berger, A. A. (1997). Narratives in popular culture, media, and everyday life. CONCLUSION Sage. Every language classroom Bourdieu, P. (1991). Language and provides many challenges both for teachers symbolic power. Harvard University Press. and students. Critical Language Awareness Brice, A. (2000). Code switching and code class, the place where the research took mixing in the ESL classroom: A place, has answered the needs of students’ study of pragmatic and syntactic language awareness existence in features. Advances in speech pedagogical contexts practically. It has language pathology, 2(1), 19-28.
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Caner, H. A., & Tertemiz, N. I. (2015). Language Awareness, 9(3), 147- Beliefs, attitudes and classroom 159. management: A study on Mokhtarnia, S. (2011). Language education prospective teachers. Procedia- in Iran: A dialogue between cultures Social and Behavioral or a clash of identities. Procedia- Sciences, 186, 155-160. Social and Behavioral Sciences, 15, 1998-2002. Cheng, L. R., & Butler, K. (1989). Code‐switching: a natural Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. phenomenon vs language S., & Sadjirin, R. (2013). ESL ‘deficiency’. World Englishes, 8(3), learners reactions towards code 293-309. switching in classroom Donmall, B. G. (1985). Language settings. Procedia-Social and Awareness. National Congress on Behavioral Sciences, 90, 478-487. Languages in Education Assembly Özyıldırım, I. (2009). Narrative analysis: (4th, York, England, July 1984). An analysis of oral and written NCLE Papers and Reports 6. strategies in personal experience Fairclough, N. (2014). Critical language narratives. Journal of awareness. Routledge. pragmatics, 41(6), 1209-1222. Foucault, M. (1970). The Order of Things... Reyes, I. (2004). Functions of code Transl. switching in schoolchildren's Gee, J. P. (2004). An introduction to conversations. Bilingual Research discourse analysis: Theory and Journal, 28(1), 77-98. method. Routledge. Riley, P. (2007). Language, culture and Holliday, A., Hyde, M., & Kullman, J. identity: An ethnolinguistic (2004). Intercultural perspective. A&C Black. communication: An advanced Savignon, S. J. & Sysoyev, P. V. (2002). reader. Socio-cultural strategies for a Janks, H. (1999). Critical language dialogue of cultures. The Modern awareness journals and student Language Journal, 85, 508-524. identities. Language Sert, O. (2005). The Functions of Code- Awareness, 8(2), 111-122. Switching in ELT Kim, Young-Chul, and Glenn C. Loury. Classrooms. Online (2019). "To be, or not to be: Submission, 11(8). Stereotypes, identity choice and Smaldino, P. E. (2017). Social identity and group inequality." Journal of Public cooperation in cultural Economics 174: 36-52. evolution. Behavioural processes, Kouassi, Jerome. (2017). Examining the 108-116. Educationa Values of Critical Stets, J. E., & Burke, P. J. (2000). Identity Language Awareness from theory and social identity Aristotelian Perspective. 4(6). 180- theory. Social psychology quarterly, 196. 224-237. Kulaksız, E. (2015). To what extent does Tsui, A. B. (2007). Complexities of identity culture create language learning in formation: A narrative inquiry of an terms of proxemics?. Procedia- EFL teacher. Tesol Social and Behavioral Quarterly, 41(4), 657-680. Sciences, 199, 695-703. Winkelman, M. (1994). Cultural shock and Males, T. (2000). What Is Critical in adaptation. Journal of Counseling& Critical Language Awareness? Development, 73(2), 121-126.
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Young, J. T., Natrajan-Tyagi, R., & Platt, J. abroad. Journal of Experiential J. (2015). Identity in flux: Education, 38(2), 175-188. Negotiating identity while studying
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NARRATING STUDENTS’ IDENTITY TO PROMOTE CRITICAL LANGUAGE AWARENESS
Arini Nurul Hidayati 1, Bilal Mohnawawi 2, Rizal Ramdhani3 1, 2, 3 Siliwangi University Email: [email protected]
Abstract This paper explores the use of students‟ narration of their personal and social identity to build their sensitivity towards the language form, use, and context in pedagogical arena. It shows how the students construct their multiple identities when they revealed a simple part of their own life history trajectories in one particular time and how these identities are transformed or conserved as they enter a new discourse community. A narrative analysis is employed to document the students‟ identification and negotiation of meaning as a social process in identity formation. The stories reveal three emerging themes showing students‟ raising critical language awareness; a strong ethnical identity of Silvani, a Sundanese-Javanese child growing as Betawinese living in Sundanese environment, realising Sonny‟s use of code- mixing in many inappropriate contexts, and considering self-belief in Barley‟s classroom interaction.
Keywords: Critical Language Awareness, Personal Identity, Social Identity, Narrative Inquiry
INTRODUCTION p.111). It is particularly concerned with the Critical Language Awareness relationship between language and power – (CLA) in language classroom, an important with the way discourse is policed subject facilitating the students to gain (Foucault, 1970: 120); with the way variety knowledge on how to think in language is suppressed and unity comprehensively about any phenomena on emphasized (Bourdieu, 1991); with the way language whether in its form, context, or all discourse is positioned in the struggle to use, becomes one of the crucial issues. represent (re-present) different versions of What is critical in Critical Language the world as legitimate (Fairclough, 2014); Awareness is the space of „distantiation‟ with the power of discourse to construct from which new understanding dialectically subjectivity (Gee, 2004). unfolds and new ways of perceiving and One way to elaborate the students‟ acting and new discourse practices can critical language awareness is through arise (Males, 2000). CLA, recognized as an narrating self-identity. This is due to a approach to language teaching based on a belief which Turner et al. 1987 in Stets and critical sociocultural theory of language Burke (2000) argue, “identity [...] deals and critical discourse analysis, believes that with intergroup relations-that is, how the use of language is a form of social people come to see themselves as members practice and that all social practices are of one group/category (the in-group) in embedded in specific socio historical comparison with another (the out-group), contexts where existing social relations are and the consequences of this categorization, reproduced or contested and where such as ethnocentrism.” Here, however, it different interests are served (Janks, 1999 is addressed on the view of social identity
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 23 to what occurs when one becomes an in- social vs. personal which is elaborated group member; and later we compare this through following definitions: with the view of identity theory on what - Master identities refer to those aspects occurs when one takes on a role. Having a of personhood (e.g. gender, ethnicity, particular social identity means being at age, nationality) which are relatively one with a certain group, being like others stable and do not change from situation in the group, and seeing things from the to situation. group‟s perspective. In contrast, having a - Interactional identities refer to specific particular role identity means acting to and situational roles people enact in a fulfil the expectations of the role, communicative context. A person can coordinating and negotiating interaction be a college student, a volunteer for with role partners, and manipulating the Oxfam, a passenger and a mother. environment to control the resources for - Relational identities refer to which the role has responsibility. interpersonal relationships such as Implementing Wenger‟s social theory power difference or social distance (1998) about identity formation, the between people involved in a given students are directed to reveal any situation. They are negotiable and information they should provide to give context-specific. For example, in an information as many as possible about appraisal meeting, there is power themselves. Identity is a dynamic process. difference between a manager and an Wenger proposes that identity formation is employer whose work-related a dual process of identification and performance is assessed. If they meet negotiation of meaning. It involves the in a lift, however, the power difference interaction of two constituent processes; is less an issue. participation and reification. Participation - Personal identities refer to personality, refers to a process of taking part and also to attitudes and character which are the relations with others that reflect this relatively stable and unique. process. It suggests both action and connection (Wenger, 1998, p. 57). It is the Though language awareness has lived experiences of belonging that the merit of involving learners in the purely indicates who we are. Meanwhile, linguistic dimension of language, it ignores according to Holliday, Hyde, and Kullman the fact that as a social phenomenon, it is (2004), reification means that we can best studied in its context of use (Kouassi, imagine something to be real when it is not. 2016). Since this study concerns on how Identity in this context is defined the students experienced their social as a long and flux process of human which classroom contexts which shaped their has vital position in language education. It social identity, Smaldino (2017) highlights was regarded as a project of the self (a two crucial features of this identity type. concept equally difficult to define) and as First, people care a lot about social identity, something to do with „the mind/ and place high value on clearly identifying body/soul/brain‟ and therefore subjective, to others who they are and to which groups internal and unique (Riley, 2007). Tracy they belong. Second, social identity is (2002) in Hua (2014) differs identities in regarded as „context dependent.‟ Who am I, two dimensions; stable vs. situated and and how I express that to you, depends on
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 24 where I am, who you are, and who else is 3. Factor 2 (Orientation) around. We are all many things, and we are “Orientation gives information different things in different contexts, with about the time, place, characters, and their different people in different time and activity or the situation in what will follow places. Thus, diverse responses may likely (Ozyıldırım, 2006) p. 1211” [38-42]. The appear due to particular given contexts orientation provides the necessary encountered by the students. information regarding the time frame, location and characters involved in the narrative. Afterall, readers should know the METHOD cast of characters performing in a play. To obtain the data, interviews to three students taking CLA subject were 4. Factor 3 (Complicating action) conducted. Then, the interview results were “Complicating action clauses are transformed into narration following the narrative clauses that inform the audience concept of narrative analysis to explore the about what happened (Ozyıldırım, 2006) p. students‟ personal experiences about their 1211” [43-47]. This is the nitty-gritty of the own life phenomena. According to Berger narrative as it goes into detail about the (1997:4) a narrative is a story, and stories content of the narrative i.e. what actually tell about things that have happened or are happened. This forms the body of the happening to people, animals, and aliens narrative. from outer space, etc. Akinsanya and Bach (2014) sistematically depict how to 5. Factor 4 (Resolution) generate stories by the following structures: “Resolution informs the audience about how the complicating action was 1. Goal (Personal Experience Narrative) resolved. This section indicates the A look at the personal experience termination of a series of events by narrative and elements of the narrative releasing the tension (Ozyıldırım, 2006) p. structure and evaluative language used in 1211” [48-52]. There can never be a Fig. 1 oral and written narratives. (Ozyıldırım, Path Diagram Showing Factors That Affect 2006) p.1209” [28-32] Narrative analysis in the Personal Experience Narrative this form is readily explored to view the beginning without an end. The resolution various parts (i.e. factors) merging to gather ties in the narrative, effectively concluding to form the narrative which, in this case, is the story as told. of the personal experience form. 6. Factor 5 (Evaluation) 2. Factor 1 (Abstract) “Evaluation forms the emotional “The abstract summarizes the side of the narrative and explains why the whole story and consists of one or two story is worth telling (Ozyıldırım, 2006) p. clauses at the beginning of a narrative. 1211” [53-57]. This is where it gets pretty (Ozyıldırım, 2006) p. 1211” [33-37] An interesting as the narrator uses the overview of the narrative, while not overly evaluation phase to communicate how necessary, is very instructive in giving the he/she felt during the time the narrative reader or intended audience a fore glance at took place. what the narrative is all about.
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7. Factor 6 (coda) RESULT AND DISCUSSION “Coda clauses are located at the Result end of narratives and indicate that the story A strong ethnical identity of Silvani, a is over, bridging the gap between the Sundanese-Javanese child growing as narrative proper and the present, or Betawinese living in Sundanese sometimes providing a short summary of environment the narrative (Ozyıldırım, 2006) p. 1211” Silvani has grown up in Bekasi, a [58-62]. This contains what can be referred city located near to the capital of Indonesia, to as the “lesson learnt” from the narrative. Jakarta, where the local language used is Every narrative is in the past. This question Betawi language. She is an intercultural is “how did it affect your present?” marriage child in which her parents are Javanese (people coming from Java tribe) Three students taking CLA subject and Sundanese (people from Sunda tribe). at a university in Tasikmalaya that have At home, to run a plausible and conducted a mini research on investigating comprehensible communication, her their personal and social identity, two parents definitely avoid to talk by their own males and one female, sincerely accepted local language but rather use Bahasa when being requested to be the participants. Indonesia (the lingua franca of Indonesian For gaining the information about the people) as a daily basis communication participants regarding the issue they have tool. Thus, she is accustomed to speak encountered during the process of revealing Bahasa Indonesia, and her environment their (1) master, (2) relational, (3) also requires her to do so, even though interactional, and (4) personal identity in sometimes it is mixed with Betawi CLA class, we conducted semi-structured language. She is a talkative person so she interviews to them, on 9th of May 2018 has a lot of friends in Bekasi or even with the length about 8.51 to 10.05 minutes Jakarta. When she talks, you will think that for each and continued with another semi- she is mad at her interlocutors because of structured interviews on the following days. the high intonation she used. But, in her The first participant is Silvani environment, it is common. This condition (pseudoname), a female student of English is then brought into her classroom context, Education Department from Jakarta. The which furthermost impacts on her ability to second participant is Sonny (pseudoname), adapt with new environment, especially a male student of English Education when she took Critical Language Department from Ciamis and the third Awareness class. participant is Barley (pseudoname). He is When the first time she came to also a male student of English Education Tasikmalaya, she absolutely cannot Departement of Siliwangi University direcltly understand its local language, originally from Tasikmalaya city. Sundanese, since it has very distinct characteristic with the language she speaks. People she met will directly realize that she is a Betawinese by hearing her accent. So in the first semester she did not have a lot of friends. It is a little hard for her to adapt in this city, even some of the local
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Sundanese people have ever been offended “Sunboy” since he was in senior high shool with her high intonation every time she and he tends to be happy when people call spoke to them. She always tries to learn him by that name. He thought that people Sundanese language to make a better better call him “Sunboy” rather relation in Tasikmalaya. Even though she is than“Sonny”. He considered that “Sonny” still rude in speaking Sundanese, she is the is only his family nick name, therefore he person who could be influenced easily. prefers to use his name as “Sonny” when he One of her friends contends: is at home. He added that he felt better if Excerpt 1, people call him as “Sunboy” except his “I agree if she is stubborn person, yet family. If it happened he might feel shy, he she could be easily influenced” said that his parents have given him the (line 18-20) Taken on Feb 23, 2018 name (Sonny) and he changed it. Sonny has learned more than three languages; Now she could speak Sundanese Japanese, English, Sundanese and Bahasa even though a bit impolite. Yet, she thinks Indonesia which often caused him doing it is better to make a good relationship with the code-mixing such as Indonesian with Sundanese people. Honestly, her close Japanese and also Indonesian with English. friends never take it as a problem whether He noted that he often made such kind of she speaks Sundanese or Bahasa Indonesia. code-mixing before he took Critical They are the best friends for her, the Language Awareness class and it happened greatest friends for her and they always almost on his everyday life which treat her well whereas she usually acts subsequently he tried to avoid it. He selfish to them. Another friend argues: thought that it has two different impacts to Excerpt 2, his life and those depend on the context “I think she is a talkative and selfish (formal and informal) of situation. The person…” Taken on Feb 23, 2018 most problem that affected his life because (line 24-25) of this code-mixing was happened when he She admitted that she is a garrulous person, was required to present the materials in since she always thinks that talking is her front of the class and it caused him felt hobby. really embarrassed. He told that the last Due to the process of her personal time he did it when he was in Critical identification, she realized that she needs to Discourse Analysis class. He spoke “siswa reconstruct her language and her character mempresentasikan apa yang telah mereka for making a better future where she will ‘diskusikan’ di depan kelas”. The word probably meet more people with more “diskusikan” is a mixed word derived from diverse bakgrounds. More specifilcally, it English (discussion) and Bahasa Indonesia also aims to build a better relationship with (diskusi). Suddenly, the audiences laughed her classmates and teachers in the and he felt really embarrassed at the classroom. moment. In different case, when he made it in informal context and people laughed on Realising Sonny’s use of code-mixing in it, he considered it as a fun thing. We many inappropriate contexts concluded that this participant mostly felt Sonny lives in Sadananya, Ciamis, embarrassed when he made code-mixing West Java. People usually call him as during his speech if he did it and people
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 27 laughed on it. Nevertheless, if he did it in his presentation and gave him some advices informal context, he would not feel about the problems dealing with code- embarrassed but he would consider it as an mixing. His friend said that he ever entertainment. experienced it, he often speaks Indonesian Sonny was a boy with silent language mixed with Sundanese language, characteristic, talked less with a loud voice, but he realized what is going on and tried to and often answered anything in simple avoid it by giving an answer in the same words, added a little smile on it, and language with the question(s) or responding preferred to end the conversation. But, it the conversation in the same language with came upside down since he entered senior his friends. There might be due to multiple high school. The situation has really forced languages that he used in daily life, such as him to talk a lot there, and had to face he often sings Japanese songs, he also uses many people that he did not know yet English when he has classroom which confirms the probability of personal presentation, and sometimes his friends identity fluidity. The challenge was he was talked in Indonesian languages, and when not really good at speaking standardized he arrived at home, he speaks Sundanese Bahasa Indonesia since he comes from a language as usual. Those then become the village with strong Sundanese language factors causing him to do code-mixing. accent and behaviour. When he has class He was eager to share his presentations, he often mixes his language experience to the others because he thought with Sundanese language that makes his that out there, somewhere in this world, friends laugh at him, that is code-mixing. someone might have similar problems as Sunboy, what his friends address his and he hopes that they can build their him now, is considered to represent his critical language awareness to recognizing cheerfulness. He often makes jokes with his any relevant problems in their pedagogical friends, although some say that he is weird arena. To him, code-mixing is not really because of many „disgusting‟ sounds he bad at all if it is only used in informal could produce spontaneously to express his situation. According to the article he read, feeling and it comes randomly. After researchers found that there are complex joining Critical Language Awareness grammatical structures involved in code- subject, he found that he had a problem mixing or code-switching. But, it is dealing with his language, it is about code- different when it comes to formal situation mixing or changing two or more words into that code-mixing will be confusing the another language. Sonny then puts some of audience, so that is why code-mixing his attention to this situation because it is should never be found on formal situation. really matter when he is speaking in The last thing is that he starts to become English or Indonesian, he often mixes them aware of repeatedly using code-mixing in with Sundanese language or even worse daily conversation especially in academic with Japanese language because he learns contexts. Thus, he needs to reduce the Japanese as well. code-mixing usage in inappropriate In Critical Language Awareness situations. class, he ever did a presentation about the language phenomena that happened. He remembered when his friends responded to
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Considering Self-Belief in Barley’s to adapt with the new class situation that he Classroom Interaction did not feel when he was student of senior He lives in Tasikmalaya, West high school where the both of men and Java. He has been living and studying in an women have separated classes. So that, he Islamic boarding school since he enrolled tended to avoid every kind of interaction to senior high school, which then changed involving women at that time. He did not his life a lot especially on how to socialize really care whether people will judge him with his opposite sex. The first time he as an arrogant person, but he only tried to enrolled to university level, he was feeling maintain the norm and value he believed in the culture shock when he could not avoid this far. any kind of interactions with his opposite Day by day passed, he has been sex. He tended to be an introvert person trying to find the solution on how to behave and he did not talk too much. As time goes, to overcome his problem, so that he can he tried to adapt with his new environment interact with the opposite sex without any and he realized that he could not be anxiety but still keep the norm and value he introvert person all the time. Even though believed. Although eventually, he did not feel the significant change, but unfortunately, he still could not find he still tries to adapt so that he can develop „elegant‟ ways to solve this, he just tries to better relationship. keep his attitude to them and they also try Barley believes that everyone in to respect him as well. this world has ever been astonished when He also thinks that every moving from one place to another and possibility might happen to everyone in this adapt with new academic environment as world. It depends on themselves whether to part of culture shock, and it happened to respond it positively or even negatively. him once he embarked the university level. Through this story, he can realize his own It is because of several reasons, as: lack in building a good relationship among academic stuff, personal adjustment, and human and also this challenges him a lot to social adaptation. find the best manner to overcome this He was born in Tasikmalaya problem. So that is why he needs to share twenty years ago by the name Barley his experience here, hopefully it can be Mohatta. Since he has been studying in a worth for other people in overcoming their modern boarding school about five years, social problem especially. he has got many alterations of character including the manner how to interact with Discussion other people especially with women. It was In response to the case happened heard quite awkward, especially for those to Silvani (theme 1), Smaldino (2017) who did not know his background. They highlights two crucial features of this would consider him as an abnormal person identity type. First, people care a lot about as a male who keep staying away from social identity, and place high value on ladies, not talking to them, not even clearly identifying to others who they are greeting them and doing hand-shaking. and to which groups they belong. Second, The first time he enrolled the social identity is regarded as „context university, he thought everything will be dependent.‟ Who am I, and how I express running alright. The only problem was how that to you, depends on where I am, who
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 29 you are, and who else is around. We are all Theme 2 involving the code many things, and we are different things in mixing phenomena encountered by Sonny different contexts, with different people in is explained as a personal modification as different time and places, where according Young, Natrajan-Tyagi, and Platt (2014) to Janks (1999), it can be strenuous to contend that it is easier to “modify self- everyone in the classroom and that it is images associated with personal identity important to have a good relationship with (unique character traits) rather than social the learners before commencing. Thus, it identity (shared traits within group)”. developed new understandings about Meanwhile, Brice (2000) considered it as a language, began to recognize the speech-language pathology. The experts in expansiveness of their linguistic toolkits, this field, speech-language pathologists, and came to legitimize variation and have viewed code switching or code mixing language shift as well as try on critical to be indicators for language proficiency identities (Amato, 2015). Although Silvani and typically have voiced the opinion that has a very strong identity on herown, she its presence is a symptom of a language eventually needs to try to adapt with other disorder (Cheng & Butler, 1989; Reyes, people from other culture since it is 2004). From the educators‟ viewpoint, this supposed to be a means to unite people as phenomenon needs to have special she ever said and as a means to open a attention, since Sert (2005) emphasized the dialogue between cultures. Savignon and functions in utilizing code-switching and its Sysoyev (2002) reveal that this kind of undertstanding in which this understanding perception envisages language learners as will provide language teachers with a open-minded representatives of their L1 heightened awareness of its use in community and subjects engaged in a classroom discourse and will obviously dialogue of cultures. This type of dialogue lead to betterment of instruction by either will result in a balanced and meaningful eliminating it or dominating its use during relationship as Mokhtarnia (2011) depicts, the foreign language instruction. Similar to „a utilitarian relationship between cultures, this case, Nordin, Ali, Zubir, and Sadjirin on the other hand, crops up when one of the (2013) conducted a research which the cultures in contact imposes its values and findings suggest that the use of code norms leading the other culture to switching is necessary when the situation unquestioned acceptance of the conventions requires the use of first language in the of the first culture.‟ In addition, the classroom to enable the learners to become existence of „the inequality deriving from more confident in mastering English. Code the stereotyping of endogenously switching was also used to convey ideas in constructed groups can be greater than the specific situations and to enhance solidarity inequality that can emerge when perceived in the first language (Azlan and identity is not malleable‟ (Kim and Loury, Narasuman, 2013). In short, the use of 2019). Therefore, positioning self equality code-switching will be helpful in certain and others in a new atmosphere becomes situation and could become harmful in such crucial factor determining the success of inappropriate condition. Accordingly, the communication, notably in classroom students need to be more sensitive to interaction. speculate the precise timing to use it.
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Barley experienced a shock after been revealed by giving them chances to having a significant shift from his former address their identity at first. The stories of environment to the recent one. It is, their personal and social experiences would according to Kulaksiz (2015), due to the be utilized to be a means of being critical impact of culture in which individuals have when it is narrated structurally and evident- a tendency to perceive the reality within the based. Thus, facilitating the students with context of their own culture which results practical knowledge of self-narration has in a „created‟ reality rather than the risen their critical language awareness empirically defined one. It brings about the which determine their future actions. It is liability for us to consider that our reality is acknowledged that this paper is still weak the correct one. Regarding the issue of on the research methodology especially in Barley in theme 3, as it had built his mind- data collecting technique where it only sets, he is trying to find out strategies to relied on the interviews, therefore, the next overcome his problem, such as suggested researchers are suggested to conduct more by Winkelman (1994), strategies for coping techniques to strengthen the collected cultural shock and adaptation include evidences. preparation, „transition adjustments, personal and social relations, cultural and social interaction rules, and conflict REFERENCES Amato, Michelle-Fowler. (2015). Teachers resolution and intercultural effectiveness and Students Developing Critical skills. Resolution of cultural shock is best Language Awareness through an achieved by a proactive cognitive Exploration of Everyday Language orientation.‟ Moreover, teachers also play Practices. Texas: Dissertation. another important role in helping the Available at students encounter problem like Barley‟s https://repositories.lib.utexas.edu/h since Caner and Tertemiz (2015) contend andle/2152/33358. Akinsanya, A., & Bach, C. (2014). that one of the vital responsibilities of Narrative Analysis: The Personal teachers is to create and maintain a Experience Narrative Approach. supportive, positive and orderly classroom In ASEE 2014 Zone I Conference. environment conducive to learning. Barley Azlan, N. M. N. I., & Narasuman, S. could not stand by himself, the teacher has (2013). The role of code-switching to supportively assist him by giving as a communicative tool in an ESL interventions in classroom management for teacher education classroom. Procedia-Social and instance, they added. Behavioral Sciences, 90, 458-467. Berger, A. A. (1997). Narratives in popular culture, media, and everyday life. CONCLUSION Sage. Every language classroom Bourdieu, P. (1991). Language and provides many challenges both for teachers symbolic power. Harvard University Press. and students. Critical Language Awareness Brice, A. (2000). Code switching and code class, the place where the research took mixing in the ESL classroom: A place, has answered the needs of students‟ study of pragmatic and syntactic language awareness existence in features. Advances in speech pedagogical contexts practically. It has language pathology, 2(1), 19-28.
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Caner, H. A., & Tertemiz, N. I. (2015). Language Awareness, 9(3), 147- Beliefs, attitudes and classroom 159. management: A study on Mokhtarnia, S. (2011). Language education prospective teachers. Procedia- in Iran: A dialogue between cultures Social and Behavioral or a clash of identities. Procedia- Sciences, 186, 155-160. Social and Behavioral Sciences, 15, 1998-2002. Cheng, L. R., & Butler, K. (1989). Code‐switching: a natural Nordin, N. M., Ali, F. D. R., Zubir, S. I. S. phenomenon vs language S., & Sadjirin, R. (2013). ESL „deficiency‟. World Englishes, 8(3), learners reactions towards code 293-309. switching in classroom Donmall, B. G. (1985). Language settings. Procedia-Social and Awareness. National Congress on Behavioral Sciences, 90, 478-487. Languages in Education Assembly Özyıldırım, I. (2009). Narrative analysis: (4th, York, England, July 1984). An analysis of oral and written NCLE Papers and Reports 6. strategies in personal experience Fairclough, N. (2014). Critical language narratives. Journal of awareness. Routledge. pragmatics, 41(6), 1209-1222. Foucault, M. (1970). The Order of Things... Reyes, I. (2004). Functions of code Transl. switching in schoolchildren's Gee, J. P. (2004). An introduction to conversations. Bilingual Research discourse analysis: Theory and Journal, 28(1), 77-98. method. Routledge. Riley, P. (2007). Language, culture and Holliday, A., Hyde, M., & Kullman, J. identity: An ethnolinguistic (2004). Intercultural perspective. A&C Black. communication: An advanced Savignon, S. J. & Sysoyev, P. V. (2002). reader. Socio-cultural strategies for a Janks, H. (1999). Critical language dialogue of cultures. The Modern awareness journals and student Language Journal, 85, 508-524. identities. Language Sert, O. (2005). The Functions of Code- Awareness, 8(2), 111-122. Switching in ELT Kim, Young-Chul, and Glenn C. Loury. Classrooms. Online (2019). "To be, or not to be: Submission, 11(8). Stereotypes, identity choice and Smaldino, P. E. (2017). Social identity and group inequality." Journal of Public cooperation in cultural Economics 174: 36-52. evolution. Behavioural processes, Kouassi, Jerome. (2017). Examining the 108-116. Educationa Values of Critical Stets, J. E., & Burke, P. J. (2000). Identity Language Awareness from theory and social identity Aristotelian Perspective. 4(6). 180- theory. Social psychology quarterly, 196. 224-237. Kulaksız, E. (2015). To what extent does Tsui, A. B. (2007). Complexities of identity culture create language learning in formation: A narrative inquiry of an terms of proxemics?. Procedia- EFL teacher. Tesol Social and Behavioral Quarterly, 41(4), 657-680. Sciences, 199, 695-703. Winkelman, M. (1994). Cultural shock and Males, T. (2000). What Is Critical in adaptation. Journal of Counseling& Critical Language Awareness? Development, 73(2), 121-126.
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Young, J. T., Natrajan-Tyagi, R., & Platt, J. abroad. Journal of Experiential J. (2015). Identity in flux: Education, 38(2), 175-188. Negotiating identity while studying
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ENGLISH TEACHING VIDEOS EMPLOYED IN EFL STUDENTS TEACHER CLASSROOM: A CASE STUDY OF STUDENTS’ PERCEPTION ON UTILIZING ENGLISH TEACHING VIDEO IN DEVELOPING TEACHING SKILLS
Hijjatul Qamariah STKIP Bina Bangsa Getsempena Banda Aceh Email: [email protected]
Abstract This study tries to investigate the use of English teaching video in EFL student teacher classroom. It was initiated by the importance of providing authentic classroom teaching activities to the students. Employing English teaching videos to improve students teaching skills is alternatively important to do in order to gain a good insight of how native English teachers teach in the classroom. Therefore, some English teaching videos accessed from CELTA link, which is a platform of teaching practice for TESOL teachers were showed in the classroom. The implementation of the video was conducted for one semester, during teaching and learning process in the course of TEFL. The data are gained from the interview conducted with the students asking their opinion about English teaching videos whether they can affect students teaching ability. The result therefore reveals that the students agreed that English teaching videos help them learn more about teaching skills, classroom managements, student-teacher interaction and teaching methodology. However, they also stated that there was a weakness of the video that it is sometimes hard to understand. They stated that native speaker teachers’ talks could be difficult to understand sometimes.
Keywords: English teaching video, EFL classroom, teaching skill
INTRODUCTION demonstrates the success of students Teaching is a complex thing to do. learning achievement as it is planned by the It comes in many facets of communication. teacher. In other words effective teaching It goes from a very basic thing such as requires two important things “the teacher transferring and delivering, to advance must have a clear idea of what learning is things, such as building interaction and to be fostered and a learning experience is facilitating, giving motivation, modeling set up and delivered that achieves this” good instruction, and providing feedback. (p.7). However, as it is a complex thing to do, However teaching seems teaching is not easy. It is a challenging problematic, particularly for pre service activity not only for pre service teachers teacher and students who are in training for who are going to develop their career in teaching practice. Several previous studies teaching but it also puzzle in service conducted confirmed that most of students teachers who have long time teaching have difficulties in developing and experience. Every teacher expects to teach applying their teaching skills. One study effectively. Having a well managed conducted by Genç (2016) stated that pre classroom, clear instruction and good service teachers need to receive more comprehension of lesson delivered become understanding and perceptive productive characteristics of effective teaching. feedback about how to teach better from According to Kyriacou (2011; 2009) more experts during their training and effective teaching is teaching that learning process. Formerly, Burns and
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Richards (2009) also stated that what pre in term of classroom size, students’ service teachers need is being more number, and language instruction. engaging in social context by constructing According to Erbaggio, Gopalakrishnan, their knowledge and theory, thus it makes Hobbs, and Liu (2012), providing authentic them avoid the process of only translating materials helps students to understand knowledge and theories. foreign language better in real situation and Teaching can be transformed into can make them have positive view on a more pleasant and meaningful process learning foreign language and culture. when both teachers and the trainee have the They also added that “By providing access insight to change (Canagarajah, 2013). One to authentic content online, the pedagogical of ways is by instilling media like teaching benefits of the use of authentic material can video in order to provide more authentic be maximized, while some of the experience for the student teachers to drawbacks inherent in such use can be observe the classroom virtually yet mitigated” (p. 28). Belaid and Murray authentically. (2015) also stated that nowadays source of Teaching video is a video contains authentic materials are many, either of real teaching activities in the classroom. audiovisual or printed, for instance, TV, The video reflects the situation in the magazines, newspapers and internet, that classroom, interaction between teacher and the teachers and language learners can use students, the use of media and everything them. related to teaching and learning process Providing students in their pre conducted by the teacher and students. teaching training with authentic teaching When a real classroom activity can be seen practice in the classroom is impossible to through a video, it provides a good picture be accommodated. Moreover, it is for students who are learning and preparing absolutely essential to provide more themselves to teaching practice. For pre opportunities for students to observe more teaching training English department teacher practices in school. However, this is students, having a good teaching also impossible to do because later the performance is significant. It is not only students will get the opportunities to because English is a foreign language but conduct teaching practices at school in their making the students interested in studying apprentice teaching period. To solve these it and the classroom more alive when difficulties, the researcher initiated to teaching it are a must thing to do to make provide students more experiences in the students comprehend the lesson taught. teaching practices by utilizing English The videos used in the classroom were teaching videos from CELTA Program. taken from the internet from the CELTA The researcher believes that even though program. The program is about teaching this is not the real context of teaching skill improvement and teacher practices but it gives different point of view development, thus it is useful to show the on how teaching is conducted in the real students about how English language classroom. taught overseas. It is also to provide an Another idea was triggered by insight about classroom management and intention to give authentic classroom teaching methodologies. This authentic situation about native speaker teacher in media is believed can show the differences teaching international students with many
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 35 different background of language training classroom in order to support competent. This situation, at least build students teaching skills. Therefore the their confident about teaching English and current research investigated students’ inspires them to teach better. Providing perception on the impact of utilizing English teaching video is hoped can bridge English teaching video in TEFL classroom. their understanding about the theory and practice, even though it is virtual practice. Several researches have been METHOD conducted by many educators and In order to achieve a better understanding practitioners on using videos in teaching of how students in TEFL class view on the classroom. A study conducted by Coffey use of English teaching video in the (2014) reported that the use of video to classroom can develop their teaching skills, increase teaching practice skills by the researcher conducted interviews reflecting and examining had been useful to individually through email with the enhance students’ capacity to reflect on students. This way helped the researcher in their teaching skills. A prior study on using documenting the answers from the students. video to see teaching practice was also This research was guided by the following conducted by Newhouse, Lane, and Brown three research questions: (2007). The study revealed that “the use of 1. What are students’ opinions on using digital video-based case study analysis English teaching video in TEFL clearly provides a good basis around which course? to reconceptualise teacher education 2. What do students consider they should courses and supports students in linking do in English teaching? theory with practice” (p. 60). Shepherd & 3. What teaching skills do the students Hannafin (2008) study on video reflection think can be developed through stated that video recorded made pre service watching the English teaching video? teachers considered diverse classroom perspectives that had not been considered Participants previously; developed improvement plans; 12 students from fifth semester of change their opinions of teaching outcomes English Education Department of STKIP based on examination of video evidence. Bina Bangsa Getsempena were chosen to Moreover, Romano & Schwartz (2005) do interview and all of them are from TEFL identified 10 first year teachers were class. The majority of the students are videotaped on their teaching and the results between the ages of 20-21years old. showed that teachers indicated that videotaping was the most important means Data Collection and Analysis for facilitating reflection because it helped The research design of this study them to "see mannerisms" and make is qualitative study by using structured changes in their teaching. All of studies interview by asking the students the same conducted showed positive attitudes questions. The researcher employed towards the use of video reflection on qualitative research to explore the research teaching practices. In addition, no research questions because it could give more rich has been found that surveyed the utilizing and deep data (Cresswell & Cresswell, of English teaching video in pre teaching 2017, Punaji, 2010, Ary, et al, 2010) for the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 36 concern is to gain various students’ opinion The findings from the results of and beliefs. The interview was conducted students’ interview are discussed according through email. This is because the to three thematic issues as mentioned researcher wanted to give more time to below. students to give more explicit answers towards the questions asked. The Classroom management participants or students would feel free to Most of the students interviewed answer the questions without time responded enthusiastically toward the pressures. The sample of the study is question asked about what is the best part purposive because the researcher wanted to of English teaching. They asserted that gain an insight of utilizing English teaching when the students respond to what they video in the TEFL classroom and wanted to taught and understand the lesson explained know what and how students perceived it well is the most interesting part for them. and commented to it. Transcripts were read They said there is no exciting thing in thoroughly and common themes and teaching besides students understanding perceptions were highlighted. In the first after all. phase, the transcripts were read, and coded However, some students for initial reactions. The second phase, responded that having the capacity to make which Ary, et al (2010) labels the students feel enjoy in the classroom and are categorical phase, the researcher labeled the motivated to learn is the best part of categories that involve students’ view on teaching. That kind of classroom can be how the teacher starting the lesson, what gained through investing creative and fun the teachers do in the class, how the teacher technique, for instance using game in the interact with the students and also how the classroom before moving to more serious teacher give appraisal to students. Finally, thing to teach. One of students said that “ in the third phase, the thematic phase of the best part of teaching is when I can give coding, three major themes emerged that a clear instruction and then my student the researcher believes represents understand and respond it, So the student participants’ views. Those are classroom will involve (active) in the class and they management, teaching methodology, and love to study with me”. teacher-students interaction. Most of the students agreed that when classroom become comfortable place to learn, thus the teaching and learning RESULT AND DISCUSSION process will run well. They also stated that During the final phase of coding, it teacher should understand students’ is identified different point of views related differences and give appropriate to the use of English teaching video in the instructions to them. Providing clear classroom that make the students talk out of instruction before leading them to activities the questions given in the interview session is a great and must thing to do, because and some additional opinions made by they assume that when the instruction is them related to benefit and the imitation of unclear thus it leads to misbehaving and utilizing English teaching video in chaos in the classroom. The English developing English teaching skills. teaching video shows them the way how teacher treats their students and make the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 37 teaching and learning process becomes imitate the way how she or he teaching and effective. Misbehaving students are always I got something new from the video so I there when the teacher cannot manage the can apply in my teaching later”. Other said classroom well. …. “Now I know how to teach well the Almost all of the students also student and how to make the class fun until commented that teachers’ knowledge is they can enjoy the lesson. And then I can important in leading effective classroom. differentiate where the bad way and where When the teachers lack of confidents the good way in teaching. So the video it’s because they lack of knowledge thus the very beneficial for me and I hope in the classroom will not be an active and future I can do that as well”. They agree effective classroom. Thus teacher should that the video is beneficial to give new have good knowledge about teaching and insight for them in teaching. learning. Nervousness is also can lead to The students agree that by ineffective teaching. Two of the students watching the real classroom activity from revealed that it is always hard for them to the video, they learn several things such as, manage good classroom because of their how to teach well, to speak clearly with the nervousness. Another opinion of the students, to gain students attention and their students related to classroom management interest. They also learned that never make is about teacher and students interaction. the students bored because boredom can Almost all of the students agreed that lead to unmotivated situation. interaction is crucial thing. When the One student said, the method used teachers cannot build and maintain good by the teacher in the video is practical. The interaction with the students, the teaching teacher in the video performed very and learning process will not be effective. interesting way of teaching, delivered the They agreed that it is not easy to make and lesson well and integrated skills in each maintain a good interaction with the lesson. The students literally know that students. One of the students said that it is integrating the skills in teaching is effective hard to manage their emotion when enough to make the students practice some interacting with the students and it is the skills. However, they do not know how to hardest part of teaching. Thus, the video apply it. Thus, the video depicted the illustrated that how teacher interact with the practical way how to integrate the skills. students and maintain it well. The students They said the way the teacher taught the said they learn something from the video lesson run smoothly and work well with the how to interact effectively with the students’ ability. In addition to that students. portrayal, they want to teach later like the teacher in the video. Teaching methodologies Another student said that what I When it links to teaching learn from the video that I want to apply methodologies, the students respond later in my classroom is the ability to variously. Regarding the video played in manage time in the classroom, so the lesson the classroom, the students said that the can transferred well and proper. She said, video is useful in providing good way of “I will have trouble with time, some time I teaching. The students asserted that “the will focus on something but miss other video will help me in teaching and I can things, so it will not be effective”.
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However, from the video she can learn the skill is still low, since they believe teacher finished the lesson well in interaction can be build through good appropriate time. communication skills. The students revealed that the teacher in the video has Teacher-students interaction good communication skill as they are The interaction in the classroom is native speakers. It is similar with the important. The teachers should provide findings of Benke and Medgyes’s (2005) good and meaningful interaction with the study that 422 Hungarian learners of students. Thus, she or he could maintain the English at various institutions teaching and learning process well. stated that native-speaker teachers were Regarding this point, the students in pre seen as friendly and energetic, good teaching training assumed that a good representation for imitation, and expert at teaching and learning process is when the supporting learners to participate in the teacher and students interact well. The classroom. teachers know how much she or he should Linking to research question of talk in the classroom, and know when the this study, the first question is asking about students should be given time to talk and students’ opinions on using English express their ideas. Teaching should be fun teaching video in TEFL course. This and interesting so the students can feel question is answered by the students comfortable in the classroom. Some appreciatively. All of the students agreed students answered that classroom should be that utilizing English teaching video in the a comfortable place for students to learn. classroom helps them improve their One of the ways to make them feel knowledge about English teaching practice. comfortable is by teaching them in a soft All of them choired that they want to do the way. Therefore they do not feel intimidated same way like the teacher in the video did. and afraid of any instruction given by the They feel enthusiast to do their practical teachers. teaching later by applying the teaching Other thing that should be paid skills that they got from the video. attention in building a good interaction with Regarding the second research question the students is maintaining eye contact and what students consider they should do in smile. The students agreed that “I feel English teaching, the students stated that secure and interested to learn when the the most important thing to do to have a teacher smile at me and always look at me, good teaching skill, one should have good so I want to do the same thing to my English knowledge first. Thus they students later”. The teachers in the video revealed speaking skill should be improved always do that to their students and every and vocabulary should be added to make student got the same attention by the them more confident to teach. Finally the teacher and had a chance to talk to the last research question is about what teachers. teaching skills the students think can be However, some students think developed through watching the English they will have difficulties in interacting teaching video. In responding toward this with the students. They said that they have question, the participants said that by difficulties in questioning skills. They lack watching this video, they know how to of communication skill and their speaking teach well in the classroom, even though it
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 39 might be not similar to experiencing the have an effective classroom. However, real teaching practice, but they said they many pre teaching training students do not can improve the way of managing receive adequate classroom management classroom, handling misbehaving kids, training before conducting their practical making good interaction, presenting teaching at school. Especially in English material integrating with other skills and teaching, having authentic and several of appraising students properly. They said teaching method, classroom management, although the classroom is virtual they want instilling appropriate material and to imitate they way teachers in the video technique are still needed by the students. It taught their students and had fabulous is because firstly English as a foreign classroom. language, students need model in teaching Overall the English teaching video in order to compare ways of teaching, has been seen as a good medium for them enrich their knowledge about English to observe real classroom activity. Students teaching and develop their teaching skills. believe through this video they can add Secondly, having a model from non native more knowledge about teaching skills, how teacher, it is probably different in term of to manage classroom and maintaining classroom management, teaching interaction and also encouraging students to techniques and student teacher interaction, participate in the classroom. However, and activities. It does not mean, non native there are also weaknesses of utilizing the teacher lack of capacity in teaching, but it English videos. Some students responded at is about having new insight in teaching. the end of interview by stating that English Another thing is because observing native teaching video is hard to understand. They teacher teaching in a real classroom cannot stated that native speaker teachers’ talks be afforded. Therefore, utilizing English could be difficult to understand sometimes. teaching video in the classroom is hoped It is also declared by the study conducted can fulfill those deficient and needs. by Walkinshaw and Duong (2014) Native Students at least understand some English speaker teachers’ speech could be differences in teaching method, classroom hard for L2 learners to understand, and the size, material delivery, classroom differences of linguistic and cultural instruction and some techniques and background of most native speaker teachers strategies employed by the teacher in the sometimes hampered learning. video. The most important thing is the video can bridge the gap of theories and practice. CONCLUSION Teaching is a complex thing to do. It requires a lot of things to consider in REFERENCES Kyriacou, C. (2011). Teacher stress: From order to having an effective teaching. It not prevalence to resilience. Handbook only requires your cognitive capacity but of stress in the occupations, more than that you should have high 161-173. quality instruction, have creative ideas in Kyriacou, C. (2009): The five dimensions developing students’ skills, and manage of social pedagogy within schools. student behavior. Having good quality of classroom management is essential thing to
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In: Pastoral Care in Education, Creswell, J. W., & Creswell, J. D. 27(2) pp. 101-108 (2017). Research design: Canagarajah, A. S. (2013). Negotiating Qualitative, quantitative, and mixed translingual literacy: An methods approaches. Sage enactment. Research in the publications. Teaching of English, 40-67. Punaji, S. (2010). Metode penelitian Erbaggio, P., Gopalakrishnan, S., Hobbs, pendidikan dan S., & Liu, H. (2012). Enhancing pengembangan. Jakarta: kencana. student engagement Ary, D., Jacobs, L. C., Sorensen, C., & through online authentic Razavieh, A. (2010). Introduction to materials. IALLT Journal of research in education eight Language Learning edition. Wadsworth: Cengage Technologies, 42(2), 27-51. Learning. Belaid, A. M. A., & Murray, L. (2015). Benke, E. & P. Medgyes (2005). Using authentic materials in the Differences in teaching behaviour foreign language classrooms: between native and non- native Teacher attitudes and perceptions in speaker teachers: As seen by the Libyan Universities. learners. In Llurda (ed.), 195–216. Coffey, A. (2014). Using video to develop Walkinshaw, I., & Oanh, D. H. (2014). skills in reflection in teacher Native and Non-Native English education students. Australian Language Teachers: Student Journal of Teacher Education 39(9), Perceptions in Vietnam and Japan. 87-97 SAGE. 1-9. Newhouse, C. P., Lane, J., & Brown, C. Genç, Z. S. (2016). More practice for pre- (2007). Reflecting on teaching service teachers and more theory for practices using digital video in-service teachers of English representation in teacher language. Procedia-Social and education. The Australian Journal Behavioral Sciences, 232, 677-683. of Teacher Education, 32(3), Burns, A., & Richards, J. C. (2009). Second 51-62. language teacher education. Shepherd, C. E., & Hannafin, M. J. (2008).
Examining preservice teacher APPENDIX inquiry through video- based, formative assessment e- Interview Questions portfolios. Journal of Computing in Key: The principal research questions are Teacher Education, 25(1), 31- in bold. The interview questions that 37. researcher asked are in dot points. Potential Romano, M., & Schwartz, J. (2005). follow-up questions are italicized. Exploring technology as a tool for eliciting and encouraging Research Question: beginning teacher What are students’ opinions on using reflection. Contemporary Issues in English teaching video in TEFL course? Technology and Teacher Education, 5(2), 149-168.
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• Tell me what do you think about the 3. What do you think you need to video of English teaching used in improve to have an effective the classroom? teaching and good classroom 1. Do you think it is good example of management? English teaching? 2. What do you think is the best part of Research question: teaching and what is the obstacle? What teaching skills do the students think 3. Do you think is the video can be developed through watching the beneficial? Or has a lot of deficient English teaching video? from real classroom? • Tell me what is the most beneficial 4. Does it represent the real classroom thing you got from the video? situation? 1. Is there any teaching skill that can be improved after watching the Research Question: video? How? What do students consider they should do 2. What do you learn about English in English teaching? teaching from the video? • What do you think you should do to 3. What aspect of English teaching have an effective classroom? from the video you think will help 1. What is the most important thing to you in practical teaching later? do to have good teaching performance? • How do you think the teachers 2. Do you think a teacher should have develop their teaching skills? cognitive skills?or are there a lot 1. What do the teachers should do to of things the teacher should do improve their performance? besides that?
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SONGS FROM YOUTUBE AS AN ALTERNATIVE MEDIA INNOVATION FOR TEACHING AND LEARNING ENGLISH
Asmi Rusmanayanti English Department of Faculty of Teacher Training and Education of Lambung Mangkurat University Email: [email protected]
Abstract Since English is not our language, some EFL students often face difficulties in learning it. Therefore, the teachers try to create or adapt several techniques and try to find an alternative media for teaching English that can be used to solve the problem. Anyway, songs from YouTube are one of the alternative media in learning English. Through songs you can make the boredom away, can also have some fun while you are studying. Qualitative method was employed in this research. The data needed in this research were collected by using open- ended questionnaire and interview related to the songs from YouTube as a media innovation in learning English. The method used in this research is random sampling and chosen them as the representative of English Department of Lambung Mangkurat University academic year 2015 to 2017 which 40 students had involved during the research. The data analyzed based on the questionnaire and interview, all of the students mentioned that they love studying English through songs with a variation, not only seriously focused on grammar. They learnt many new words either the meaning or the way of pronouncing the words in the songs. From the selected songs on YouTube application, they just realized that songs can be used to learn grammar as well. In addition, the importance of through knowledge of English Language is becoming more and more obvious in modern world in which communication increasingly takes place in English.
Keywords: media, songs, youtube, learning, English
INTRODUCTION condition will probably impede their English as a foreign language in progress. Indonesia has big roles in several aspects, Commonly, people who learn such as education, international English has only one purpose, to be able to relationship, technology, economy, etc. speak or to be able to understand. These days, many media which could be Therefore, we need a special way to used in teaching and learning, one of those overcome to problem, for example, media is computer or mobile phone which learning English through songs. You do not can access of the internet. Many people have to study hard and it does not take a who want to be able to speak English even particular time, all you have to do is just just a little bit, but they never want to study relax and listen carefully. In short, by hard. They want a big gain with a small songs, you can have much fun and you can pain. They consider English as a difficult study while you rest. thing to learn. It will take a long time and a English, as an international big attention. Even if they go to the courses language is very important nowadays. or learn by themselves with some books, Almost every sector and any kinds of job soon or later, they will get bored, and this related to this language. The importance of through knowledge of English language is
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 43 becoming more and more obvious in abundantly. It is have so many option that modern world in which communication we can search in multidimentional videos. increasingly takes place in English. In addition, video clips on YouTube are Moreover, since English is not our limited in lengths; this makes them suitable language, we often face some difficulties in for the constricted classroom`s time. learning it. The problems are in the Studies have also examined how YouTube pronunciation system, spelling, listening, can be part of a learning system to support grammar, vocabulary, and so on. The independent learning, and language teachers try to create or adapt several learning. Studies demonstrate how techniques in the teaching English that can YouTube can increase college students‟ be used to solve the problem. involvement and participation in the Language classes can become classroom and learning strategies. tedious sometimes and a good solution to make them lively is by listening to music. Song as One of an Instructional Media Songs offer a change from the routine Nobody can deny how powerful procedures in the classroom. They are music is or that it affects our feelings and invaluable tools to develop students' energy levels. According to Brewer (1995, language abilities in listening, speaking, as cited in Ulate 2008:94) Without even reading and writing and can be used to thinking about it, we use music to create teach a variety of language items such as desired moods-to make us feel happy, to sentence patterns, vocabulary, enjoy movement and dance, to energize, to pronunciation, rhythms, adjectives, adverbs bring back powerful memories, to help us and so on (Murphey, 1992 as cited in relax and focus. Throughout history, people Millington, 2011, p.134). Additionally, have used sounds for different purposes, using songs in YouTube application in EFL and this has certainly enhanced our learning classes can make English language lessons and living in many different ways (Leach, fun and creative. In addition, both teachers 2005, p.253, as cited in Ulate, 2008, p.94). and students will succeed in achieving their “Song is short pieces of music goal and students will have less stress with word for singing” (Grifee, 2001:10). learning second languages (Oh, 2015, p.3). "Songs are appreciated for their linguistic, pedagogical, cultural and entertaining Youtube as a Media in Efl Learning features and they are precious language Rusmanayanti (2018), stated that learning materials. They can be used to the usage in learning English by using teach and develop every aspect of a media either ICT has many benefits one of language." (Džanić and Pejić, 2016, p.40). them is as a tool in teaching and learning Song is a short poem intended for singing, process by using computer or mobile or set to music, a ballad on lyric. Lyric of phone. The Teacher required should be able the song represent the feeling and idea of to carry out various tasks creatively. One of the composer. It means that song has a it is by using songs from YouTube. message or story to deliver to the audience According to Dewi (2015:4), or listener. YouTube is a multidimensional source that There are many kinds of song. They could provides videos in all fields and category of be modern song or traditional song such as knowledge that can be accessed rock, pop, R and B, etc. Therefore, it
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 44 depends on the teacher’s desire as long as it new cassette; try to listen carefully without does not out of the aim and fit to the level looking at a text. At the first of the second of students. However, it is suggested to time, all you have to do is just listen pick a slow and a simple one when you carefully. Next, you can pick in a piece of want to learn, but most of all it is important paper and try to write down to lyrics by to remember to ask yourself what you like. your own hearing. After you finished, then There are many different you can compare your lyric to its original advantages of using songs (Ulate, 2008, lyrics. p.95) : establishing a positive learning state, Here are some steps for learning energizing learning activities, increasing English through song. attention, improving memory, releasing 1. Choose a song based on the level of tension, enhancing imagination, developing the students for the first time; try to inspiration and motivation, and adding an choose a simple and slow music. clement of fun. Songs tend to have 2. Ask the students to listen and jot simplified, colloquial language, use natural down as many as possible the word rhythm, stress, intonation, contractions, that she/he can catch well. slang, expressions, idioms, authentic 3. Spread the incomplete text and ask material and communicative repetition, all the students to fulfil the blank space of which help to build vocabulary and other while they are listening to the song language structures in way that is stress- again. free for many. 4. Complete the text then discuss Furthermore, Griffee (2007) stated together in the class. that although everyone knows that songs 5. Ask the students to pronounce the are beneficial, people don’t know why word correctly. using songs are influential. In language 6. Sing along to overcome the teaching, using songs in EFL classrooms boredom in teaching and learning can be a valuable tool because it can make activity. the students comfortable and build students’ interest and motivation. Below is the example of the text of According to Cook (2000), three main the songs, it is simpleand slow music. Then factors explain the speed of learners’ at the next song you can choose which is a learning in second language acquisition little bit faster and more vocabulary. (SLA): age, personality, and motivation. Gardner (1985:10 as cited in Alizadeh, Song 1 (present perfect) 2016, p.11) considers motivation as a goal Hello directed and defines it as “the combination Adele of effort plus desire to achieve the goal of 2015 learning the language plus favourable Hello, it's me attitudes toward learning the language”. I was wondering if after all these years you'd like to meet How Song can Improve Listening and To go over everything Pronunciation They say that time's supposed to heal ya When you want to learn to But I ain't done much healing memorize a new song, perhaps you have a
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Hello, can you hear me I must have called a thousand times I'm in California dreaming about who we To tell you I'm sorry for everything that used to be I've done When we were younger and free But when I call you never seem to be home I've forgotten how it felt before the world Hello from the outside fell at our feet At least I can say that I've tried There's such a difference between us To tell you I'm sorry for breaking your And a million miles heart Hello from the other side But it don't matter it clearly doesn't tear you I must have called a thousand times apart anymore To tell you I'm sorry for everything that I've done Song 2 (present tense) But when I call you never seem to be home People work Song Hello from the outside Nigel Naylor, he's a tailor At least I can say that I've tried He makes trousers, suits and shirts To tell you I'm sorry for breaking your Penny Proctor, she's a doctor heart Comes to see you when it hurts. But it don't matter it clearly doesn't tear you Peter Palmer, he's a farmer apart anymore He's got cows and pigs and sheep Hello, how are you? Wendy Witter, babysitter It's so typical of me to talk about myself I'm Minds the kids when they're asleep. sorry People work in the country I hope that you're well People work in the town Did you ever make it out of that town People work day and night where nothing ever happened To make the world go round. It's no secret that the both of us Mabel Meacher, language teacher Are running out of time Teaches English, French and Greek So hello from the other side Gary Gummer, he's a plumber I must have called a thousand times Call him when you've got a leak. To tell you I'm sorry for everything that Patty Prentice, she's a dentist I've done Keeps your teeth both clean and white But when I call you never seem to be home Ronnie Ryman, he's a fireman Hello from the outside Comes when there's a fire to fight. At least I can say that I've tried People work in the country To tell you I'm sorry for breaking your People work in the town heart People work day and night But it don't matter it clearly doesn't tear you To make the world go round. apart anymore People work in the country Ooooohh, anymore People work in the town Ooooohh, anymore People work day and night Ooooohh, anymore To make the world go round. Anymore Hello from the other side
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Song 3 (1st Conditional) Yeah, yeah Count on Me You'll always have my shoulder when you Bruno Mars cry 2010 I'll never let go If you ever find yourself stuck in the Never say goodbye middle of the sea, You know you can I'll sail the world to find you Count on me like one two three If you ever find yourself lost in the dark I'll be there and you can't see, And I know when I need it I can count on I'll be the light to guide you you like four three two Find out what we're made of And you'll be there When we are called to help our friends in 'Cause that's what friends are supposed to need do, oh yeah You can count on me like one two three Oh, oh I'll be there You can count on me 'cause I can count on And I know when I need it I can count on you you like four three two You'll be there Song 4 (Past tense) 'Cause that's what friends are supposed to An old lady who swallowed a fly Song do, oh yeah There was an old lady who swallowed a fly Whoa, whoa I don't know why she swallowed a fly. Oh, oh Perhaps she'll die! Yeah, yeah There was an old lady who swallowed a If you tossin’ and you're turnin' and you spider just can't fall asleep That wriggled and wiggled and tickled I'll sing a song inside her Beside you She swallowed the spider to catch the fly And if you ever forget how much you I don't know why she swallowed a fly. really mean to me Perhaps she'll die! Every day I will There was an old lady who swallowed a Remind you bird Ooh How absurd to swallow a bird Find out what we're made of She swallowed the bird to catch the spider When we are called to help our friends in She swallowed the spider to catch the fly need I don't know why she swallowed a fly You can count on me like one two three Perhaps she'll die! I'll be there There was an old lady who swallowed a cat And I know when I need it I can count on Fancy that to swallow a cat! you like four three two She swallowed the cat to catch the bird You'll be there She swallowed the bird to catch the spider 'Cause that's what friends are supposed to She swallowed the spider to catch the fly do, oh yeah I don't know why she swallowed a fly Oh, oh Perhaps she'll die!
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There was an old lady who swallowed a receive information. ICT also refers to a set dog of disciplines and techniques used in What a hog to swallow a dog handling and processing data. Still in a line, She swallowed the dog to catch the cat Heinich, Molenda, Russel, and Smaldino, She swallowed the cat to catch the bird (2002, p.26) defines technologies for She swallowed the bird to catch the spider learning as specific teaching-learning She swallowed the spider to catch the fly patterns that serve reliably as template for I don't know why she swallowed a fly achieving demonstrably effective learning. Perhaps she'll die! There are several kinds of ICT There was an old lady who swallowed a used as media in learning English. cow Darmawan (2011, p.2), stated that all kind I don't know how she swallowed a cow of hardware, software, content and She swallowed the cow to catch the dog computer infrastructure are included in She swallowed the dog to catch the cat ICT. As the development of technology, the She swallowed the cat to catch the bird icon of ICT is not only computer. The She swallowed the bird to catch the spider newest ICT in this era is e-learning with the She swallowed the spider to catch the fly use of internet and mobile learning, I don't know why she swallowed a fly including any kinds of gadgets. Perhaps she'll die! Furthermore, Pacuilla and Ruedel (2004, There was an old lady who swallowed a p.6-7) states that a system of computer horse ... learning environments can offer learning She's dead, of course! experiences that do the following: a. Motivate students by providing When you see the result, you will educational experiences that are at the know your own capability. If you find student’s present level of functioning yourself in trouble, or you make many and by providing a context for the mistakes in listening, do not lose your learner that is challenging and hope. It is okay when you go first and you stimulates curiosity. go wrong, that is natural. Just try to listen b. Provide highly individualized carefully for many times and you will get instruction for students with a range used to it. Listening to the song will never of disabilities put you in boredom, especially when you c. Promote positive attitudes toward like that song and you the one who choose learning. the song. By doing this, hopefully, you will d. Facilitate cooperative, collaborative, improve your listening and automatically and positive social behavior of will improve your pronunciation as well. students to make them feel a greater We know that learning pronunciation by independence and relief from anxiety. imitate directly to the native speaker is a e. Provide learner-controlled instruction good method. which can lead to feelings of competence and self-determination. How Ict Roles in Language Learning f. Provide active learning experiences Asnafi in Ebrahimi (2008, p.1), to make learning more interesting, defines ICT as the technologies that help us allowing students to attend to reading record, store, process, retrieve, transfer, and and read for longer stretches of time. Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 48
However, since ICT nowadays stories books better than any other, say, a mostly need to connect to internet, the book of content. teachers needs to always remind their If you have memorized the lyric, students about the correct use of the ICT, you can find into your dictionary the new they were also needs to provide the correct word that you never knew before and find and appropriate media which in accordance the meaning also. It is aims to enrich your with students’ age and level, this is also vocabulary. After you have memorized it, I needs the support of parents of students at believe you will be able to speak English home to always control the use of computer eventhough you just imitate the word of the and smartphone that the students used. song you have memorized. For example, you just meet someone who has not seen How Song can Improve Speaking and for a long time, you can say to someone Enrich Your Vocabulary using English word and bahasa in your Song always contains a message dialogue to express your feeling, like- or expression from the singer. When we “Hey!, kemana aja?, I miss you like crazy listen to the song, it means we are listening lo!. to somebody’s speaking. The singer tells us Do not be worried to express English in about the story which the song carry to. your daily life, because little is better than Commonly, the story which carried nothing. sometimes or often, happens in or daily Moreover, songs can used as a lives. If you feel that way, please do not be follow-up acticvity aftr a new structure has shy or hesitate to imitate what the singer’s been introduced, however, on occasion you styles. Moreover, you have to memorize the might also want to try playing or singing a song and show your own character to be a new song without any explanation. This good singer. would serve as a good motivation for a Therefore, do not be worried of lesson that deals with a new structure or not being able to memorize the lyric of the vocabulary. For vocabulary perhaps, you song. Just ensure and enjoy yourself that can find some new vocabulary and then try you can do that. Therefore, song is easy to to find the synonym and the antonym for memorize the lyric since the fact in our the words. daily lives has shown the people can Here are some vocabularies that memorize songs, movies or interesting we can learn from the song “Hello”.
Word Verb 1 Synonym Antonym Wondering Wonder speculate, conjecture, answer, reply, anticipate, disbelieve, inquire, query, believe, expect, know question, ask oneself Healing Heal recover, pick up, revive, cheer come down, sicken, fade, fail, (up), perk (up), pull through, languish, sink, waste (away), survive weaken, wilt, wither, worsen, regress, relapse Dreaming Dream fantasize, daydream, stargaze, despise hallucinate
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Breaking Break split, implode, destroy, ruin, fix, heal, mend, patch, repair wreck, crush, brust Forgotten Forget disremember, unlearn remind, recall, remember Tried Try assay, attempt, endeavor, drop, give up, quit essay, seek, strive
Here are some vocabularies that we can learn from the song “People Work”.
Word Meaning a tailor a person whose occupation is making or altering garments (such as suits, jackets, and dresses) typically to fit a particular person a doctor A person who is qualified to treat people who are ill. a farmer A person who owns or manages a farm. Teacher A person who teaches, especially in a school. a plumber A person who fits and repairs the pipes, fittings, and other apparatus of water supply, sanitation, or heating systems. a dentist A person who is qualified to treat diseases and other conditions that affect the teeth and gums, especially the repair and extraction of teeth and the insertion of artificial ones. a fireman A male firefighter.
Here are some vocabularies that we can learn from the song “Count on Me”. Word Synonym Antonym Sail (v) cross, cut across, go across. remain, stay, stop, land Guide (v) conduct, direct, lead, marshal, follow, trail route, show, steer, usher Count (v) calculate, depend, lean, reckon, distrust, mistrust, question, suspect rely find out (v) ascertain, detect, determine, conceal, hide, ignore, neglect, overlook, disclose, expose, identify suppress
Here are some vocabularies that we can learn from the song “An old lady who swallowed a fly”. Word Synonym Antonym Old (adj) aged, aging (or ageing), ancient, young, youthful elderly, geriatric, long-lived, senescent, senior Swallowed (v) / Swallow down, get down, ingest - Wriggled (v) / Wriggle fiddle, fidget, jerk, jig, jiggle, relax, rest, unwind, calm squiggle, squirm (down), still a hog (n) cormorant, stuffer, gorger dieter, nibbler, picker Dead (adj) breathless, deceased, gone, alive, animate, breathing, lifeless living
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Absurd (adj) unreal, unrealistic, unreasonable, logical, rational, realistic, illogical, irrational reasonable, sensible
From the songs above, we can also ➢ At least I can say that I've tried to tell learn about expression and grammar. you I'm sorry for breaking your heart Expression: - how are you, no delay, next time, etc grammar. There are many kinds of Past Tense tenses that we learn in English. From the Even in Past Tense, it is also song above perhaps we can learn two kinds divided into some groups. They are simple of tenses. The first one is past tenses. And past tense, past continuous tense, and past the other one is Present Tense. perfect tense. The simple past tense is used for a Present Tense past action when the time of action is Basically, the form of present known such as ‘yesterday’, and ‘an hour tense can be divided into some groups. ago’, ‘last night’, etc. They are simple present tense, present From the song above, there are continuous tense, and present perfect tense. some lyrics as samples of Simple Past Simple present tense is used to Tense, such as; show a truth or a fact. Actions which are ➢ There was an old lady who done habitually or which happen regularly swallowed a spider are also use simple present tense. ➢ She swallowed the cat to catch the From the song above, there are bird some lyrics as samples of Simple Present ➢ She swallowed the bird to catch the Tense, such as; spider ➢ Nigel Naylor, he's a tailor ➢ He makes trousers, suits and shirts The Past Continuous Tense is used ➢ People work in the country for an action that was going on the past ➢ People work in the town when something else happened. This tense ➢ People work day and night is often used with words like ‘while’; ‘when’; and ‘as’. Peresent continuous tens is used The Past Perfect Tense is used for when an action is taking place at the time an action that was completed before of speaking. It is formed with ‘am/is/are’+ another took place. This tense is usually the present participle. used with words like ‘when’, ‘after’, Moreover, we used present perfect ‘before’, etc. tense when an action has already taken place but the definite point of time is not Conditional Sentences known. It is used with indefinite time Conditional sentences are adverbs such as ‘just’, ‘already’, and ‘yet’. statements discussing known factors or From the song above, there are some hypothetical situations and their lyrics as samples of Present Perfect Tense, consequences. Complete conditional such as; sentences contain a conditional clause ➢ I've forgotten how it felt before the (often referred to as the if-clause) and the world fell at our feet consequence. Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 51
There are four different types of sampling and chosen them as the conditional sentences in English. Each representative of English Department. The expresses a different degree of probability participants are from the academic year that a situation will occur or would have 2015 to 2017 which 40 students had occurred under certain circumstances. Zero involved during the research. Conditional Sentences, First Conditional Sentences, Second Conditional Sentences, Instrument Third Conditional Sentences. Instruments used in this research is Zero conditional sentences express a set of open-ended questionnaires and general truths—a situation in which one interview to get more data. This set of thing always causes another. When you use questionnaires is related to the student’s a zero conditional, you’re talking about a perception in using YouTube application as general truth rather than a specific instance a media in learning English especially of something. through songs. In mastering English skills, First conditional sentences are this study focused on helping the students used to express situations in which the in mastering English speaking. The outcome is likely (but not guaranteed) to instrument itself were distributed four happen in the future. weeks after they were acquainted with Second conditional sentences are YouTube application. According to Brown useful for expressing outcomes that are (2001, p. 6), questionnaires are any written completely unrealistic or will not likely instruments that present respondents with a happen in the future. series of questions or statements to which Third conditional sentences are they are to react either by writing out their used to explain that present circumstances answers or selecting from among existing would be different if something different answers. The researcher chose open-ended had happened in the past. questionnaire over the closed one since From the song above, there are open-ended questionnaire give more insight some lyrics as samples of First conditional to participant’s perception related to the sentences, such as; topic. The selected respondents were also ➢ If you ever find yourself stuck in the selected for further interview. It is aimed to middle of the sea, I'll sail the world to get more data about the student’s find you perception toward YouTube as their media ➢ If you ever find yourself lost in the in learning English. Application and make dark and you can't see, I'll be the light sure that the data is valid. to guide you Procedure As stated in the previous part, the METHOD questionnaire was distributed four weeks Participants after the participants were acquainted with This is a qualitative research. The YouTube application during regular class study was conducted on English hours. Before the participants began Department of Lambung Mangkurat answering the questionnaire, they were University. Those participants levels are informed beforehand that there was no vary because the researcher took random personal information collected and the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 52 participants were anonymous. The There were many perceptions participants filled the questionnaire at their toward the strength of YouTube application own pace with approximate time was 15 generally, especially its songs. Related to minutes. Since the data was collected by YouTube applications, the benefit they got using a set of open-ended questionnaires, are: the researcher analyzed the data 1. There is no time restraint such as when qualitatively. The results collected reflect in the classroom, the students’ general perceptions and 2. There are many variant song’s genre insights toward the use of YouTube that can be listened, applications in mastering speaking English 3. Flexible, not only related to time, but skill. The selected respondents were also also place, since they can use it mostly selected for further interview. everywhere.
Another interesting point that RESULT AND DISCUSSION mentioned by the students, they learnt This research was conducted to many new words either the meaning or the investigate students’ perception toward way of pronouncing the words in the songs. using YouTube applications, especially The data analyzed based on the students songs. As stated before, the data analyzed answers, all of the students mentioned that was collected from open-ended they love studying English with a variation, questionnaire related to the topic.The not only seriously focused on grammar. questionnaire was distributed four weeks From the selected songs on YouTube after the participants were acquainted with application, they just realized that songs YouTube application to make sure that they can be used to learn grammar as well. have understood the application well, whether it is the use or its functions. The questionnaire was divided to two parts, part CONCLUSION one was for their perceptions on YouTube There are many ways in learning applications in general, and the second part English such as go to the course, or read was exclusively for their perception during Guidance Book, etc. One of them is learning English through songs in the learning English through visual songs, for application. instance YouTube Application. From the questionnaire, it was Everybody like the term of revealed that they thought that the learning and playing comes together, and YouTube app made them interested to try learning trough song is a way of learning another app since they felt benefitted in and having fun. The matter in learning is enhancing their vocabulary. They said that boredom. When you get bored, you get YouTube applications is easy to use and nothing. That is why learning through song make them easy to find out their favorite is a good option, especially in putting the songs to master English skills, especially boredom away, because you can have some speaking since the participants thought that fun while you are studying. it is the hardest skill to master. Thus, Here are some steps for you who YouTube application in general and want to learn English with fun through particularly songs are big help for them. song.
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1. Relax thanks also need to be announced for my 2. Build your confidence to decode the beloved family who always support in all new language. Use your intuition when forms to the researcher life. Hopefully, analysing new song lyrics in terms of more researches can be conducted in the vocabulary, pronunciation, inflection, future especially in the EFL field. and syntax. 3. Play the song trough several time. Encourage yourself to respond by REFERENCES tapping, clapping or by responding in Azar, Betty, S. (2011). Fundamentals of any way they might enjoy. The natural English Grammar,Forth Edition. sequence is to learn a tune before the Prentice Hall, New Jersey. words, so allow time for this. Brown, Doughlash. H. (2001). Teaching by 4. After you have a feeling of the entire Principles: An Interactive Approach song, you may want to break the song to Language Pedagogy. Longman: down in order to make yourself clear San Francisco State University. about the lines or words that may be Second Edition. unclear. Cook, V. (2000). Second language learning 5. Try different styles, folk, rock, and language teaching. Beijing: calypso, etc. In addition, important to Foreign Language Teaching and remember, ask yourself what you like. Research Press and Edward Arnold 6. Song are frequently used as follow-up (Publishers) Ltd. activity after a new structure has been Džanić, Nihada Delibegović and Alisa introduced, however, on occasion you Pejić. The Effect of Using Songs might also want to try planning or On Young Learners and Their singing a new song without any Motivation for Learning English. explanation. This would serve as a An Interdisciplinary Journal good motivation for a lesson that deals Volume 1, Issue 2 October 2016 pp. with a new structure or vocabulary. 40-54. In additions, the teachers try to Griffee, D.T. (2001). Songs in Action. create or adapt several techniques and try to Hertfordshire: Prentice Hall find an alternative media for teaching International. English that can be used to solve the Merriam-Webster, Inc. (2014). Merriam- problem. Anyway, songs from YouTube Webster's Dictionary and are one of the alternative media in learning Thesaurus. Merriam Webster, English. Through songs you can make the Incorporated. boredom away, can also have some fun while you are studying. Millington, Neil T. (2011). Using Songs Effectively to Teach English to Young Learners. Language ACKNOWLEDGEMENT Education in Asia, Volume 2, Issue At this part, I would like to show 1. my gratitute to all the English Department Naz, Ahsan Akhtar. Akbar, Rafaqat Ali. Students and the colleagues during the (2012). Use of Media for Effective researcher doing this research. Special Instruction its Importance: Some
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Consideration Journal of Asmi Rusmanayanti & Hanafi. (2018). Elementary Education A Teaching Reading Comprehension Publication of Deptt. of Elementary by Using Computer-Based Reading: Education IER, University of the An Experimental Study in Punjab, Lahore – Pakistan Vol. Indonesian English Language 18(1-2) 35-40. Teaching. Arab World English Pacuilla, H. S. &Ruedell K. (2004). A Journal (AWEJ).Number 4. July Review of Technology Based 2018Pp. 202-213. Approaches for Reading Harmer, Jeremy. (2007). How to Teach Instruction-Tools for Researchers English Language Teaching: An and Vendors. Washington DC: The Introducing to the Practice of National Center for Technology English Language Teaching. Innovation. Longman: Addison Wesley Ramadhani, Muhammad Ali. (2015). The Longman England. Criteria of Learning Media Heriyanto, Dewi. The Effectiveness of Selection for Character Education in Using Youtube for Vocabulary Higher Education. Proceeding Mastery. Volume 6, Number 1, International Conference of Islamic Februari 2015 pp. 1-12. Education: Reforms, Prospects and Ulate, N. V. (2008). Using songs to Challenges Faculty of Tarbiyah and improve EFL students' Teaching Training, Maulana Malik pronunciation. Congress lnternational de Lillgiiística Ibrahim State Islamic University, Aplicada, (93-108). Costa Rica Malang pp 174-182.
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THE IMPLEMENTATION OF AUDIO VISUAL IN TEACHING LISTENING (AN EXPERIMENTAL STUDY AT SMK NEGERI 3 LANGSA)
Azizah Universitas Islam Negeri Ar-Raniry Email: [email protected]
Abstract This study was designed to discover the use of audio visual in teaching listening to the second year students of SMK Negeri 3 Langsa. The main goal of this study was to find out significant differences in students’ listening achievement taught by either audio visual or audiotape. Therefore, two classes were selected randomly as the samples from the targeted population. The first class using audio visual was an experimental group, while the second- class using audiotape was a control group. Each class consisted of 24 students provided data through pre-test and post-test. The scores of the tests were analyzed quantitatively. After examining the data collected from both groups, it was found that the mean score of the post- test of the experimental group (78,79) was higher than the mean score of the post-test of the control group (53,75). Moreover, both of scores were analyzed through ttest compared to ttable. The result of ttest was 8,44 and the result of ttable score at the level of significant degree α = 0,05 was 1,684. It displays that ttest score is higher than ttable (8,44 > 1,684). In other words, there is a significant difference in students’ listening achievement between the experimental and control groups. Thus, it can be taken into account that the alternative hypothesis is accepted, while the null hypothesis is rejected.
Keywords: teaching listening, audio visual, experimental study
INTRODUCTION listening comprehension is the key to The Ministry of National achieve proficiency in speaking. Otherwise Education of Indonesia has developed a Listening is not merely to listen to a number of curricula to aid the students’ speaker, but it needs effort and English skills. However, most of concentration to get the point of Indonesian students are not very competent communication. Consequently, by having in carrying out English language skills, poor skills of listening, ones could lost the particularly listening skills. Listening is one conveyed messages. For students, it might of the most difficult skill to learn compare affect their grades, tasks, instructions, and to other skills in English. In this skill, the so on. On the regard of basic competence in students are require to be able to identify the syllabus for some schools, specifically and understand the sound of the speech. It vocational high school like Sekolah also involves understanding a speaker Menengah Kejurunan (SMK) Negeri 3 accent or pronunciation. ( Hamouda, 2013). Langsa, East Aceh, the students need to be In a language classroom, listening ability understood the everyday conversation. In plays a significant role in development of detail, they are also demanded to be able in other language skill. Listening can help answering questions based on recorded students construct vocabulary, develop materials in the listening section language proficiency and improve languase (Direktorat Pembinaan SMK, 2016). usage. (English, 2009). Rezai and Hashim However, a preliminary study done in that (2013) assert that developing proficiency in school brought an unexpected result. The
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 56 average score of second grade students’ resource material which can be carried out listening skill was 54, while the Standard to develop students’ listening skill. Passing Grade of English in that school Since audio visual have a rich requires the students to reach the score of source of conversation, dialogue, and talks 70. by English native speakers, those can be Moreover, they admitted that they applied as an alternate instructional media. faced difficulties such as sound confusion, Besides, this can also support the learners’ homonyms along with words with multiple pronunciation. In teaching language meaning, the dialogue inference, and the learning, specifically in listening section, dialogue topic. Some of such are in line the implementation of video is preferably with Rogers’ details who specifies the chosen since it has valuable input, which problems in listening section faced by the can motivate the learners to pay attention students, namely: they are hard to (Keihaniyan, 2013). In addition, the media understand words with many meaning, lack is more prestigious since it provides of vocabulary, sound-alikes, situation, the cultural real-life communications (Liu, Y. topic of the dialogue and unrecognised (2005). That is, the employment of audio instruction (Rogers, 2011). In addition, the visual is considered to be carried out as a pupils also affirmed that the listening valuable addition to language learning. section through media of audiotape was Besides, Liu (2005) mention that that the uninteresting. implementation of video in language However, most of language learning was more valuable than other learners, especially listeners, encounter forms of authentic materials since it brings several problems. As identified by the contextual scene of life. For these Underwood that the listeners probably reasons, the goal of this study was to obtain faced several conditions such as lack of an improvement of listening skills by control over a speaker’s speaking speed, means of audio visual in the listening unable to get thing repeated, limited process. However, by doing this study, an vocabulary, failure to recognise the insight to the language teachers of using pronunciation, problems of interpretation, video in listening skill will be obtained. inability to concentrate, and unestablished This study expectedly will discover the learning habits (Underwood, 1989). Those effectiveness of using the media in the problems harm the language learners to get language classroom. Not only is the media the message from the speaker. As a result, applicable for listening skills, but hopefully the listener probably cannot convey the it also will be relevant for other language good response. skills. This research will implement audio Therefore, due to the importance visual in a vocational high school, SMKN 3 of listening skills, an effective material in Langsa. Considering its specialty in several English as a Foreign Language (EFL) plays majors such as hotel accommodation, a fundamental role in the teaching method. fashion, culinary art, and others, the With the intention of such circumstance, participants of this study will be different the use of technological method could be as with the other participants in the studies an alternative way, particularly for a means done by Cahyaningrum (2010), Isaza, et.al of instruction. One of the technological (2013), and Chan, Lei, and Lena, (2014). methods, video, provides an assortment of Therefore, due to the described
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 57 backgrounds, this study, the use of video in METHOD improving listening skill, is deserved to be This study is considered as an experimental conducted. research as described by Cohen et.al. Several studies, which gave (2007). Practically, this study will test or positive results from the implementation of examine the implementation of video in video in teaching listening, were already listening process; either it improves the applied by Maneekul (2002), Martinez students’ listening skill or not. If it works (2010), Cahyaningrum (2010), Akufah as expected, the media can be an alternative (2012), Adnan (2014), and Woottipong way as a means of instructional process, (2014). Those studies proved that by using specifically in listening. video in language classroom, the students’ As a true-experimental study, the listening skills improved indirectly by a design of this study will accurately test, series of listening sections. Other teaching analyse, and prove the hypothesis listening studies conducted by statistically. The researcher is likely to Ghasemboland & Nafissi (2012), choose the pre-test-post-test control and Haghverdi &Vaezi (2012), and Kamarullah experimental group design since it can (2013) also brought a good outcome even discover the relationship between though the media used in those studies was independent and dependent variables by subtitled video. The media could develop comparing both groups, which presumably the students’ creativity, especially in have the same characteristics and building information literacy upon the capabilities by using different treatments. given video (Mendoza, Caranto, & David, The population of this study was (2015), and it stimulated their ideas as well the second year students in the academic (Cakir, (2006). Other studies implemented year of 2016/2017 at SMK Negeri 3 by Bravo, et al., (2011) and Ramadhika Langsa. They were categorised into five (2014) revealed that video increased the classes (hotel accommodation, fashion, students’ motivation and caught their cosmetics, patisserie, and culinary art), attention. Moreover, according to the study where each class approximately consisted by Davidson, the employment of video in of 25 to 30 students. listening supported the students to be aware Meanwhile, as for sample, the of the surrounding culture (Davidson, researcher determined which via a 2009). probability sampling, the random sampling. Therefore, this research is In terms of sampling technique, the second considered having the same issue with the year students of hotel accommodation, aforementioned studies. Practically, it will fashion, cosmetics, patisserie, and culinary use the video to improve students’ listening art classes were selected randomly. Then, skill. Meanwhile, theoretically, the study the researcher conducted the homogeneity aims that the students get supplementary test intended to measure either the students benefits upon the use of video as depicted had similar capabilities or achievement in in the previous studies above. English. Based on the statistics, the students, were assigned to enter either experimental or control group. Both pre-test and post-test applied in experimental and control groups were
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 58 designed in the form of multiple choice. Next, in order to overcome the Those were based on six videos taken from research question, the collected data were YouTube. Each test consisted of 25 summarised and related qualitatively by questions. In addition, the tests were using the following statistical procedures, designed based on procedure text, manual, namely: finding out mean score, calculating or Standard of Operation (SOP). The topic the value of standard deviation, checking was considerably essential for the students normal distribution test, examining the as regards for their majors in that school. In homogeneity of variance, and computing addition, the test was referred to the the value of ttest. By doing such, the final listening section from Ujian Nasional (final score of ttest might determine the national examination). Practically, the determination of null and alternative implementation of this study would hypotheses. enhance their preparation upon the exam.The listening section for the test then was represented by providing the sound RESULT AND DISCUSSION only from the speaker. Both experimental Result and control groups were given the same 1. The Result of Result of the test. Independent ttest (Pre-test) of Experimental and Control Groups
Table 1. Statistical Summary of the Result of the Pre-test for Both of Experimental and Control Groups
Experimental df α Control Group Group n 24 24 48,95 48,87 7,9 0,03 46 0,05 1,684 64 62 S 8 8
Based on the statistical summary After comparing the two means in above, two mean scores of the pre-test which results were calculated for both experimental and control groups. Both of the result of ttable with the level of them were compared by employing an significance 0,05 was 1,684 and the result independent sample ttest. As shown in the of ttest was 0,03. It could be perceived that Table 1 above, the mean score of the pre- the ttest was lower than ttable (0,03<1,684). In test of the experimental group was 48,95 other words, there was no significant and the mean score of the pre-test of the difference between the result of the pre-test control group was .48,87. Both of mean of the experimental and control groups. Hence, the previous listening skill of the score were compared through an both groups was similar. independent through an independent sample ttest with the level of significant degree .
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2. The Result of Result of the Independent ttest (Post-test) of Experimental and Control Groups
Table 2. Statistical Summary of the Result of the Post-test for Both of Experimental and Control Groups
Experimental df α Control Group Group n 24 24 78,79 53,75 10,59 8,44 46 0,05 1,684 145,4 79,23 S 12 8,9
Based on the statistical summary which above, the two mean scores of the post-test results were calculated for both the experimental and control groups. Both of the result of ttablewith the level of them were compared by employing an significance 0,05 was 1,684 and the result of t was 8,44. It could be perceived that independent sample ttest. As shown in the test Table 4.9 above, the mean score of the the ttestwas higher than ttable(8,44< 1,684). post-test of the experimental group was In other words, there was a significant 78,79 and the mean score of the post-test of difference between the result of the post- the control group was 53,75. Both of the test of the experimental and control groups. mean scores were compared through an Thus, the progression of the students’ listening for both groups would be independent sample ttestwith the level of significant degree . presented the following figure: After comparing the two means score of the post-test for both the experimental and the control groups in
Figure 1. The Independent ttest Scores of Both Experimental and Control Groups
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Discussion significance degree was 1,684. In
In this point, the result if the data other words, ttest was lower than ttable analysis toward the students’ listening ( ). It shows that there was no achievement were discussed in more detail significant difference between the result of based on the findings after the calculation the pre-tests of the experimental and the had been done. In addition, the progression control groups. Thus, the pre-test results of of the students’ score percentage in bar the two groups were similar in previous chart was also discussed in depth. students’ listening ability. Firstly, the discussion concerns the Next, the post-tests data were results of the quantitative data obtained analyzed in the same way as in analyzing from a series of test. The data obtained the pre-tests data. It was found that the from the pre-tests were analyzed through mean score of the experimental group was chi-square formula. It aimed to discover the 78,79 and the mean score of the control normality of experimental and control group was 53,75 as presented in Table 4.9. groups. It was also to find out the Both of the means were examined through homogeneity of the samples selected. The an independent sample ttest to be compared result proved that both groups were to ttable. Hence, the ttest (2,30) was higher normally distributed, while the samples than ttable (1,68) with the level of taken were homogenous. Those conditions significance degree . It specifies allowed the researcher going on the that there was a significant difference treatments for both of the experimental and between the result of the post-tests of the control groups. After five meetings of experimental and the control groups. treatments, the post-tests were finished. However, the post-test scores of the The result of which were examined to find experimental group improved better than out whether the achievement score of the post-test scores of the control group as listening skill gained by the samples in presented through the means of them, experimental group was significantly ( ). different from the control groups’. In this Regarding the students’ attitudes case, ttest formula was employed and toward the use of videos in the classroom, compared to ttable. the researcher admitted that the students Before analyzing the data obtained were serious and enjoyed the classroom from the post-test, the data collected from activities. in short, the students felt happy the pre-test should be analyzed first. It was since they were entertained getting a new conducted to find out the students’ previous way of grasping the materials through listening ability of the experimental and videos, especially in the listening activity. control groups. After analyzing the data By applying audio visual (videos) in achieved from the pre-tests, it was found listening section, the students felt relax that the mean score of the experimental examining and doing the work. Yagang group was 48,95 while the mean score of (1993) mention that One can at least offer the control group was 48,875 as presented the students with suitable listening in Table 4.6. Both of the means were materials, background and linguistic examined through an independent sample knowledge, enabling skills, pleasant ttest to be compared to ttable. The result of ttest classroom conditions, and useful exercises is 0,03 and ttable with the level of
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 61 to aid them uncover effective listening The first conclusion is based on strategies. the result of examining ttestcompared to They also become more motivated ttable, in which ttest was 8,44 compared to in learning English subject especially ttable (1,684) with the level of significance listening. It is similar as stated by Mirvan 0,05. Thus, ttest score is higher than ttable (2013) who claimed that engaging video in score ( ). This finding shows classroom would boost pupils’ motivation that there is a significant difference in to study. In other words, the video may listening achievement between the naturally fascinate the language learners by experimental and the control groups. exposing them a diversity of situations, The second conclusion was proved which will aid them to detain similar by comparing the mean score of the conditions in their real life. Additionally, experimental and control groups. The they can study how the language is experimental group, where the videos were contextually used in the video although the applied, achieved the mean score of the learners’ comprehension upon the video is post-test 78,79. It is higher than the mean limited. The language learners may adapt score of the post-test of the control group, how the language use and its paralinguistic 53,75. These results lead to a conclusion features are employed, including the way of that the students taught by using videos conveying moods, feelings, and gestures. It achieved higher score than the students can be concluded that using audio visual taught by audiotape. (video) at SMK Negeri 3 Langsa help the The third conclusion is defined students to study more enjoyable, relax, based on the statistical criteria in the happy and motivated. hypotheses point: alternative hypotheses (Ha) are accepted of there is a significant different in students’ listening achievement CONCLUSION between the students taught by videos and Suggestion the students taught by audiotape. As The conclusions mainly described in the first conclusion that there encompass the answer to the research is a significant difference in listening questions. Based on the findings and the achievement between the students in discussion presented in the previous experimental and control groups. chapter, several conclusions are drawn in Therefore, the alternative hypothesis (Ha) is relation with teaching listening by using accepted while the null hypothesis (Ho) is videos. They are: (1) there is a significant rejected. difference in listening achievement between the students who were taught by using videos and those who were taught REFERENCES through audiotape, (2) the students who Adnan, A., (2013). Assigning Students to were taught by using videos achieved Listen to the English News in Listening Course. Lingua higher score than those who were taught Didaktika: Jurnal Bahasa dan through audiotape, and (3) null hypothesis Pembelajaran Bahasa, VII(1), pp. 1- is rejected and alternative hypothesis is 8. accepted.
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Adnan, A., (2014). Improving Students' English, A., (2009). Listening as a Teacher, Listening Ability through Movie Educative Listening, Interruptions Report. 2 July.pp. 70-76. and Reflective Practice. Paideusis, 18(1), 69-70
Akufah, A., (2012). The Effectiveness of Ghasemboland, F. & Nafissi, Z., (2012). Teaching Listening on News Item The Effects of Using English Text Using Video, Semarang: Institut Captions on Iranian EFL Students' Agama Islam Negeri Walisongo. Listening Comprehension. Beijing, Bravo, E. et al., (2011). Video as a new Procedia-Social and Behavioral teaching tool to increase student Sciences, pp. 105-112. motivation. 2011 IEEE Global Haghverdi, H. R. & Vaezi, M. N., (2012). Engineering Education Conference, The impact of English and Persian pp. 638-642. Movie Subtitle on the Listening Cahyaningrum, D., (2010). The Comprehension of Iranian EFL Effectiveness of Using Video in Learners. Islamic Azad University Teaching Listening of Oral Narrative Khorasgan (Isfahan) Branch, Text, Surakarta: Sebelas Maret Volume 8. University. Hamouda, A., (2013). An Investigation of Cakir, I., (2006). The use of video as an Listening Comprehension Problems audio-visual material in foreign Encountered by Saudi Students in the language teaching classroom. Listening Classroom. International TOJET: The Turkish Online Journal Journal of academic Research in of Educational Technology, 5(4), pp. Progressive education and 67-72. Development. 2(2). 113-155 Chan, C., Lei, W. & Lena, X., (2014). A Isaza, J. Y. M., Zuluaga, A. M. S. & López, Study of Video Effects on English V. M. T., (2013). The Use of Listening Comprehension. Studies in Authentic Videos for Listening Literature and Language, 8(2), pp. Comprehension in a Private School 53-58. in Pereira, Pereira: Universidad Cohen, L., Manion, L. & Morrison, K., Technologica de Pereira. (2007). Research Methods in Kamarullah, K., (2013). Developing Education. 6th ed. New York: Vovabulary Mastery thorugh Routledge. Watching Video (A Classroom Action Davidson, K. F., (2009). The Effects of Research at the 2nd Grade Students Using Video Advance Organizers on of SMAN No.3 Langsa), Langsa: Listening Performance and the STAIN Zawiyah Cot Kala Langsa. Learning of Culture in the Keihaniyan, M., (2013). Multimedia and Elementary Forign Language listening skills. International Journal Classroom, Atlanta: Emory of Advanced Research, I(9), pp. 608- University Press. 617. Direktorat Pembinaan SMK, (2016). Liu, Y., (2005). A Case Study on Using Direktorat Jenderal Pendidikan English Language Movies in Dasar dan Menengah. [Online] Teaching English as Foreign Available at: Language Experiences. Chesapeake, https://psmk.kemdikbud.go.id/konten/ Advancement of Computing in 1726/permendikbud-tentang-standar- Education (AACE), pp. 52-58. nasional-pendidikan-untuk- Maneekul, J., (2002). Use of authentic pendidikan-dasar-dan-menengah material and tasks to enhance [Accessed 2 February 2017]. English Listening Skill for
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undergraduate students majoring in Magelang in the Academic Year of teaching English at Faculty of 2013/2014, Yogyakarta: Universitas Education, Chiang Mai University, Negeri Yogyakarta. s.l.: Chiang Mai University. Rezai, A. &Hashim , F, (2013). Impact of Martinez, R. G., (2010). Effects on Awareness raising about Listening Teaching Listening Skills through Micro-Skill on the Listening Videos to Advanced Students from the Comprehension Enhancement. An Foreign Language Department at the Exploration of Listening Micro- University of El Salvador during the Skills in English as A Foreign First Semester 2010, El Salvador: Language (EFL) Classes. Australian University of El Salvador. Journal of Teacher Education, 38(8), Mendoza, G. L. L., Caranto, L. C. & David, 1-15. J. J. T., (2015). Effectiveness of video Rogers, B., (2011). The Complete Guide to presentation to students' learning. the TOEFL® Test: PBT Edition. 2nd International Journal of Nursing ed. Boston(Massachusentts): Heinle Science, 5(2), pp. 81-86. Cengage Learning. Mirvan, X., (2013). The advantages of Underwood, M., (1989). Teaching using films to enhance student's Listening. London: Longman. reading skills in the EFL classroom. Woottipong, K., (2014). Effect of Using Journal of Education and Practice, Video Materials in the Teaching of 4(13), pp. 62-66. Listening Skills for University Ramadhika, B., (2014). Improving Students. International Journal of Students' Listening Skills Using Linguistics, 6(4), pp. 200-212. Animation Videos for the Eighth Grade Students of SMP N 6
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THE ANALYSIS OF TEXBOOK “PATHWAY TO ENGLISH” USED IN THE SECOND GRADE OF SENIOR HIGH SCHOOL BASED ON CURRICULUM 2013
Regina Rahmi1, Sri Wahyuni2, Intah Rahmalia3 1, 2, 3 STKIP Bina Bangsa Getsempena Email: [email protected]
Abstract This research analyzes the contents of the textbook ‘Pathway to English “with curriculum 2013 in providing the materials and exercise for the learning students. The data only choose the part of all chapter or 7 chapters in the textbook. Thus, this research focuses on the feasibility of the materials and exercises presented with core competence and basic competence in curriculum 2013 and also how the feasibility of the textbook based on curriculum 2013 with using BNSP assessment. This research uses a descriptive qualitative approach and the researcher uses document analysis as the method of collecting data. The result of this research is almost all of the chapters are suitable with curriculum 2013. It assessed by using the feasibility of content based on BNSP assessment which some subcomponents. Firstly, the compatibility of material items with core competence has 96% with a very good category. Secondly is the accuracy of material that gets a very good category too with 90% of item percentage. Thirdly, the learning supporting sources has 91% with a very good category too. The textbook is appropriate with curriculum 2013 and very helpful in increasing the skills (speaking, listening, reading and writing) in teaching and learning English. In this case, the textbook scored more 90% with very good category and the content of it is appropriate with curriculum 2013. In the other side, there is some minors incompatibility based on BNSP assessment in this textbook, such as lack of structure and element of meaning and development diversity concept in developing students' knowledge.
Keywords: Analysis, textbook, curriculum 2013
INTRODUCTION Textbook constitutes as an An English textbook has an important role in teaching and learning essential role in English as a Foreign activities. The use of textbook in the Language (EFL) in a classroom. According classroom helps the teacher in delivering to Harmer (2007: 111) stated that the use of the materials. Similar to the statement English textbooks has the achievements above, Mudzakir (2014:4-5) stated that a prominent and benefit for both teachers and textbook is complemented with students students. Textbook, as one of many work. As he mentioned in his journal, resources used by teachers in teaching in textbook along with many other names is the classrooms, should be evaluated in commonly used by educational institution order to boost students' progress in or school and usually provided with language learning. It based on Yulianti exercise and teaching materials. (2011:1) claimed that a textbook is an According to Gebhard (2009:101) instructional material which consists of that at minimum an exercise in EFL/ESL content and material of the subject that is textbook created by publishing companies, well organized in written form and has a government agencies, curriculum great contribution in the teaching and development teams at the school label and learning process. classroom teachers. Thus, the standard of
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students work in a textbook is usually A curriculum in English learning is suitable with the students’ competence and needed like the other subject. It guides the they are able to understand it. English learning process to get its aim. Besides, Jazadi (2003:143) implied English is not only concerned with that textbook is best seen if it is designed language learning but also with learning for a learner centered to help learner focus through language. In curriculum 2013, the on learning and also give learners role in education paradigm moves from the teacher decision making process in the classroom. center to the student center of learning. It means that quality of the textbook will be Based on Mulyasa (2014:163) stated that nice if the textbook serves student centered the purpose of the implementation in teaching and learning process. curriculum 2013 is to produce the students From those definitions of the who have innovation, creativity, and textbook, it can be referred that a textbook productivity. Therefore, in order to support is a book that provides some materials and a learning process, the student should be exercise with a standard guideline for encouraged to find out any information students and teachers in teaching and from any resources like an English learning process in the classroom. textbook. There are many English Recently, there are several varieties textbooks that offer interesting content, but of ELT textbooks widely used in school. a teacher should be careful to choose an The textbook is published by various English textbook which fulfill some publishers. One of them is the English criteria's of the content standard of textbook "Pathway to English" by Eudia curriculum 2013. Grace and Th. M. Sudarwati based on The standard has been specified by Curriculum 2013. This book is used by the The Agency of National Standard of second grade of MAN 3 Kota Banda Aceh Education (BNSP). The appropriateness of and other schools in Banda Aceh. It was the English book with the standard of published by the Ministry of Education and curriculum 2013 is needed because it can Culture with the new curriculum and be an indicator that the book can support revision. the curriculum 2013. Moreover, BNSP has In this case, the textbook is not only some criteria's to grade the appropriateness beneficial for teachers in terms of helping of the textbook that is used in the teaching her to prepare the materials and achieve the and learning process. The textbook must teaching aims and objectives, but also the have all of the appropriateness elements, textbook helps the students to achieve their those are content appropriateness, learning needs. It sounds to be a logical presentation appropriateness, linguistic answer to overcome the problems of appropriateness, and graphic creating good and enhancing teaching appropriateness. Especially for the atmosphere in the classroom. So, with well- elements of the content appropriateness prepared materials and tests provided by consists of the compatibility of items with the textbook, combined with teacher Core Competence (KI) and Basic flexibility in teaching using the textbook in Competence (KD), the accuracy of material the classroom, a good compromise can be and learning to support the materials. reached in the future. Furthermore, teachers’ competence is the most important component in the
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implementation of the 2013 curriculum. METHOD Based on Depdiknas (2004: 7) competence The design uses in the research are is the knowledge, skills and basic values document analysis to gather the textual and that are reflected in the habits of thinking written document that is provided within and acting. In addition, Kemendiknas the textbook that research. The writer uses Number 045/U/2002 stated that this design because the research is competence as a set of intelligent and can qualitative research. According to Donald be defined as the whole knowledge, skills, (2010:457) stated that in qualitative and attitudes that are depicted in research the document analysis is widely intelligence and responsible action in applied for written visual data with the performing the duties as the learning purpose of identifying the specific agents. characteristic of materials that are going to Based on the explanation above, the be analyzed in the general form of the writer is interested with the number of the textbook, newspaper, or any other host of a curriculum was changed by the government document. from year to year in an effort to improve In this qualitative research, the the quality of education in Indonesia and writer intended to examine the condition of the existence of syllabus revisions referring materials that are provided in the English to the quality of materials and teaching textbook "Pathway to English (Peminatan materials directed to teachers and learners. Programme)" for the second year of senior Besides, the suitability issues of the high school. Eventually, with the document textbook with curriculum 2013 and analysis in collecting the data from the materials in the textbook, the writer is textbook, the writer also uses descriptive interested in learning and analyzing the qualitative in analyzing, interpreting and issues. The writer wants to identify the reporting the data that is described in the materials and the exercise provided in the English textbook. Based on Sugiyono textbook, as it is concerned with (2011:8) explained that qualitative research communication purposes of curriculum is the research that analyzes data research 2013. Based on the explanation above, the more relate to the interpretation of data questions of study is “Are the materials and found in the field. This kind of analysis is exercises presented in the textbook done with the help of words to describe any “Pathway to English (Peminatan Program)” detailed conclusion or interpretation in a compatible with Core Competence and less biased and subjunctive manner. Basic Competence in curriculum 2013. So that, the researcher focused to find out whether the materials and exercises RESULT AND DISCUSSION presented in the textbook “Pathway to Result English (Peminatan Programme)” In Indonesia, the implementation compatible with Core Competence and of the textbook and classroom teaching of Basic Competence in curriculum 2013. English language are controlled with several considerations. According to Jazadi (2003:145) stated that the presentation of the textbook in Indonesia need to pass several political and also evaluation process
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to maintain security which stated that as curriculum 2013 in every educational level follow: in Indonesia are as follow: “The content of the books should be in a. Juli 2013: Kelas I, 1V, VII and X. line with and not contradictory to b. Juli 2014: Kelas I, II, IV, V, VII, VII, X Pancasila (The state Philosophy), UUD and XI. 1945 (the 1945 Constitution, c. Juli 2015: Kelas I, II, III, IV, V, VI, VII, Government policies, national unity VIII, IX, X, XI, and XII. and security, laws, regulations, ethnics, and that the content not exploits the Nevertheless, the textbook sensitive issue of SARA (ethnics, developments in Indonesia are carefully religions, races, and intergroup developed and implemented. It can be seen relations). Judgment of this aspect is from the government seriousness in term of made by evaluators coming from the quality of education in Indonesia, one mabes ABRI (Armed Forces of them is development the quality of the Headquarter), Kejaksaan Agung textbook used in educational institution. (Office of Attorney General), Eventually, clear rules and evaluation Lemhanas (National Defense Institute) process are already maintained in order to and Inspectorate General MOEC develop a qualified textbook in textbook in (Ministry of Education and Culture)”. Indonesia. Based on findings of the data, the These strict rules and evaluation result of the first subcomponent in the process has been set by the Indonesian compatibility of material items with Core government toward the development of Competence (CC) and Basic Competence education in Indonesia. In its (CC) in material completeness was scored developments, government established 4, because this chapter includes all BNSP (The National Agency for materials that are appropriate with CC and Educational Standards) along with Pusat BC and it is added with relevant additional Kurikulum dan Perbukuan (The Center of materials for development. However, in Books and Curriculum) to deal with the item of the material deepness for this development of the textbook that used in chapter was scored 4. In this chapter, the Indonesia. They are also established to textbook discusses, identifies, and gives watch over and maintain the rules and example about opinion as well as provides evaluations process which are implemented the other contexts as supporting material properly in any textbook distributed from (giving and asking opinion, etc). either government or commercial textbook. In the second subcomponent of the The current curriculum in accuracy of material in social function was Indonesia in 2018 still partially uses the scored 4, because the text is aimed to attain curriculum, but the government only revise social functions related to daily life the quality of syllabus for each years. The including interpersonal, transactional, and full fledge of curriculum 2013 itself has functional communications. It can be seen started since in July of 2015. in some exercises of the textbook. Then in Based on Ministry of Education and structure and element of meaning was Culture (2013), the implementation of scored 3. In this item, the text giving contains mostly structures and elements of
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meaning that are appropriate with the type Feasibility of Content of the text. In this chapter the material is This feasibility of content is a given the form of sentence or phrase, for group of assessment about the content of example in page 8 to 9 and 13 in the the textbook. The feasibility content textbook. For the next item is linguistic includes three measurements which are feature. It was scored 3, because the text compatibility of material with KI and KD, given is aimed at developing accurate and the accuracy of materials and the last acceptable communications ability. supporting materials. The last subcomponent of learning supporting sources in the relevance of The compatibility of materials with Core material with sources was scored 4 because Competence and Basic Competence the teaching materials (text, table, and In this criteria of feasibility of picture) are taken from current and relevant content which is compatible with KI and sources with the topic which is discussed in KD the criteria was divided into two sub detailed. Most of the materials in this criteria which is Completeness and In- chapter are great illustrations. Then, in Depth. development of life skill, this chapter was a) Material Completeness scored 3. In this chapter, the text and In completeness criteria, textbook is communicative action in the textbook expected to expose students understand motivate the students to do several things to and produce both interpersonal ant develop three kinds of proficiencies, there interactional conversation whether in are development personal, social, and spoken and written to help them interact academic. In addition, for development in contextual and their situations along diversity concept was scored 3. In this with many other characteristic, religious chapter, the text and communicative action and aesthetic values included. in the textbook motivate the students to do b) Material Deepness several things to develop diversity attitude, For this criteria, textbook are expected but it is not deeply and detailed. to fulfill several points of In-Depth . The For rubric assessment of the first is exposure which means that the textbook, Indonesia established BNSP (The textbook are expected to expose student National Agency for Educational with many kinds of text that relevant Standards). BNSP itself has released an with student’s daily life in order to help evaluation process in Puskurbuk (Pusat them get used to any kinds of texts as Kurikulum dan Perbukuan) in form of possible. Then, text retention (retensi rubric assessment to evaluate the pembentukan teks) means that the properness and also the suitability of a textbook should guide students in textbook. The rubric assessment from understanding the social function, BNSP is designed to describe qualitatively structure of text and linguistic feature. and assess any content related items and The last is production (produksi) materials in a textbook then qualitatively textbook which should be able to guide coding it. According to BNSP in Puskurbuk the students in every step in producing (The Center of Books and Curriculum) both verbal and written text. these are instruments in evaluating the curriculum 2013 textbook:
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The accuracy of the materials b) Development of Life Skills In this criteria of feasibility of In this criteria, every text and content which is the accuracy of the communicative exercise and task materials, the criteria was divided into sub available within the textbook should criteria which is social function, generic motivate the students toward a good structure and linguistic feature. personalities that concern about social, a) Social Function academic and vocational life. In this criteria, the text provided in the c) Development Diversity Concept textbook or the exercises given from the In this criteria, every text and textbook that have been done by the communicative exercise and task student are expected to have values in available within textbook should social function in its relation with motivate students toward a good citizen student’s daily life either in that concern, understand and appreciate interpersonal or interactional. the multicultural diversity. b) Structure and element of Meaning In this term, the text provided in the The rubric assessment from BNSP textbook or the exercises given that have is a whole book analysis. According to been done by the students are expected BNSP in The Center of Books and to give the students an insight and ideas Curriculum 2013 established that this to think systematically in doing exercise rubric assessment assesses the accurateness or producing it in daily life. and appropriateness of a content of c) Linguistic Feature textbook in delivering teaching materials, For this criteria, the text provided in the the relation of every chapter and social textbook or the exercises given from the benefits from a textbook. textbook that have been done by the students are expected to be Chapter II with the title “Why Do You understandable and fulfill the norm and Recommended?” characteristic values of a good As illustration in the table of communications in students daily life. findings, firstly, the score 4 was given for the subcomponent of the compatibility of Supporting Materials material items with CC and BC in items of In this criteria of feasibility of material completeness, because all content which is supporting materials, the materials are suitable have relevant criteria was divided into three sub criteria additional materials in developing CC and which are the relevance of material with BC. Besides, in the item of materials sources, development of life skills and deepness was scored 4 too. In this chapter, development of diversity insight. the textbook discusses, identifies, and gives a) The Relevance of Material with Sources example about recommendation as well as In this criteria, every item in supporting provides the other contexts as supporting the materials and exercises are provided material (giving suggestion, write letter of within the textbook (tables, pictures, recommendation, etc). Moreover, some of texts, references) should be taken from a the exercise developed the student to relevance new sources available. expose and produce the recommendation well both their selves and their friends. It
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can be seen in exercise of page 23, the item development diversity concept with students not only ask to discuss with their the text and communicative action in the friends, but also with a teacher. It can build textbook motivate the students to do several their knowledge by sharing suggestion things to develop diversity attitude, but it is about recommendation. not detailed and deeply in teaching and Secondly, for the accuracy of learning process. material in items of social function was scored 4 with the text is aimed to attain Chapter III with the title “Hold on a social functions related to daily life Moment, Please” including interpersonal, transactional, and In relation to research findings, functional communications. This chapter first of all is material completeness of generated the social functions within the subcomponent the compatibility of material exercise. In page 28 was provided a items with CC and BC was scored 4, conversation that often happen in daily life. because in this chapter all the materials are The students ask to give a recommendation conformable with CC and BC with for a problem well. However, in the item of additional relevant in developing materials. structure and element of meaning, the text Next, in the materials completeness, the given contains all of structures and textbook discusses, identifies, and give elements of meaning that are appropriate example about reservation and appointment with the type of the text that provided in with providing the other contexts to support this chapter. The last item of the accuracy the materials (phrases and responses for of material is linguistic feature. The score 4 incoming calls). was given in providing a good language, in In the second is subcomponent of fact, the text given is aimed at developing the accuracy of material in the social accurate and acceptable communications function, it was scored 4 with attain the ability to its context. social function related to daily life Thirdly, in subcomponent of including interpersonal communication in learning supporting sources for item the the exercise 3 and 4 of page 35, relevance of material with sources was transactional communication in exercise 9 scored 4. In this chapter, the teaching of page 38 and functional communication materials (text, table, and picture.) are in exercise 16 of page 42. Then, in the picked from current and relevant sources structure and element meaning, the text with the topic which is discussed in giving contains almost all of structures and detailed. In example, there are illustrations elements of meaning that are suitable with that showing in page 21 in listening the type of the text. Those are can be seen exercise that help the students to more in page 35, 37 to 38, so it was scored 3. understand what they listen. Furthermore, the score 3 was given in At the last, for the item of assessment the linguistics feature, due to development of life skill in this chapter was the text given is aimed at developing given score 3, because the text and accurate and acceptable communications communicative action in the textbook ability in this chapter. motivate the students to do several things to The last subcomponent in the table develop three kinds of proficiencies. is learning supporting sources. In the item Similarly, the score 3 also was given for the the relevance of material with sources, the
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teaching materials (text, table, and picture,) functional communications (in page 48 to are taken from current and relevant sources 49). Next, the score 2 was given for with the topic which is discussed in structure and element of meaning, because detailed, so it was scored 4. For the next the text given contains some structures and item is development of life skill, it was elements of meaning that related to the text scored 4 too, because the text and (in page 54). At the same time, linguistic communicative action in the textbook feature was scored 2 too with the text given motivate the students to do several things to is aimed at developing only few of accurate develop personal (exercise 1, 2 and 3 in and acceptable communications ability in page 33 to 35), social (in page 35), whole this chapter. academic (in page 33, 37 to 38 and 41, and In the other subcomponent, vocational proficiencies (in page 33 and 38 learning supporting sources in the to 39). relevance of material with sources was However, score 3 is given for item scored 4. The teaching materials (text, development diversity concept. It was table, picture, etc.) are taken from current caused the text and communicative action and relevant sources with the topic which is in the textbook motivate the students to do discussed in detailed. Then, for several things to develop diversity attitude, development of life skill was scored 4 with but too simple. It can be seen in exercise of the text and communicative action in the page 36 and 42 that ask students to textbook motivate the students to do several compare the expression between English things to develop personal (exercise 1 in expression and Indonesian expression. page 46 to 47), social (in page 49 and 52, academic (in page 53 to 54), and vocational Chapter IV with the title “Take Time to proficiencies (exercise 13 and 14 in page Read Brochure” 58). The last item is development diversity In this chapter, material concept that was scored 3 by providing the completeness of the compatibility of text and communicative action in the material items with CC and BC was given textbook motivate the students to do several score 4 with the textbook includes all things to develop diversity attitude with materials that are appropriate with CC and some kinds of brochure in exercise, but not BC and it is added with relevant additional too deeply. materials for development. Besides, in material deepness, the textbook discusses Chapter V with the title “Who Are (exercise 8 in page 52), identifies (exercise They?” 9 in page 53), and gives example about As figure out the assessment of brochure as well as provides the other feasibility of content from BNSP, firstly, contexts as supporting material (a flyer, a the score 2 was given for material pamphlet, a leaflet, etc.), so it was scored 4 completeness item in assessment the in this item. compatibility of material items with CC Furthermore, in social function and BC. In this case, the textbook includes item, it was scored 4 due to the text is some parts of materials that are appropriate aimed to attain social functions related to with CC and BC and it did not put daily life including interpersonal (in page explanation about biography text, but only 52), transactional (in page 55), and put some examples and exercises.
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However, in materials deepness item, the Chapter VI with the title “Inventions textbook discusses (exercise 8 in page 64, Make Life Easier” etc.), identifies (in page 63 and 68) and As analyzing in research findings gives many examples with other context in in the assessment of feasibility of content, supporting materials. firstly, the materials completeness item in Secondly, in social function item the compatibility of material items with CC of the accuracy of materials, the text is and BC was successfully in providing all aimed to attain social functions related to materials that are conformable with CC and daily life including interpersonal, BC and it is added with relevant additional transactional, and functional in developing materials, so score 4 was communications with providing some given for this chapter. In materials dialogues and also put some text that deepness item, it was scored 4 with the related to the materials. Then, structure and textbook discusses, identifies and gives element of meaning item was scored 4 due example about report text as well as to the text given contains all of structures provides the other contexts as supporting (in page 64 to 67) and elements of meaning material. It can be seen in exercise 2 of that are appropriate with the type of the page 80 and also in page 87 with provided text. Furthermore, in linguistic feature item, a report text about dishwasher. the text given is aimed at developing Secondly, item of the accuracy of accurate and acceptable communications material subcomponent is social function. It ability to its context, so it was scored 4 in was scored 4, because the text is aimed to this chapter. attain social functions related to daily life Thirdly, subcomponent of learning including interpersonal, transactional, and supporting source in this chapter was functional communications. It was shown scored 4 in the relevance of material with in some dialogues and some texts that sources. It includes many texts, tables and related to the report text (in page 80 and pictures that are taken from current and 103). Then, structure and element of relevance sources that related to the topic meaning item was scored 4 in giving all of with discussed in detailed. After that, in structures and elements of meaning that are development of life skill item, it was gotten suitable with the type of the text. They are score 4 with the text giving contains all of shown in page 84, 87, 91 to 97 that structures and elements of meaning that are includes the explanation about report text conformable with the type of the text. The and its form. Besides, score 4 also was last item was scored 4 too for development given to the linguistic feature item. It diversity concept. In this term, the text and caused the text giving is aimed at communicative action in the textbook developing accurate and acceptable motivate the students to do several things to communications ability to its context. In develop diversity attitude deeply and in this case, the texts used a polite language detailed. Moreover, it provided many and easier to understand by students. knowledge about some figures both The relevance of materials item of Indonesian and international figure. the last subcomponent was scored 4 in providing the teaching materials (text, table, picture, appendix, etc) are picked from up-to-datedness and relevant sources
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with the topic which is discussed in 113), therefore it was scored 4. Likewise, in detailed, for example invention of machines structure and element of meaning, score 4 and gadgets. Furthermore, in development was given for it with the text giving of life skill, the text and communicative contains all of structures and elements of action in the textbook motivate the students meaning that are appropriate with the type to do several things to develop personal, of the text. For example in page 109 to 113 social, academic, and vocational that put the form of the three perfect tenses proficiencies. It can be seen in every in detailed. Next, for the linguistic feature exercise and the texts. Therefore score 4 was scored 4 when the text giving is aimed was given for this item. Next, for the last at developing accurate and acceptable item, development diversity concept was communications ability to its context. scored 4 with the text and communicative Furthermore, the item of relevance action in the textbook motivate the students of material with sources was scored 4. In to do several things to develop diversity fact, the teaching materials (text, table, attitude and in detailed. It was described in picture, etc.) are put down from current and some exercises both dialogue and report relevant sources with the topic which is text. discussed in detailed. They are shown almost in every page of the materials in Chapter VII with the title “I Have Been textbook. Then, score 4 was given for Waiting . . . .” development of skill item with providing As the research findings, the first the text and communicative action in the subcomponent in materials deepness item textbook motivate the students to do several was scored 4 for this chapter, because the things to develop personal, social, materials in the textbook are conformable academic, and vocational proficiencies that with CC and BC and it is added with showed in some exercises and texts relevant additional for developing (dialogues). However, for the last item was materials. Thus, in material deepness was scored 3, because in development of scored 4 too with the textbook discusses, diversity concept, the text and identifies, and gives example about three communicative action in the textbook only perfect tenses as well as provides the other motivate the students to do several things to contexts as supporting material (past, develop diversity attitude. It was described present and future perfect tense.). They can well, but its material is not explicit in be seen in page 106, 109, 116 and 119. The explaining and developing the diversity textbook provided some materials and attitude of the students. many exercises to help student in understanding the materials clearly. Meanwhile, the social function CONCLUSION item of the accuracy of material is The researcher conclude that the successfully in providing and attaining content, materials and exercises in the social functions related to daily life textbook “Pathway to English (Peminatan including interpersonal (in exercise 7 in Program) are compatible with curriculum page 111), transactional (in exercise 1 and 2013. It is based some categories of BNSP 2 of page 107), and functional assessment. communications (in exercise 14 of page
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There are three categorizes in Culture can be a primary textbook, but it assessing the feasibility of content from needs support from the other books or BNSP scoring guidance. First of all is the sources (internet). The last one is for the compatibility of material items with Core next researcher. The researcher hopes to the Competence and Basic Competence was next researcher can prepare everything scored 96% with a very good category, before doing a research as good as possible second is the accuracy of material got score in organizing the research, can do the 90% in a very good category too and the implementation of textbook “Pathway to last is learning supporting source was English” in the classroom of EFL and can scored 91% with a very good category. follow up this research as a reference in the Overall, they got a score more than 90% future. with very good category. It means that the textbook is proper to use both teacher and students in teaching and learning English. ACKNOWLEDGEMENT Moreover, the materials and exercises are Alhamdulillah, Allah gives us presented based on regulations and values chance to finish this article. Thank you for in curriculum 2013. STKIP Bina Bangsa Getsempena which However, there are some minors already support us to do this research. incompatibility based on BNSP assessment about the detailed analysis in the lack of structure and element of meaning, linguistic REFERENCES Alderson, J Charles. (2001). Assessing feature and development of diversity Reading. New York : Cambridge concept, but whole of the chapter in University. textbook are appropriate to use in teaching Best, John W & James. (2006). Research in and learning English. Education 10th Edition. Boston: Pearson Education. Suggestion BNSP. (2013). Instrument Penilaian Buku According to the result of analysis Teks Pelajaran Bahasa Inggris. Jakarta: Depdiknas. of the textbook “Pathway to English”, the Bowen, Glenn A. (2009). Document researcher would like give several Analysis as a qualitative Research suggestions in increasing the quality of the Method, 9th edition. (online) English textbook and teaching and learning (http://doi.org/10.3316/QRJ09, process. There are several suggestions for accessed on March 14th, 2018). teaching and learning English. Carter, Ronald and Nunan, David. (2001). Firstly, for the researcher, in The Cambridge to Teaching English to Speakers of Other arranging the textbook, the writer should Language. Cambridge University consider the content and the curriculum as Press. an orientation and reference, so that the Tarigan, Henry Guntur. (2008). Berbicara purpose of teaching and learning can be Sebagai suatu Keterampilan reached well. Secondly, the teacher should Berbahasa, Bandung: Angkasa be selective in choosing the English Bandung. Tobing, Roswita L. (2014). Acceleration of textbook as a guidebook in teaching and Curriculum 2013 Implementation learning process. The English textbook Model for high School French published by Ministry of Education and
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Language Teacher of Yogyakarta York: Cambridge University Through Lesson Study. Yogyakarta: Press. Faculty of Language and art of Yulianti, R. (2011). Content Analysis on University of Yogyakarta. the English E-Book “Developing Undang-undang Dasar RI no. 20 Tahun English Competencies for Senior 2003. High School (SMA/MA) Grade X”. Weigle, Sara Cushing. (2002). Assessing Unpublished Thesis, Malang: Writing New York: Cambridge Faculty of Letter State University of University Press. Malang. Yule, George. (2006). The study of Language: Third Edition. New
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THE EFFECT OF DIRECT READING THINKING ACTIVITY (DRTA) ON STUDENTS’ READING COMPREHENSION (AN EXPERIMENTAL STUDY AT SMA NEGERI 4 BOGOR)
Fajaria Lusyani State University of Jakarta Email: [email protected]
Abstract The aim of this study was to investigate the effect of directed reading thinking activity (DRTA) on students’ reading comprehension at second grade students of SMA Negeri 4 Bogor. The population of this study consisted of 60 secondary grade students at SMA Negeri 4 Bogor. The two groups’ including pre-post test true experimental design was used in this study. The instrument tools are students’ reading score such as pre-test and post-test such as summarizing and responding test; and reading assessment rubric. The result showed that t- calculated is 14.136 with the value of df is 58 while the result of t-table in the level significant t0.05 = 1.684 and t0.01 = 2.423. Since the t-calculated is higher than t-table (14.136 > 1.624 < 2.423), it can be concluded that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It is concluded that Directed Reading Thinking Activity (DRTA) effects on student’s reading comprehension.
Keywords: DRTA, reading comprehension, true experimental design, secondary grade students
INTRODUCTION process in which meaning is created by the In Indonesia, English is one of reader”. It means that, by the students read compulsory subject at school. It is taught in the text or passage it let the students to Elementary School, Junior High School and create the meaning by themself. Therefore, University Level as the first foreign students need to merge their own thinking language. There are four skills that students with the information they read to should mastered they are speaking, writing, comprehend what is between and beyond listening and reading. As stated by (Brown, the lines. 2003:185) says that ‘Reading, arguably the However the major problem which most essential skills for success in all is faced by the students is poor in reading education context’. It means that, it is true comprehension, as it exists nowadays in that reading is the essential skill because it SMA Negeri 4 Bogor of second grade needs in educational system, besides that, students. The students’difficulties are come all the knowledge starts from reading. By from: the students’ ignorance in teacher the development of internet, students in 21st instruction while having discussions and century have access to more information teacher ask the students to read then to than any other students before them. comprehend the meaning of the passage. Unfortunately some of the students do not After that, it is because of the students lack able to manage and comprehend what to read the book, especially in English book behind the text or passage. It is because the and limited on vocabulary. So it makes students’ ignorance or less of intentions. In them did not have idea while having 1994, Weaver in 1999, Eilar noted that discussion and express their idea in front of “reading is now viewed as transactive the class. Moreover, the students prefer to
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find difficult translation (words and Moreover by reading process the reader can meaning) through “Google Translate” than make its meaning. use English dictionary. That is why Snow, 2002, p.11 noted that students’ cognitive process cannot be used “reading comprehension as the process of as well as the process of brain. Then, simultaneously extracting and constructing students are lack of reading strategies. meaning through interaction and Perhaps the teacher did not teach how to involvement with written language”. It read effectively or tell the students by using means that, reading comprehension cannot skimming and scanning process. be stand alone; therefore it passed the Furthermore, in this study the researcher process of interaction and involvement with stated alternative hypothesis (ha) that written language. (Perencevich et al, 2004, Directed Reading Thinking Activity p.227) says that “reading comprehension (DRTA) has an effect on students’ reading consist of the process of constructing comprehension. As Thompson (1993) conceptual knowledge from a text through stated that, problem in comprehension cognitive interaction and motivational could be a result of the lack of instruction involvement with text”. It means that, in reading comprehension strategy. In conceptual knowledge is needed in reading solving this problem of the students’ poor comprehension. Moreover, (Perencevich et comprehension skills, many researchers al, 2004,p.228) explains that reading (e.g., Bongratz, et al., 2002; Craner, fare comprehension (building conceptual and Weders, 2001; Song, 1998) in El- knowledge) is virtually identical to learning Koumy Khaleek (2006) found that “reading from text (building new conceptual strategy are beneficial in helping poor knowledge)”. (Perencevich et al, 2006, readers improve their comprehension p.229) indicate that “reading strategies through the implementation of comprehension is centrally defined by the the Directed Reading Thinking Activity conceptual knowledge that the reader (DR-TA) to teach reading comprehension”. construct and extracts from the text. This As mentioned by (Brown, 2008, definition places an emphasis on the term p.185), “Reading arguably the most conceptual knowledge”. In addition, essential skills for success in all education (Perencevich et al, 2006:231) mentioned context”. It means that, true that reading is that “growth of reading comprehension essential skills because it needs in all consist of an increase in the ability to build education contexts, not only for English conceptual knowledge during text subject but for all subject area. In reference interaction”. Weaver (1999) in Eilar (1994) that “reading From those explanations above by is now viewed as transactive process in the experts it is concluded that reading is which meaning is created by the reader”. It essential and important skill which is means that, the reader can create its needed by education context. Moreover, in meaning which is known as transactive reading comprehension it needs conceptual process. Based on the statements above, it knowledge as it basis. can be concluded that reading is important Steves and Karen, (2007, p.8) skills that should be mastered and even it is mentioned that “Reading comprehension as essential skill education context. involves much more than readers’ responses to text. Reading comprehension
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is a multi-component, highly complex students in thinking about what they read in process that involves many interactions three phases. In the first phase, students between readers and what they bring to the generate predictions about what they are text (previous knowledge, strategy use) as going to read based on the title of the text. well as variables related to the text itself In the second phase, they read to confirm or (interest in text, understanding of text reject their predictions. In the third phase, types)”. It means that, in reading they evaluate their predictions using comprehension needed the previous information from the text to support their knowledge and strategy used because it is a opinions. He maintains that this strategic basis to comprehend the text conceptually. process can develop students’ reading (Graham Steves and Harris R Karen, comprehension skills as well as their 2007:8) also added 6 processes in reading higher-order thinking skills”. (Abi Samra, comprehension they are: cognitive process, 2006: 6) states that the DR-TA is an micro process, integrative process, macro effective strategy for teaching reading process, elaborative process and comprehension because it helps students set metacognitive process. reading purposes by making predictions, Furthermore, it can be concluded that” We read more actively and enthusiastically, and know that reading comprehension is a remember more information from what complex process of constructing meaning they have read. It means that, Direct by coordinating a number of skills related Reading Thinking Activity (DRTA) can to decoding, word reading, and fluency help students in reading comprehension and (Jenkins, Larson, & Fleischer, 1983; let the students to have critical thinking O’Shea, Sindelar, & O’Shea, 1987) and the based on what the students have read. integration of background knowledge, This is the steps of Direct Reading vocabulary, and previous experiences Thinking Activity (DRTA) according to (Anderson et al., 1985). Irwin, 1991, p. 7 (El-Koumy, 2006, p: 3) as follows: mention that most notably stated that, 1. The teacher writes the title of the “Comprehension is an active process to reading passage on the board and asks which the reader brings his or her students to read it, individual attitudes, interests, and 2. The teacher asks students to make expectations” (Graham Steves, 2007:12). predictions about the title using these So, it is suggested by treatment the students questions: through Direct Reading Thinking Activity a) What do you think a passage (DRTA). with a title like this might be As stated by (El-Koumy, 2006:3) “the about? Direct Reading Thinking Activity is b) Why do you think so? defined operationally as a reading strategy 3. The teacher lists predictions on the which consists of 6 steps. (Ren Eilar, board and initiates a discussion with 1999:i) stated that “the DRTA strategy is the students by asking them to respond one of such approach, built around the core to the following questions: of components of direct, explicit reading a) Which of these predictions do comprehension instructions. you think would be the likely By the same token, (El-Koumy, one? 2004: 1) states that “the DR-TA engages
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b) Why do you think this prediction reading comprehension. The theory showed is a good one? that ‘Reading, arguably the most essential 4. The teacher invites students to work in skills for success in all education contexts’ small groups to complete the (Brown, 2003: 85). It means that, it is true discussion following the same format. that reading is the essential skill because it 5. The teacher asks students to read the needs in Educational System, besides that, passage silently and to confirm or all the knowledge starts from reading. reject their own predictions. Then he Then, it was proved by the study that asks them the following questions: students should use Direct Reading a) Were you correct? Thinking Activity (DRTA) to make their b) What do you think now? reading comprehension better. After that, it c) Why do you think so? is also proved by the result of the 6. The teacher asks students to reflect on researcher study that “the result of the ttest their predictions through responding to value is 14.136 and the value of degree of
the following questions: freedom (df) is 58. The value in t0.05 level a) What prediction did you make? significance ttable is 1.684 and the value in b) What made you think of this t0.01 of significance is 2.423. The result of prediction? the test can be described as 14.136 > 1.684 c) What in the passage supports this < 2.423. It means that t-calculated is higher prediction? than t-table, the Alternative Hypothesis d) Do you still agree with this (Ha) is accepted and the Null Hypothesis prediction? Why? (Ho) is rejected. This study concluded that Directed Reading Thinking Activity Moreover, direct reading thinking (DRTA) effect on student’s reading activity (DRTA) may be used with an comprehension”. Moreover, the presents individual, a small group, or a whole class. study which conducted by the researcher This activity can be easily adapted for a fits with the previous study. The 1st variety of subjects and reading levels. This previous study conducted by entitles “The strategy helps strengthen reading and Effects of the Direct Reading Thinking critical thinking skills. As the teacher Activity on EFL students’ Referential and guides the process, the DRTA teaches Inferential Comprehension”. The result of students to determine the purpose for this study was “In light of the results of the reading and make adjustments to what they study, the researcher can conclude that: (1) think will come next based on the text. It The teaching of reading at the literal level means that, the direct reading thinking does not help students develop referential activity (DRTA) encourages students to or inferential comprehension, (2) The think critically and it explore students development of referential and inferential mind. comprehension skills can only result from Based on the theoretical using a strategy which forces students to framework that has been explained by apply these skills while reading, (3) The experts above which has correlation with DR-TA strategy is an effective strategy for the researcher’s study that she intended to developing both referential and inferential investigate the effect of direct reading comprehension skills. However, these thinking activity (DRTA) on students’ conclusions are limited by the participants'
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level, the length of the study and the students’ reading comprehension in SMA operationalization of the dependent and Negeri 4 Bogor. Next, the objective of this independent variables of the study”. In study was to investigate the effect of direct addition, even though the focus was not for reading thinking activity on students’ reading comprehension but referential and reading comprehension. Then, the expected inferential comprehension was the part of research benefit can be used for educators, the topic or material of reading government, stakeholders and for the other comprehension. The 2nd previous research researcher; this research can be used to conducted entitle “The Effects of Directed conduct the further research in Reading Thinking Activity on Second implementing DRTA in Elementary School Grade Reading Comprehension showed and Junior High School. that “However, based on the analysis of the data collected in this investigation, the difference between students who received METHOD the DRA instruction and the DRTA In this part discusses the methodology instruction was not significant at the .05 which the researcher followed in the probability level. It can be concluded that present study. It includes research design of study, the source data, the research there is no significant difference between instruments of the study, data collection the groups, since .952 < 2.042; so, p > .05. technique and data analysis technique. Sample data do not exist in this investigation to state that the DRTA Research Design method is probable to have been the cause The research was conducted at of the differences in the mean score of the SMA Negeri 4 Bogor. It is located in Jl. two different groups”. In addition, in this Dreded V Nomor 36. The population of the research is the second grade students study the researcher intended to find of SMA Negeri 4 Bogor. There are two reading comprehension score in 2nd grade classes of the second grades students; each classroom where reading instruction was class consists of 30 students. Thus, the provided using the traditional direct reading number of the sample is 30 students. The approach (DRA) to reading comprehension selected samples are categorized into two score in a second grade classroom where groups. There are 30 students as reading instruction was provided using experimental group. Then, 30 students are chosen as the control group. directed Reading Thinking Activity The researcher used the pre test Approach. However, this previous study and post test true-experimental design. focuses on the reading constructions by The pre-test was used to evaluate students' using DRTA. The gaps that occur in this reading comprehension. Then, the research with the presents study is the treatment was carried out for four times. present study which conducted by the The participants were divided into two groups. In the experimental group, the researcher more focus to give the effect of teacher used Directed Reading Thinking direct reading thinking activity on students Activity (DRTA) to help students reading comprehension by treatment the comprehend the text comprehensively and students. effectively. In the control group, reading After that, in this research the comprehension was taught by using the researcher stated that does direct reading common teaching method that is usually thinking activity (DRTA) has an effect on used by the teacher.
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experimental group and control group to The Source Data investigate students’ reading As mentioned by Iswara 2013 p.5 comprehension. Then, the treatment was in Arikunto (2010:172) defined the source given four times by applying Directed of data as a subject in which the research Reading Thinking Activity (DRTA) to data obtained. The source data in this experimental group and the common study are students and students’ sheet or teaching method that is usually used by the work. teacher – to control group. After that, reading test was given to the experimental Research Instrument and control group as the post-test to the The instrument that is used to students to assess their reading collect the data is a series of test (Reading comprehension. Furthermore, analyzing Test). The test is given to measure students’ reading comprehension score in students’ reading comprehension. The pre- pre-test and post-test are based on the test is given to the experimental and criteria for assessing a summary (Imao, control group. Finally, the post-test is 2001, p.184) in Brown (: 214). Finally, the given to both groups by test with the same score of pre-test and post-test are calculated topic. by using t-test formula to find out the effect
Data Collection Technique of the treatment. To score reading test, the In conducting the research, firstly, writer used assessment of Imao, p.184 in reading test was given as pre-test to Brown (214).
Table 1. Criteria for assessing a summary (Imao, 2001, p.184) 1 Express accurately the main idea and supporting ideas 2 Is written in the students’ own words; occasional vocabulary from the original text is acceptable. 3 Is logically organized. 4 Displays facility in the use of language to clearly express idea in the text.
Data Analysis Technique Notes: The data are analyzed to find out t = Test value the effect of Directed Reading Thinking M = Means of each group from deviation
Activity (DRTA)on students’ reading x = Deviation of every X1 and X2 comprehension. The formula that is used y = Deviation of every Y1 and Y2 for counting the data is t-test formula as N = Number of students stated by Arikunto (2010:354) is used to analyze the pre-test and post-test data. The design is shown as follows: RESULT AND DISCUSSION Findings In collecting the data of the research, reading test was given before and after the treatment. The data are intended to find out the result of the pre-test and post-
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test from the effect of Directed Reading In analyzing the data, t-test Thinking Activity (DRTA)on student’s formula from Arikunto (2010:354) is used reading comprehension.In experimental to analyze the pre-test and post-test data. group, the pre-test and post test are The scores of the pre-test of experimental presented as X1 and X2, while in control and control are presented on Table 1.1 group, the pre-test and post test are presented as Y1 and Y2.
Table 2. Pre-Test Score of Experimental Group and Control Group Experimental Group Score Control Group Score Respondent Respondent (X1) (Y1) 1 50 1 50 2 70 2 55 3 50 3 65 4 95 4 50 5 85 5 60 6 80 6 55 7 50 7 40 8 50 8 45 9 50 9 50 10 90 10 35 11 70 11 50 12 65 12 50 13 55 13 40 14 60 14 50 15 80 15 65 16 70 16 65 17 50 17 60 18 75 18 55 19 75 19 30 20 65 20 60 21 50 21 50 22 85 22 65 23 40 23 40 24 40 24 55 25 50 25 60 26 70 26 40 27 90 27 50 28 85 28 60 29 50 29 50 30 85 30 55 1980 1555
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Different pre-test scores between experimental and control group: = = 66
= = 51.8 Table 1.1 shows that the sum of the pre-test scores of experimental group is 1980 with the average 66 and the sum of the control group score is 1555 with the average 51.8. It shows that there is different average between experimental group and control group. The result of post-test of experimental group and control groups are shown on Table 1.2.
Table 3. Post-test Score of Experimental Group and Control Group
Experimental Group Score Control Group Score Respondent Respondent (X2) (Y2)
1 85 1 55 2 85 2 60 3 85 3 70 4 90 4 45 5 90 5 50 6 90 6 40 7 75 7 50 8 85 8 40 9 75 9 45 10 95 10 50 11 85 11 60 12 85 12 55 13 75 13 45 14 85 14 60 15 85 15 70 16 85 16 60 17 80 17 45 18 80 18 70 19 90 19 50 20 75 20 65 21 75 21 50 22 90 22 70 23 65 23 50 24 85 24 60 25 65 25 60 26 85 26 50 27 95 27 65 28 90 28 54
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29 85 29 55 30 90 30 58 2505 1657
Different post-test scores between experimental and control groups: = = 83.5
= = 55.2 Table 1.2 shows that the sum of the post-test scores of experimental group is 2505 with the average 83.5 and the sum of the control group score is 1044 with the average 55.2. It shows that there is different average between experimental group and control groups. The result of deviation of Pre-Test Experimental group and Control group are shown on Table 1.3.
Table 4. Deviation of Pre-Test Experimental Group and Control Group Experimental Group Control Group Respondent (X-Mx)2 (Y-My)2 Pre-Test (X1) Pre-Test (Y1) 1 50 256 50 3.24 2 70 16 55 10.24 3 50 256 65 174.2 4 95 841 50 3.24 5 85 361 60 67.24 6 80 196 55 10.24 7 50 256 40 139.24 8 50 256 45 46.24 9 50 256 50 3.24 10 90 576 35 282.24 11 70 16 50 3.24 12 65 1 50 3.24 13 55 121 40 139.24 14 60 36 50 3.24 15 80 196 65 174.2 16 70 16 65 174.2 17 50 256 60 76.24 18 75 81 55 10.24 19 75 81 30 475.24 20 65 1 60 67.24 21 50 256 50 3.24 22 85 361 65 174.2 23 40 676 40 139.24
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24 40 676 55 10.24 25 50 256 60 67.24 26 70 16 40 139.24 27 90 576 50 3.24 28 85 361 60 67.24 29 50 256 50 3.24 30 85 361 55 10.24
(X-Mx)2 =7870 2474.04 S2 = S2 =
Table 1.3 shows that the total score of deviation of pre-test Experimental group is 7870. The total score of quadrate deviation is 271.3, while the total score deviation of pre-test Control group is 2474.04 and the total score of quadrate is 85.3. The result of deviation of Post Test Experimental Group and Control Group are shown on Table 1.4
Table 5. Deviation of Post-Test Experimental Group and Control Group
Experimental Group Control Group Respondent (X-Mx)2 (Y-My)2 Post-Test (X2) Post-Test (Y2)
1 85 2.25 55 0 2 85 2.25 60 25 3 85 2.25 70 225 4 90 42.25 45 100 5 90 42.25 50 25 6 90 42.25 40 225 7 75 72.25 50 25 8 85 2.25 40 225 9 75 72.25 45 100 10 95 132.25 50 25 11 85 2.25 60 25 12 85 2.25 55 0 13 75 72.25 45 100 14 85 2.25 60 25 15 85 2.25 70 225
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16 85 2.25 60 25 17 80 12.25 45 100 18 80 12.25 70 225 19 90 42.25 50 25 20 75 72.25 65 100 21 75 72.25 50 25 22 90 42.25 70 225 23 65 342.25 50 25 24 85 2.25 60 25 25 65 342.25 60 25 26 85 2.25 50 25 27 95 132.25 65 100 28 90 42.25 54 1 29 85 2.25 55 0 30 90 42.25 58 9
My = 55 (X-Mx)2=1657 (Y-My)2=2285 S2 = S2 =
Table 5 shows that the total score = = of deviation of post test experimental group = = is 2505. The total score of quadrate deviation is 57.15, while total score of post Calculating the t-test value by test is 1657 and the total score of quadrate using t-test formula. T-test formula is used : is 78.79. The calculation of Mx and My are: =
After the mean of each group is 2 2 counted then X and y are calculated by using the following formula: 2 2 2 2 __ X = X Y = y = = 2 2
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the treatment to the student. Directed reading Thinking Activity (DRTA) was a main activity in this research. For the first = 14.136 meeting the teacher gave pre-test for 11 IIS A as Experimental Group and 11 IIS B as The value of degree of freedom Control Group. Second, the experimental can be counted by using the following group was given treatment by using Direct formula: Reading Thinking Activity (DRTA) and the df = Nx + Ny – 2 control group is taught by common = 30 +30 – 2 teaching method that is usually used by the = 58 teacher. Finally, the post-test was given to both by reading comprehension test with Based on the calculating, it is the same topic. found that the result of the ttest value is From the calculations, it is found 14.136 and the value of degree of freedom that the result of the t-test value is 14.136 (df) is 58. The value in t0.05 level and the value of degree of freedom (df) is significance ttable is 1.684 and the value in 58. The value in t0.05 level significance t- t0.01 of significance is 2.423. The result of table is 1.684 and the value in t0.01 of the test can be described as 14.136 > 1.684 significance is 2.423. The result of the test < 2.423. It means that t-calculated is higher can be described as 14.136 > 1.684 < 2.423. than t-table, the Alternative Hypothesis It means that t-calculated is higher than t- (Ha) is accepted and the Null Hypothesis table, the Alternative Hypothesis (Ha) was (Ho) is rejected. This study concluded that accepted and the Null Hypothesis (Ho) was Directed Reading Thinking Activity rejected. This study concluded that a (DRTA) effect on student’s reading Directed Reading Thinking Activity comprehension. (DRTA) effect on student’s reading comprehension Discussion The result of the research The major problem faced the represents that Direct Reading Thinking students in reading comprehension is in Activity (DRTA) effects on students’ poor in reading comprehension. It is reading comprehension. The research because the students ignored teacher’s finding also represent that there is different instruction while the students are asking to result of the students’ score between read the text passage. Then, the students experimental group which is taught reading lack to read the book and students limited comprehension by Direct Reading Thinking on vocabulary, so it makes students did not Activity (DRTA) and control group which have idea while having discussion in the is taught reading comprehension without class with the teacher. However, when the Direct Reading Thinking Activity (DRTA). students find difficulties words, they prefer Teaching reading comprehension by using to find the translation in “Google Direct Reading Thinking Activity (DRTA) Translate”. The last is students’ lack of makes students confidence because reading strategies. To overcome these students can share their idea based on what problems, in this research Direct Reading students have read before, students able to Thinking Activity (DRTA) was given as make prediction related to text passage and
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able to create the topic discussion, then able Direct Reading Thinking Activity (DRTA) to elaborate, able to stimulate other is an effective way in teaching reading students while discussion in the classroom. comprehension. Furthermore, it is After that, it creates and building suggested for practitioners, policy makers independent reader. The students become that applying Direct Reading Thinking active in discussions among student and Activity (DRTA) in the classroom as the teacher. In addition, Directed Reading process of teaching and learning. Try to Thinking Activity (DRTA) can creates make new contribution that teaching by students critical thinking, because in this using Direct Reading Thinking Activity part the students are encourage to think (DRTA) is effective such as can build the deeply and try to use students previous atmosphere alive by stimulating the knowledge and correlate it with the present students first then give the students clues to discussions about the certain topic which guess what the topic is or by put the given by teacher. So, indirectly the students updating or correlate the topic which is pass the process of thinking and try to happening. After that, by implementing that interpret by using students own words. the students can lead the discussion among Finally, it indicates that Directed Reading their friends and by applying Direct Thinking Activity (DRTA) can be effective Reading Thinking Activity students are way to teach reading comprehension. expected can solve the problem discussion. Then, as the teacher in the classroom teachers are not allowed to limit students’ CONCLUSION expression, meaning that while the students In the light of the result of the begin to open their mind in certain study based on the analyzing the data, it discussion. In addition building on the can be concluded that Directed Reading present study, future researchers are Thinking Activity (DRTA) affects students’ recommended to: investigate the reading comprehension. It is proved by the relationship between reading result of the t-test value is 14.136 and the comprehension, thinking skill and students degree of freedom is 58. The value in t0.05 ability in speaking. Then, correlate it with level significance table is 1.684 and the the students’ ability in critical thinking. value in t0.01 of significance is 2.423. The result of the test can be described as 14.136 > 1.684 < 2.423. It means that if t- ACKNOWLEDGEMENT calculated is higher than t-table, the The writer would like to express Alternative Hypothesis (Ha) was accepted her gratitude and appreciation to those who and the Null Hypothesis (Ho) was rejected. have helped her with both spirit and It indicates that Directed Reading Thinking support, so that she can finish the paper Activity is can be effective way to teach entitled “The Effect of Direct Reading reading comprehension. Thinking Activity (DRTA) On Students’ After conducting the research and Reading Comprehension (An Experimental getting the result, it is found that Directed Study at SMA Negeri 4 Bogor)”. Reading Thinking Activity (DRTA) gives a Her gratitude also is given to Dr. great contribution to students’ reading Ifan Iskandar M, HUM as the lecture of comprehension in the classroom. Therefore, Research Methodology English Language
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Education Master Program Faculty of Herawati, A. (2011). Research on ELT A Language and Arts State University of Handbook for EESP Students. Bogor: Jakarta and Dr. Ratna Dewanti, MPd as Pakuan University. Unpublished Head of English Language Education Herawati, A., & Irdiyansyah, I. (2015). Master Program Faculty of Language and Research on ELT A Handbook for Arts State University of Jakarta. EESP Students. Bogor: Pakuan Her appreciation also is given to University. Unpublished. Hj. Enung Nuripah, M.Pd as the Harris R, K. & Graham, S. (2007). Headmaster of SMA Negeri 4 Bogor who Teaching Reading Comprehension to has allowed her to conduct the research; Students with Learning Difficulties. Purwanti, S.Pd as English Teacher of IIS A London: The Guilford Press. and IIS B who has given authorization to Snow, C, & Chair (2002). Reading for do the research. Then, to all students of Understanding: Toward an R&D class IIS A and IIS B of SMA Negeri 4 Program in Reading Comprehension. Bogor for their help, contribution and to be Santa Monica: RAND EDUCATION. participant of her research. The writer John T Guthrie, Allan Wigfield. Kathleen C admits that without their help this paper Perencevich (2004). Motivating could not be finished well. Reading Comprehension: Concept- Her greattest gratitude is also Oriented Reading Instruction. dedicated to her beloved parents: Mr. London: University of Maryland, Juned, S.E and Mrs. Mulyani, for all their College Park. huge prayers, helps, motivations, love, Renn, E. C. (1999). The Effects of the support both physically and mentally. Directed Reading Thinking on Second Moreover, she would like to express her Grade Reading Comprehension. thanks to all people who cannot be Grand Valley State University. mentioned one by one for their support and Ell-Koumy, KA. SA. (2006). “The Effects help. May Allah SWT bless them. Aamiin. of the Directed Reading-Thinking Activity on EFL Students' Referential and Inferential”. Suez Canal University, 1-29. REFERENCES Iswara, W.R. 2013. Analysis of Character Arikunto, S. (2010). Prosedur Penelitian Education Aspects in Narrative Text Suatu Pendekatan Praktik:. Jakarta: of the Electronic Textbook Rineka Cipta. “Developing English Brown, H. D. (2003). Language Competencies”. Journal of English Assessment: Principles and Language Teaching, 2 (2) pp. 1-9. Classroom Practice. California: San
fransisco State University.
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TEACHERS’ PERCEPTIONS TOWARDS “WHEN ENGLISH RINGS A BELL” TEXTBOOK AT SOME JUNIOR HIGH SCHOOLS IN ACEH TAMIANG
Veni Nella Syahputri1, Zahratul Idami2, and Murni3 1 Teuku Umar University 2, 3 IAIN Langsa Email: [email protected]
Abstract The relationship between teachers and textbooks is inseparable. But not all textbooks published are suitable with the learners` need and have good qualities. Thus, textbook analysis is needed to evaluate and improve a textbook which is used. Teacher‟s perception plays a fundamental role in the effective implementation of process teaching learning. This study was intended to describe teachers‟ perceptions towards “When English Rings A Bell” textbook at some Junior High Schools in Aceh Tamiang. This research used descriptive qualitative research. The research conducted in four junior high schools at Aceh Tamiang. They were SMP Negeri 1 Karang Baru, SMP Negeri 2 Karang Baru, MTs Swasta Al- Iklas Tanah Terban and SMP Negeri 1 Manyak Payed. In this research there were eight English teachers selected by the researcher as source of the data. The total populations in this research were 10 schools, but the researcher selected 8 English teachers as sample by using purposive sampling technique. In collecting the data, the researcher used documentation, interview and questionnaire. There were 20 interview questions that asking to the teacher and 20 items of the questionnaire. After analyzed the data, the result showed that generally all English teachers had the positive perspective toward “When English Rings A Bell” textbook. Almost all the criterion of good textbooks was included in this book. Although, this book did not support media such as audio recorded on cassette or video. Furthermore, all the teachers believed that textbook selection was important to conduct to make sure that the textbook they choose was suitable for their students.
Keywords: Teachers’ Perceptions, English Textbook
INTRODUCTION students in developing their English skills. English becomes a foreign In education field, English textbook language in education for Indonesia. There becomes one of the factors that influence are also four skills in English that students the process of teaching learning. In need to master such as: speaking, listening, teaching learning, teachers use textbook as reading and writing. As stated by Ramelan media to help them in explaining the (1992), English plays an important role in lesson. Now days, in literature many books the process of modernization as an are written in English. It is including international language to be taught in English textbook. According to Harmer schools. Therefore in teaching learning (2007), course book or textbook is a book process, teachers should notice the students that the teachers use to help them in need about English. Especially, it is about explaining the lesson for students in the the quality from the content of English class. The textbook provides the curricular textbook. Teachers should choose relationship about what is taught revolves. the right textbook that suitable with The relationship between teachers and students’ condition, for that reason a textbooks is inseparable. But not all teacher is a facilitator who helps the textbooks published are suitable with the Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 91 learners` need and have good qualities. nature of instructional task in textbooks and Thus, textbook analysis is needed to adapting the textbooks by identifying the evaluate and improve a textbook which is current format that can be used to teach or used. to practice different teaching item. The Textbook is a means used in teacher should be aware that the textbook is teaching and learning process and it is not the only resource in the classroom. It important for teachers and students have can be used in the class but there are other them. Therefore, in teaching and learning materials that may be used in the foreign process, teachers should notice the language learning and teaching (Richard: students’ need toward English. Especially, 2001). it is about the quality from the content of In some Junior High Schools in English textbook. Teachers should choose Aceh Tamiang, the teacher used “When the right textbook that suitable with English Rings A Bell” textbook in student‟s condition, for the reason that a teaching. In this research, the researcher teacher is a facilitator who helps the investigated teacher‟s perception toward students in developing their English skills. the use of “When English Rings A Bell” Teachers then consider textbooks to be textbook in teaching at some Junior High important in their teaching and learning Schools there. In addition, based on the process that they tend to use textbook in explanation above, the researchers are their whole teaching and learning process interested in exploring teachers‟ without selecting and adapting appropriate perceptions toward using English materials for their students. The teachers textbooks. So, the researchers decided to have to be aware that they are a key factor write an article entitled: “Teachers‟ and mostly engaged in learning and Perspectives towards “When English Rings teaching; therefore, it is believed that A Bell” Textbook at Some Junior High investigating teachers‟ perceptions will Schools in Aceh Tamiang”. uncover salient shortcoming occurring in Teachers are one of the most educational settings which will be valuable important personnel in educational system contribution to teachers‟ educational who are in the front line of education, development. On the other words, teacher‟s heavily involved in various teaching and perception plays a fundamental role in the learning processes, and the final effective implementation of process practitioners of educational principles and teaching learning. This then leads the theories. In the field of English Language teachers to be good at selecting of textbook Teaching professionals, significant roles of they use. Furthermore, Richards stated that teachers‟ perceptions have been there are at least two steps in using highlighted. Robson (2002) states that textbook. First is to understand the language teachers‟ perceptions influence textbooks before beginning class critically what language teachers do in the and recognizing their advantages and classrooms. Similarly, Yu in Srangkang disadvantages of textbooks. Teachers need and Jansem (2013) mentions that teachers‟ to understand the textbook from its perceptions influence what teachers do both contents, its structure, and the reasons for inside and outside the classrooms. The its use whether the textbook gives teacher‟sperceptions influence what they advantages or not. Second is to evaluate the do in classrooms. Teacher‟s perceptions
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 92 relate to how teachers deal with teaching, learning, and classroom shortcomings in their teaching situations. interaction. According to Cunningsworth This means that perceptions are generally a (1995), textbook have multiple roles in basis for teachers to form judgments or to ELT, they are: make decisions. Therefore, teachers must • resource for presentation material be aware of what they perceive and believe (spoken and written) when conducting their daily teaching. In • a source of activities for learner addition, teacher‟s perceptions result in practice and communicative how teachers deal with shortcomings in interaction their teaching situations (Moloy: 2009). • a reference source for learners on Instructional materials in the form grammar, vocabulary, pronunciation of the textbook are very important for both etc. teacher and learner. In making teaching • a source of stimulation and ideas for preparation and conducting the teaching for classroom language activities example, teacher need textbook. In • a syllabus (where they reflect addition, without textbook, teacher will learning objectives which have have difficulties in constructing written already been determined) evaluation. While for the learner, textbook • a resource for self- directed learning also plays an important role. The learners or self- access work who do not have textbook with them during • a support for less experienced the teaching learning activities will not be teachers who have yet to gain in able to follow the lesson well. In the other confidence. word, lack of textbook in teaching and activities can create the less success of The English textbook Bahasa teaching. It means that textbooks have Inggris “When English Rings a Bell” is an many functions. English textbook published by the Ministry Textbook is also regarded as a of Education and Culture. It consists of two helpful utility which is used by teachers to kinds of book, student’s book and teacher’s improve their skills in teaching. From the book. Both of them are compiled using explanation above, textbook is a kind of scientific approach by one team. It is visual aid in teaching learning process. It published by Bookkeeping and Curriculum means that the function of a textbook is Center of Ministry Education and Culture actually as one of the visual aids by of Indonesia. In the Teacher Book, there teachers, when they are teach and explain are procedures of using the Student Book the teaching materials. Besides, it also completely from how to use up to how to helps the students in getting a better assess the students` ability. The Student understanding of the materials given by Book is provided based on themes and it is teacher. begun by showing the aims of studying Textbook, that is one of each chapter based on the basic instructional materials, plays a prominent competences. Each material is compiled role in language classrooms in all types of based on scientific approach that consists educational institutions – state schools, some steps, observing and questioning, colleges, language schools – all over the world. Therefore, textbooks could facilitate
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 93 collecting information, associating, and The populations in research were communicating. all school at Aceh Taming that used the “When English Rings A Bell” textbook. The total populations in this research were METHOD 10 schools. In this research the researcher used Table 1. descriptive qualitative research. The List of the Population descriptive qualitative research that refers No Schools to the method to formulate the conclusion 1. SMP Negeri 1 KarangBaru by collecting, classifying, and interpreting 2. SMP Negeri 2 KarangBaru the data were applied in this research. In 3. MTSS Al- Iklas Tanah Terban descriptive research, the researcher 4. SMP Negeri 1 Manyak Payed arranged the research systematically, based 5. SMP Negeri 1 Kuala Simpang on the fact of the data (Meleong, 2005). 6. SMP Negeri 4 Percontohan Furthermore, Cohen (2007) states that 7. SMP Negeri 1 Kejuruan Muda “Qualitative data analysis involves 8. SMP Negeri 1 Bendahara organizing, accounting for and explaining 9. SMP Negeri 8 KarangBaru the data; in short, making sense of data in 10. SMP Swasta Dharma Patra terms of the participants‟ definitions of the situation, noting patterns, themes, In this research, the researcher categories and regularities”.38 It is meant used purposive sampling that is the branch that to analyze the data which has been of non-probably-sampling technique. The described; the research based on the fact total samples in this research were 8 taken from the sample. Qualitative research English teachers. The sample selected method was conducted intensively, because the teachers in that schools used researcher participated long time in the “When English Rings A Bell” textbook in field, noting carefully what happens, teaching English. The sample of the perform reflective analysis of various research was as follows: documents found in the field, and make a detailed research report.
Table 2 List of the Samples
No Teacher’s Initial Name Schools
1. S.W, S.Pd. and M, M. Hum. SMP Negeri 1 KarangBaru 2. M. S. Pd. and H, S. Pd. SMP Negeri 2 KarangBaru 3. N. U, S.Pd. and S. M. S. Ag MTSS Al- Iklas Tanah Terban 4. E. S. S.Pd. and M. A.S.Ag SMP Negeri 1 Manyak Payed Total 8 4
In this researcher, the researcher The sources of the data were the English took the data from primary data sources. teachers of the first grade and the events of
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 94 teaching learning activity in using “When that questionnaire are followed by answer English Rings A Bell” English textbook. In options, so the respondents only choose the this research there were eight English suitable one by giving the sign (x) or a teachers selected by the researcher as checklist (√) in the column of the answer. source of the data. Then there are several In this questionnaire, the teacher were ways to collect data like questionnaire, asked to answer the question by choosing observation, field notes, interview, four categories strongly agree (SA), agrees documentation, test, et cetera. In this (A), disagrees (D) or strongly disagrees research, techniques of data collection that (SD). used by the researcher was documentation, interview and questionnaire. The researcher took the documentation of the schools and RESULT AND DISCUSSION teachers. Meanwhile, the interview The questionnaire was distributed to question was used to explore about the 8 English teachers to know the teachers‟ perceptions toward the use of background of teachers‟ personal English textbook. There were 20 interview information in using textbook and the role questions that asking to the teacher. The of using textbook in teaching and learning questions adopted based on the criterion of process. All teachers are given the same good textbooks which explained in the questions in 20 items of questions. The preview chapter. Next, the questionnaire result of questionnaire showed in the table consisted of 20 items. The question items in below:
Table 3 Result of Questionnaire Statement No SA A D SD
1 The textbook is relevant with syllabus 5 3 2 The activities can be exploited fully and can embrace the various 8 methodologies in ELT 3 The book is appealing and useful to the students 8 4 Textbooks are compatible to the age of the learners 2 6 5 The textbooks help students to learn better 1 7 6 Activities of textbooks are balanced 8 Between individual response, pair work, and group work 7 The illustrations are varied and attractive. 5 3 8 The textbook expresses positive views of ethnic origin, occupation, 1 7 aged group, and social groups
9 The tests of textbooks are valid and contain correct language 8 10 Its size is appropriate 4 4 11 The textbooks support to teach all language skill 4 1 3 12 The textbook helps teachers to teach English effectively 6 2 13 The book helps teachers to minimize their preparation time 3 5 14 The textbook helps the teacher in planning daily instruction 4 4 15 The CD-ROM that accompanies the book is suitable 8 16 I use the textbook as a source of homework 2 6
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17 I use the textbook as a source of assessment item 1 7 18 I follow the sequences of contents provided in the text book 7 1 19 I use the textbook as the only source for teaching materials 6 2 20 I fully understand the content presented in the text book 8
The table above showed that the the questionnaire number 15 was responded teachers respond based on the categories 8 disagree (D) answer by 8 teachers. for each questionnaire. The result showed After analyzed the questionnaire there were 5 teachers strongly agree (SA) number 16, the result showed there were 2 and there were 3 teacher agree (A) with the teachers responded strongly agree (SA) and item of questionnaire number 1. The 6 teachers responded agree (A), the questionnaire number 2 were responded questionnaire number 17 was responded by agree (A) by 8 teachers, the questionnaire 8 teachers with 1 strongly agree (SA) and 7 number 3 also responded agree (A) by 8 agree (A) answers. There was 7 teachers teachers. There were 2 teachers responded responded agree (A) and 1 teacher of strongly agree (SA) and 6 teachers responded disagree (D) for item number 18, responded agree (A) for item number 4. in questionnaire number 19 the researcher The questionnaire number 5 was responded found there were 6 teachers responded 1 strongly agree (SA) and 7 agree (A) by 8 disagree (D) and 2 teachers responded teachers. strongly agree (SA). The last item of The result of item number 6 were questionnaire was responded by 8 teacher responded 8 agree (A) by 8 teachers. There with 8 agree (A) answer. were 5 teachers responded strongly agree As mentioned in the previous (SA) and 3 teachers responded agree (A) section, the good textbook should for item number 7. The questionnaire correspond to learner‟s needs. They should number 8 was responded 1 strongly agree match the purposes and objectives of (SA) and 7 agree (A) by 8 teachers, the language-learning process. Course book questionnaire number 9 was responded 8 should reflect the uses present or future that agree (A) answers by 8 teachers and the learners will make of language. Select item number 10 was responded by 8 course books, which will help to equip teachers with 4 strongly agree (SA) and 4 students to use language effectively for agree (A) answers. their own purposes. Course book should In analyzing the questionnaire take account of students‟ needs as learners number 11, the researcher found there were and should facilitate their learning 4 strongly agree (SA) answers, 1 agree (A) processes, without dogmatically imposing a answers and 3 disagree responds who rigid method. The textbook should have a responded by 8 English teacher, the clear role as a support for learning. Like questionnaire number 12 was responded 6 teachers, they mediate between the target agree (A) and 2 disagree (D) by 8 teachers. language the learner. In this research, the The result of item number 13 was answered researcher discussed the “When English by 8 English teachers with 3 agree (A) and Rings A Bell” based on that criterion. 5 disagree (D) responds, there were 4 agree One thing that should be noticed is (A) and 4 disagree (D) answers by 8 that the teachers must be attentive to pick teachers for questionnaire number 14 and and decide the textbook that is going to be
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 96 used in the language classroom. As a part textbooks did not support media such as of the material used in the language audio recorded on cassette or video, to classroom, textbook often plays an essential support the listening practices in the book, role in students‟ success and failure. It but all teachers agreed the textbooks good implies that it is significant to the teachers learning resources for students and teacher, to assess, select, and adjust the teaching but it should be supported by other media. materials to assemble teachers‟ teaching and students‟ learning need in order to exploit learning potentials. Henceforth, REFERENCES from the results of the questionnaire, the Cohen, Louis. et al. (2007). Research teachers have their own opinions and Methods in Education, Sixth perspective whether the textbook entitle edition. New York: Routledge “When English Rings A Bell” is an ideal Cunning sworth, (1995). A. Choosing your textbook for teaching material. Coursebook. Oxford: Heinemann Harmer, J. The Practice of English Language Teaching: Third CONCLUSION Edition, Completely Revised and The researcher concluded that Updated. Cambridge: Longman, generally all English teachers had the 2007. positive perspective toward “When English Hornby, A. S. (1995). Oxford Advanced Rings A Bell” textbook. The teachers stated Learner’s Dictionary. New York: that the textbook was relevant to the Oxford University Press. curriculum and syllabus, the subjects and Robson. (2002). “The Voices of Vocational content of this textbook was relevant to Teachers in the UK: Their learners‟ grade and realistic. There were Perceptions of the Nature and many varieties of topics and tasks in the Status of the Further Education textbooks that made students interesting Teacher‟s Professional and motivating in learning. Moreover, the Knowledge”. Australian and New activities in the book work well with Zealand Journal of Vocational methodologies in ELT to teach individual Education Research, Vol. 10(2) pair and group work and the book also can Jia, Y. (2004) “ESL teachers' perceptions develop students’ learning strategies to and factors influencing their use of become independent in their learning. On classroom-based reading the other hand, the book helped the teacher assessment”. Bilingual Research to prepare the teaching process and Journal, Vol. 29(2), 459-482. combine with the teachers’ lesson plan. Lexy, J Moleong. (2005). Metodologi Furthermore, the pronunciation, the Penelitian Kualitatif edisi revisi. vocabulary and the grammar presented in Bandung: Rosda Karya the purposeful way and supported by the Moloy, L. (2009). Exploring the pictures. Meanwhile, four language skills, perceptions of English second reading, listening, speaking and writing language teachers about leaner presented imbalance, because the speaking self-assessment in the secondary skill is included in many topics but reading school. (Master‟s thesis, was little. The teachers also stated that University of Pretoria) Retrieved
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fromhttp://upetd.up.ac.za/thesis/av communication in English by ailable/etd09082009144620/unrest Japanese EFL students. Published ricted/dise rtation.pdf Dissertation. Ann Arbor: Michigan Ramelan. (1992). Introduction to University Press Linguistics. Semarang: IKIP Srakang, Ladaporn and Anchalee Jansem, Semarang Press (2013). “A Study of Teachers’ Richards, J. C. (2001). Curriculum Perceptions toward Using English Development in Language Textbooks: A Case Study of 10th Teaching. Cambridge: Cambridge Grade English Teachers in Maha University Press Sarakham Province”. Robbins, J. (1996). Between “Hello” and Srinakharinwirot University, “See you later”: Development of Thailand strategies for interpersonal
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STUDENTS’ PERCEPTION ON LECTURER-STUDENT INTERACTION IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM
Sri Wahyuni STKIP Bina Bangsa Getsempena Banda Aceh Email: [email protected]
Abstract Interaction is communication that happens through more than two people for getting the information, and the interaction is the way for the lecturer in the teaching-learning process in the classroom. Interaction involves all participants in the classroom which are lecturer and students. This study aims to know students’ perception of lecturer-students in EFL classroom interaction at the fourth-semester students of the English department at STKIP Bina Bangsa Getsempena Banda Aceh. This study used a questionnaire to get the data and used a descriptive qualitative design to analyze data. The data were collected by giving a set of a questionnaire (20 questions). The result of this research based on the students’ perception is described the teaching-learning process in the classroom was good enough and the students feel comfortable and surely they like lecturer’s teaching method. The classroom interaction in the EFL classroom is good because the lecturer used not only English but also Indonesia to stimulate the students in understanding what the lecturer explained.
Keywords: Perception, Interaction, EFL
INTRODUCTION comprehensibility, the greater its potential Interaction initiates usefulness as input (Mitchell and Myles, communication and leads to share 2004). information. In education, interaction takes Therefore, interaction is a very an essential part to get information related complicated process that involves many to the teaching-learning process for EFL elements. It is an interrelated process. Some classroom. As mentioned by instruments can be used to analyze Murtinunggrum (2008), in English classroom interaction. Ned Flanders learning, interaction is related to the need develops one of the instruments, it is called for students’ ability to communicate in Flanders Interaction Analysis (Brown, English to increase their language 2000). So, by using this instrument, the understanding. Therefore, success or failure nature and quality of classroom verbal EFL classroom in the teaching-learning interaction can be described. The result of process based on a good interaction that the observation using this instrument can created by the lecturer and student. give a picture of who talk in a classroom The interaction should not be seen and the kind of talking that takes place. simply as a one-directional source of target Interaction is involved in language input. When learners engage with communication, there are two kinds of their interlocutors in negotiations around communication: (1) verbal communication meaning, the nature of the information is how the interaction happened among the might be qualitatively changed. The more people by using voice and talk to each other of information is queried, recycled and directly, and (2) nonverbal communication, paraphrased, to increase its is how the people interact by using gesture,
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 99 mimic, body movement, and others without classroom, for example, the students’ using the words (Nafrina, 2014). Both of exposure to the target language is mainly those dominate the classroom process, received in the classroom. So the classroom influence the students in language exclusively comes to be an ideal place for acquisition, and enhance student’s speaking learners to learn English if it allows ability. This classroom interaction is the learners to be in continuous contact with action that conducts by the lecturer to lecturers who speak the target language and manage the teaching-learning process. As with peer learners who can practice the supported by Allwright (2008), interaction language together to help in learning. is similar to the learning process itself. The kind of input and interaction Classroom interaction is a mutual that is made by LT is particularly essential and meaningful interaction between the and also points out whether it is a subject lecturer and students that happens in the lesson or a language lesson, successful classroom by interaction and learners could outcomes may depend on the type of develop their language ability. Thus, what language used by the lecturer and the communication means in classroom nature of interactions occurring in the interaction. In interactive classes, students classroom. It can be concluded that LT in can join a discussion, problem-solving the EFL classroom serves as at least two tasks, or dialogue journals. The form of the functions. Firstly, it serves as a valuable activities can be pair works or group works. input of language exposure. Secondly, it is The description of the interaction used in different ways to generate the between the lecturer and student is seen interaction, to make the input from the lecturer and student talk. So, in the comprehensible and consequently make the classroom interaction, lecturer and students learning take place. have a reciprocal effect upon each other The essential of interaction is through what they say and do. This aspect helping students in understanding material succeeds in the transmission of the and input given by the lecturer and messages between lecturer and students contribution that encountered by (Metelo, 2006:22). The lecturer and themselves. Thus, it will help the process of students are not separate parts in the learning a foreign language effectively, classroom, and they interact among them because using good interaction can make together. In the classroom, and the purpose the students and lecturer understand what of the lecturers is teaching a language. will they do in the class. Besides, the Lecturers mainly focus on verbal lecturer will be assisted by the interactions interaction or communicative interaction in finding out the difficulties and weakness (Nafrina, 2014:12). They do not separate of the students in the learning process. the nonverbal interaction that presents. The Related to the issues in the EFL nonverbal interaction is used to support the classroom before, the lecturer becomes verbal one. Students are typically expected quite easy to determine the students' to take an active role in the class. They weakness or difficulties. EFL classroom in show their mastery of the language by STKIP BBG usually uses bilingual or uses performing it. two kinds of languages, namely English In situations where the target and Indonesian interchangeably. Not only language is seldom used outside the English but also Indonesian used by the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 100 lecturer in the class, because not all the the class, because they feel ashamed and students can understand the explanation prefer to choose to sit quietly and listen and instruction in English. Sometimes the what did the lecturer explains, and it makes students are confused when the lecturer their interaction becomes minimum in the explains by using full English in the classroom, as supported by Hafizah (2014). classroom, and sometimes they do not Because it is a speaking class, the lecturer understand what the lecturer means as forced the students to speak up in front of supported by Huraerah (2013). So the the class. Based on the issues above, lecturer should manage the use of the sometimes the students often make error English language and Indonesian in the sentences in speaking. The students are classroom. afraid to show their ability in speaking There are some reasons why English in front of the class, and sometimes lecturer should manage their talk. Firstly, they use gesture to make it more confident. English is not students’ mother tongue Therefore, the way to enhance language, because they are Indonesian and students-lecturer interaction is divided into use their national language in daily activity two parts. First, lecturer should give much interaction. Moreover, the students seldom opportunities to the students to speak up in communicate by using English in their life; front of the class or to explore their it is only used in learning English opinions and share it to the others, as classroom in the school. English supported by the researcher result which is department student of STKIP BBG should conducted by Astiti (2016), that the student speak up in English even though not all of talk should be more than the lecturer in them can do it, so students and lecturer order to make students more active in the always make interaction in the classroom, classroom. Second let students use code- but sometimes when the students talk in the switching in the classroom into Indonesian class, students often make an error. because English as the foreign language Secondly, students are from a and English is not their mother tongue different education background. Some (Pinter, 2006), so when they talk in English students are from Boarding school, which they will reflect in using code switch into is used bilingual language in their daily Indonesian accent. activities and English as their everyday Besides, students should not have language used in communication. Some to be isolated in an uncomfortable desk. students are from vocational school who They need to engage in meaningful consider English as the obligation subject activities in which they have to work with only in the school, and they seldom practice others on problems. The best way to learn a that foreign language. Therefore, they new idea is by regular communication with believe it is an unimportant subject, then others. Therefore, students tend to interact some of them do not care about the English with the lecturer and fellow students in subject. So, students prefer to like to go out purposeful activities or investigations of when the English learning process occurred common interest (Richards, 2005:6). (Astiti:2016). However, the lecturer has two Lastly, based on preliminary primary roles: first, to facilitate the observation that was conducted, some of communication process between all the students are shy to speak up in front of participants in the class, and between these
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 101 participants and the various activities and the interaction done by the lecturer and the texts; second, to act as possible as an students in the classroom and what do they independent participant within the learning- feel during the interaction occurred or teaching group (Richards and Rodgers, usually we call it perception. Using the 2001: 16-17). questionnaire to find out the student's Based on the explanation above, perception is more effective because the the researcher would like to discuss what is researcher provides some questions (20 the students’ perception of lecturer-students questions) that should be answered by the interaction in EFL classroom. Therefore, students about their perception during the purpose of the research is to know the interaction in the classroom (Jeremy, 2001) main point students’ perception in the and each student has different perception interaction between lecturer and students in and the researcher should explore the EFL classroom, especially in speaking class students' perception based on the answer in at fourth-semester students of STKIP Bina the questionnaire. Bangsa Getsempena. To analyze the data, the researcher gives a set of questionnaire to the students about their perception, the number of METHOD question is about twenty questions after the This research looks at a deep into information has completed, the researcher one specific real phenomenon, that was starts to analyze the interaction that classroom interaction. It tries to understand occurred in the fourth-semester class. the participants and help their problems. It used the content analysis qualitative method. The researcher would like to give RESULT AND DISCUSSION the student some questionnaires to ask their Result perception about interaction in the Since each question is designed in classroom to know the perspective of the terms of one particular behavior, the height students in the classroom during teaching of each bar shows the number of the and learning process. The questionnaire student’s opinion. The followings are helps the researcher to get more questions about the students' perceptions, information to fulfill the data of this study. and the Likert scale is quoted from Wade The subject in this research is (2006) but it had been modified by the limited to the fourth semester that consisted researcher purposely. of 25 students. The researcher decided to The finding of the student’s research the fourth-semester students perception through the questionnaire in because the study has the goal to see what determining their perception during the kind of interaction that was done by the learning process is described through the lecturer and student in the EFL classroom. histogram and for the percentage of the Therefore, the instrument used in finding is drawn on the diagram below. collecting the data is the questionnaire. In
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Figure 1. Students’ respond toward questionnaire no 1-10
Based on the data above, the smallest number that was chosen by students' response to the questionnaire of respondents. So, based on the students number 1 to 10 is B (like) as the highest respond result for the question number 1 to number that was chosen. The second 10 is B (like), it means all of the students average number is A (strongly like) that like toward the interaction that was done by students prefer to choose it. While for the lecturer during teaching-learning option C (slightly like) is in the third process in speaking class. position and the last one is D (dislike) is the
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12
10
8 A=Strongly like
6 B=Like
C=Slightly like
4 D=Dislike
2
0 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20
Figure 2. Students’ respond toward questionnaire no 11-20
As the result shown in figure 2 interpreted that students have a good above about questionnaire number 11 to 20. interaction with the lecture and they like Most of the respondents were marked B the way on how the lecturer interact with (like) and as the highest number for those them during the process of learning in the ten questions. The second higher number classroom. that was chosen by students is A (strongly Then, to conclude all of the data like) rather than C (slightly like). gathered, the researcher count all of the Meanwhile, the students choose D (dislike) result findings into the percentage of only for question in number 18 and not for students perceptions from the questionnaire the rest of 9 others questions; it means, responds that have been done by the there is none of the interaction problem students. The data display through the acquired during teaching-learning process diagram below: in speaking class. Thus, it also can be
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Figure 3. The percentage of students’ perception
As shown on the percentage of the whether or not the students like the lecturer diagram above about students’ perception while interacts with them, the students who on lecturer-students interaction in EFL answer A “strongly like” was nine class is 60 % of students prefer to choose B respondent while the vote to B “like” and C (like), it means most of them like the way “slightly like” shares the same number of of lecturer used to interact during the voters which is five respondents for each teaching-learning process. Then 30 % for answer. The first questions conclude that option A (strongly like) that were chosen the students like to listen to lecturer talk in by students and for both C (slightly like) explaining the material in the classroom. and D (dislike) only 5% of respondents However, there are 11 abstain individuals took it as their answer. Thus, the diagram who left the first inquiry blank without above described four kinds of students’ notifying their reasons behind this perception of lecturer and students abstinence. interaction during speaking class. The The second question is asking majority of students goes to B as the single about the students are like to the lecturer biggest percentage and following with A talk time is appropriate to the classroom with the second position, but for C and D is atmosphere. For this question only four the lowest percentage of students’ students response to the option A “strongly perception. like”, and the students who answer B “like” is ten students. Then about five students Discussion who choose C “slightly like”, but there are Based on the first displayed six students who abstained and none of the histograms in figure 1, the researcher students who response D. So, most of them investigates the information about the prefer to choose B (like), it is about the students’ response to the conducted students are like about the lecturer talk time teaching and learning in the speaking is appropriate. Based on the students’ course. Through the first inquiry about perception, the lecturer talk time is
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 105 appropriate and it is suitable with what the The sixth question, the researcher students want during the teaching-learning investigates the information about the process in the classroom. lecturer gives students some problems to The third question is about the work on it and solve it on their own. The lecturer’s instruction in the classroom students who answer A “strongly like” was during teaching and learning process. For eight respondents while the vote to B “like” this question, only two options were chosen was five respondents, while for C “slightly by respondents and both of them are B like” was six respondents for each answer. “like” with eight respondents and four The sixth questions conclude that the respondents are prefer to choose C “slightly students are not ready if the lecturer gives like”. The rest of the respondents left the some problems to work on in the blank answer for the third inquiry. Thus, classroom. the highest result is B, it means the students The seventh question is about the understand and they like to listen to students like to answer the question without lecturer’s instruction in the classroom. pointed by the lecturer or they do it The fourth question is about voluntarily. Seven students prefer to choose lecturer explains everything. The highest A “strongly like” then followed by B “like” number goes to B ”like” that thirteen and C “slightly like” which is shares the students marked it and for option A same number of voters which is six “strongly like” and C “slightly like” the respondents for each answer and none of students share the same number for both of the respondents who marked D “dislike”. it (three students of each) and none of the While, the rest of the students are students choose D “dislike”. But there were remaining to leave a blank reply in also six respondents who abstained. It can responding to this question. Thus the be concluded that the students like to listen seventh question results that the student to a lecturer explaining everything during like if the lecturer gives the opportunities to the teaching and learning process. the students to answer the question The fifth question is about whether volunteer in the classroom. they like to ask and answer the question in For the eighth question, the the class during teaching and learning researcher asks about giving a longer time process. The students responsible for these to think about the question that was given questions is the various number for each by the lecturer. The highest number is option. The smallest one is only one student going to B “like” with nine respondents, who were marked D “dislike”, then then followed by C “slightly like” with followed by A “strongly like” with three seven respondents and the smallest one is respondents that lower than C “slightly goes to A “strongly like” with three like” with five respondents, and the highest respondents and none of the respondent number goes to B “like” with ten who chooses D “dislike”. Here, the students respondents. Thus, some of them like to ask like if the lecturer gives the time to them to some questions and answer the subject think before answering the question during the teaching-learning process, and it because they have some time to prepare is an excellent way to make interaction in about how to give the good answer from the classroom among the lecturer and the question that given by the lecturer. students.
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The ninth question, the researcher in this section show that the students prefer investigate about students performance to be given freedom in assessing their own should be encouraged by lecturer’s mistakes and errors during the speaking feedback. None of the respondents who performance. However, the number of chose D “dislike”, three students who participants who vote for c (slightly like) is prefer to choose A “strongly like”, then because the students believe that their seven students chose C “slightly like” and capability to recorrect themselves is not the last one is B “like” with nine responses. reliable. Thus, they argue that the most Overall, for this question goes to B, it suitable actor to revise their speaking means the students always hope the performance is the lecturer who pays full lecturers’ feedback after their speaking attention to them while they are speaking in time to correct the error. front of the class. However, some of the The last inquiry for figure 1 or the students believe that during the speaking it tenth question is about the students like if is hard for them to highlight their errors the lecturer tells all their mistakes about while they are focusing themselves to the their speaking performance. For option a matter being elaborated. “strongly like” and C “slightly like” the The twelveth question is about respondents share the same number which lecturer pointed students immediately when is three for each option. While for option D their answers are incorrect, and the “dislike” was six respondents and followed respondent prefers the excellent answer is by B “like” with seven respondents. It B (like). Thus, the students do not really means, the students like if the lecturer tells like if the lecturer points them immediately them about all of their mistakes in the when they give a wrong answer because it classroom, because if the lecturer tells all of can make the students down and shy to the students’ mistakes so the students can speak. give better performance for the next task. The thirteenth question is about Moreover, the second histogram the student like to practice the new that displayed in figure 2 is an extension of language in the class, and they choose A the previous ten questions. The question (strongly like). It means that they really like starts from question number 11 until 20. to practice the new language because they The eleventh inquiry in the second want to learn more than one language, and histogram is whether or not the students it can improve their vocabulary mastery. like the process of teaching and learning The fourteenth question is about they like while the lecturers let the students discover to be given a chance to talk and discussion their own mistakes. The researcher aim this in the classroom so the excellent answer is inquiry to investigate the students’ response A (strongly like). Thus, they will have a to lecturer’s act in providing freedom for good chance to speak in English and share the student for a self-correction session. their ideas and develop their self- Through the survey, the total of confidence. The fifteenth question is about students who opted a (strongly like) are two the lecturer should negotiate with the respondents, while the students who pick b students for correction, and they choose C (like) are nine participants and the students (slight like). It means that the students do who chose c (slightly like) are seven not enjoy the atmosphere if they have to individuals. The results of the survey result
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 107 consult with the lecturer because they want the interesting learning situation in the the lecturer to correct them directly. classroom. The sixteenth question is about the Moreover, based on the diagram students like speak in front of the class above, the highest percentage goes to B individually; for this statement, the (Like) with 60%. It means that the students respondent's circle B (like) as their answer. like to the lecturer’s method during Based on their response, it means almost all teaching and learning process in the of the students pretend to speak in the form classroom. Then, it is followed by A of monologue rather than in dialogue (Strongly like) by 30%. The meaning is because if the student speaks in front of the some of them like to the lecturer’s method class individually, they can be more in the classroom. Next both of C (slightly confident. The seventeenth question is like) and D (dislike) are only 5% each of about they like to see the lecturer when he them, which is it is the lowest percentage of uses body movement in explaining and the students’ perception. It means that a few of proper answer is B (like). It means when them who did not like with the lecturer’s the lecturer explains the materials or method. speaking instruction by using body Therefore, the finding of this result movement is attracting the students to pay assumed that the lecturer has to stimulate attention to the lectures, so it can influence the students to talk by asking some students mood and the student can be more questions orally. Because lecturer-whole focus and understand what the lecturer class interaction is for encouraging the explains. students to speak, the lecturer has to use The eighteenth question is about strategy to make the students to talk. Three they like to disturb others during the types of lecturer-whole class, such as learning process, and most of the giving explanations, praises, information, respondents choose B (like). They think if and instructions. Thus, the lecturer should their friends have to speak in front of the make student tell something. Then, the class, the lecturer could not pay attention if principal activity in this interaction is the they disturb each other in the back of the lecturer gives a task that has been discussed classroom. The nineteenth question is about in the group or individual preparation. It they like the lecturers’ teaching method in means that the students who are in group the learning process, and the students discussing or personal preparation must answer A (strongly like). Here the students obey what is the lecturer wants to do for like and enjoy the way of the lecturer used them. Besides, the interaction between during the teaching-learning process in the lecturer and group of students or lecturer to classroom and it can help them in develop students is like helping other students who their ideas and speak freely, and the do not understand yet at the discussing lecturer method is good enough for them. material and controlling the interaction in a The last question is about the students different way to prevent the classroom would like to recommend to the lecturer atmosphere. about interactive classroom and they respond is A (strongly like). Thus, the students like to suggest to the lecturer about
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CONCLUSION Classes In SMK PGRI 4 Denpasar. The conclusion that would like to Denpasar University. describe based on the research finding Brown, H. Douglas. (2000). Principles of based on a set of questionnaire. The Language Teaching and Learning. New students’ perception in the EFL classroom York: Pearson Education. reveals that is they like to learn in that Harmer, Jeremy. (2001). How to Teach class, it has been proved by their answer English. Essex: Pearson Educational that they like to listen to the lecturer talk Limited. more than thirty-five minutes. It is mean Hafizah, Aulia. (2014). Analysis Of Verbal that the lecturer talk is good enough in the Interaction Between Teacher and EFL classroom and students are Students In Industrial Engineering enthusiastic to the lecturer talk, they like to International Program At Islamic see and listen to the lecturer talk. The University of Indonesia. Jakarta: lecturer knows to control his portion to Indonesia University speak, he does not want to talk too much, Huraerah, Nike Rosmeisarah. (2013). The because he does not want to let the student Analysis of Verbal Interaction Between to be receptive or only accept all of the Teacher and Student in the Classroom. things without showing the output. The Universitas Pendidikan Indonesia. researcher can deduce from the explanation Metelo, Ana, (2006). Describing above, therefore, that the lecturer has to use Classroom Interaction. Retrieved on their role in the classroom maximally. It May 24 2018 means that the lecturer can change students http://www.salzburgsemnar.org/ASC/cs to be active in classroom and also give ad/progs/interactive/ANA.htm. support, motivation and praise them during Mitchell, Rosamond and Myles, Florence. the teaching-learning process. (2004). Second Language Learning Theories. New York: Oxford University Press Inc. ACKNOWLEDGEMENT Murtiningrum, Siti. (2009). Classroom The researcher wants to express Interaction In English Learning: the most profound appreciation to the Universitas Sanata Dharma Yogyakarta. fourth-semester students of STKIP Bina Nafrina, Ajeng. (2007). The Teacher and Bangsa Gestempena and also to the Learner Talk in Classroom Interaction speaking class lecturer for cooperation and in SMPN 2 Kendal. Semarang: English encouragement in completing this research. Department Language and Art Faculty
Semarang State University.
REFERENCES Pinter, Anamaria. (2006). Teaching Young Allwright, Dick. (2008). Interaction and Language Learners. Oxford: Oxford Negotiation in the Language University Press. Classroom: Their Role in Learner Richards, Jack C and Rodgers, Theodore S. Development. New York: Pearson (2001). Approaches and Methods in Education. Language Teaching. New York: Astiti, Ni Wayan Widha. (2016). An Cambridge University Press. Analysis of Teacher Talk In English
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Richards, Jack C. (2005). Communicative Wade, Vagias. (2006). Likert Scale. New Language Teaching Today. Singapore: York: Cambridge University Press. SEAMEO Regional Language Centre.
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THE EFFECTIVENESS OF TEACHER-THEMED MOVIES TOWARDS PRE-SERVICE TEACHERS’ SELF-EFFICACY
Abdul Halim1, Sunarti1, Rani Herning Puspita1, Azhar Aziz Lubis2 1 Universitas Muhammadiyah Kalimantan Timur 2 Universitas Bengkulu Email: [email protected]
Abstract The aim of this study was to investigate the effectiveness of teacher-themed movie to elevate the pre-service teachers’ efficacy in coping with the real teaching field. Based on a pilot study conducted by the researcher in a public university in Kalimantan, Indonesia, many students of teacher training and education faculty did not choose their department solemnly. As a result, these pre-service teachers, when got involved in teaching practice at a school, did not believe they could handle real class situation. They believed that it was difficult to teach the students in their real field, especially when those students came with various personalities. Hence, an effort should be done to help the pre-service teachers develop their self-confidence to conduct actual classroom activities. The design of the study was experimental design with one group pre-test and post-test. The subjects of the research were 34 senior students of English Department. In collecting the data, questionnaires of self-efficacy were utilized. The data was analyzed by using SPPS program. The results showed the pre-service teachers, who watched an inspiring educational movie, where in the movie the teacher was able to handle some most difficult students and turned the students become ones with better personalities, could affect positively to their efficacy. In addition, the effect of watching such ennobling movie was significant to raise the pre-service teachers’ self-efficacy.
Keywords: Teacher-themed Movie, Pre-Service Teacher, Self-efficacy
INTRODUCTION Unfortunately, in such high As a developing country Indonesia demand of seats in the education now has turned to be one of the biggest department of the university, most of the economies in Asia. Not only this would students enrolled as pre-service teachers affect to the economy, it could also affect did not have high interest in teaching. to the country educational improvement Despite they had studied theories all related since Indonesia had commitment with 20% to teaching and learning process, when it of the national budget for education came to teaching practice the pre-service (Government Constitution article number teachers had difficulty in handling the class 31 verse 4; Government Regulation no and did not believe they could teach or 20/2003). Protected by the government worse, some of them dropped out because regulation as one of the professional job they think that they could not suit the job as that could bring welfare, the jobs as a a teacher. teacher have gained its popularity among Considering the recent problem as society proven by high interest of high elaborated before, it is imperative not only school graduate towards the departments to equip the pre-service teachers with good under the faculty of teacher training and instructional knowledge but also to develop education at universities. their self-belief about how well they could conduct a good class and be an inspiration
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 111 for their students that can change students’ English Department and whether or not it life to betterment for good. Therefore, this has significant effect. The current study study was conducted with that rationale. explored the effectiveness of teacher- Numerous studies have been themed movie to ones’ self-efficacy from conducted in this field. Self-efficacy can be the perspective of teachers’ instructional one factor of success of one person because capability and disciplinary. this trait of personality could enhance one ability to learn new subjects (Riding & Rayner, 2001). Since self-efficacy can be METHOD one point that determine someone’s degree The current study employed pre- of confidence in conducting certain types of test post-test one group experimental tasks, the higher efficacy one possesses the design (Kumar, 2011). The subjects of the bigger ones’ opportunity is open for research were 34 students in the achievement (Pajares, 1996; Yusuf, 2011; Department of English Language Teaching. Steel, 2014). However, that study was too The subjects were all the students in the general that it did not touch the context of final years of their undergraduate pre-service teachers. On another study, for education, therefore the samples were taken instance, conducted by Dinther et al (2011) through whole sampling technique. In order exploring various factors affecting ones’ to collect the data, a questionnaire was self-efficacy that was still in general adopted from Bandura (2006) about self- contextualization. Yet, in more recent efficacy for the teachers. The data was years, some research has been conducted collected from the pre-service teachers specific about the self-efficacy of the pre- through questionnaire. service teachers. The results suggested teacher themed movies affect positively towards pre-service teachers’ professional RESULT AND DISCUSSION attitudes and their efficacy towards the Result science literacy (Kaskya et al, 2013; Pre-test was conducted prior the treatment Ozturk, 2017). Hence, this study came with conducted to the pre-service teachers and the post-test was conducted after the the proposal of filling the gap that have not treatment. The results of the questionnaire previously been done, that is whether or not as follows: a teacher themed movie affect positively to pre-service teachers’ self-efficacy from
Pre-service Teacher Score
No Pre-test Post-test Mean Difference
1 750 800 50 2 700 800 100 3 740 870 130 4 680 800 120 5 890 900 10 6 720 750 30
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7 690 810 120 8 780 900 120 9 870 900 30 10 660 770 110 11 770 800 30 12 760 790 30 13 850 900 50 14 740 800 60 15 720 850 130 16 620 830 210 17 660 820 160 18 660 710 50 19 680 730 50 20 790 900 110 21 800 880 80 22 690 700 10 23 780 830 50 24 900 950 50 25 770 880 110 26 680 760 80 27 880 880 0 28 660 780 120 29 670 800 130 30 680 700 20 31 680 740 60 32 700 720 20 33 700 840 140 34 710 860 150
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Pre-test 34 736,1765 74,30546 12,74328 Post-test 34 816,1765 66,56119 11,41515
Obviously the results of the pre- maximum score 1100) and after the test and post-test have shown that the treatment was given to the pre-service difference existed between the results of teachers as the subjects of the research, the pre-test and the post-test. Before the mean score of the post-test raised to treatment was conducted, the pre-service 816,1765. The raise of the mean score of teachers had shown their self-efficacy score both data showed that there was a change in on average of 736,1765 (out of the degree of confidence before and after the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 113 treatment with mean difference 80 points. should be confirmed with the result of t-test Hence, at this point it could be concluded statistical calculation to express its that the data have shown that there was a significance. The following table presents positive elevation of the pre-service the results of the calculation: teachers’ self-efficacy. However, this data T-Test Result
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Mean difference 34 80,0000 51,75701 8,87625 pre-test post-test
One-Sample Test
Test Value = 0
95% Confidence Mean Interval of the t df Sig. (2-tailed) Difference Difference
Mean difference Lower Upper 9,013 33 ,000 80,000 pre-test 61,9411 98,0589 post-test
The results of the above findings from the two previous studies calculation exhibited sig: p < sig 0,05 (Kaskya et al, 2013; Ozturk, 2017) that which means the change of the pre-service teacher themed movie could enhance the teachers’ self-efficacy existed. The result of perceived professional attitude and self- the t score calculated was 9,013. According efficacy as well as their science literacy. to t-table, with df=n-1 equal with df=33 the However, as stated earlier of this paper, this t calculated was higher than t-table (9,013 > study took different focus on how the 1.697). It means the result of the post-test teacher themed movie would affect the pre- was significant compared with the results service teachers’ degree of confidence in of the pre-test. instructional and disciplinary. The statistical calculation above Instructional efficacy should be demonstrated that there was difference one important thing that a teacher must between pre-test and post-test, the change possess. The components that were of the pre-service teachers’ self-efficacy explored were parts of essential criteria of was positive, and the effectiveness was effective teaching similar with the criteria significant. The results of this study of effective teaching proposed by Young confirmed similar characteristics of the and Shaw (1999) such as value of the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 114 subject; motivating students; a comfortable teacher, it could also exhibit the learning atmosphere; organization of the effectiveness for their efficacy in subject; effective communication; and instructional efficacy and disciplinary concern for student learning. In this study efficacy. the researcher explored about the teachers efficacy on the dimension of effective communication on how to persuade the REFERENCES Bandura, Albert. (2006). Self-efficacy students do their assignments, the Beliefs of Adolescent. Retrieved dimension of motivating the students, from providing a friendly atmosphere, www.uky.edu/~eushe2/Pajares/Ad scaffolding the learning materials so that oEd5.html on July 15, 3013 the students could still be on the track, and Dinther, Mart Van, Mien R. Segers, Filip the dimension of concern for the students Dochy. (2016).Factors affecting learning. students’ self-efficacy in higher As well as the instructional education. Educational Research efficacy, the disciplinary efficacy should Review Vol 6 (2) 95-108 also be a concern for the pre-service doi:10.1016/j.edurev.2010.10.003 teachers. Although this point of view is Gökmeno lu, Tuba, Esra Eret, Ercan Kiraz. closely related to the view of behaviourism, (2010). Crises, Reforms, and it still cannot be completely left by the Scientific Improvements: educators because it still exists in the Behaviorism in the Last Two military education and more importantly on Centuries. Elementary Education the technology based education (Gökmeno Online, 9(1), 292-300, 2010. lu et al, 2010). Furthermore all aspects of retrieved from http://ilkogretim- industry is moving towards the 4th online.org.tr on 19 September industrial revolution that the revolution is 2018. affecting industry not to exclude the aspect Kaskya, Alper, Ihsan Unlu, M. Said Akar, of education Meryem Sagirli. (2011). The
Effect of School and Teacher
Themed Movies on Pre-Service CONCLUSION Teachers’ Professional Attitudes Although high demand of the and Precieved Self-efficacy. teachers and many of the students were Retrieved from http://eric.ed.gov/ interested in being a teacher, their degree of on July 15, 2013. confidence was not a match for the field Kumar, Rajit. (2011). Research experience. When facing the real class, the Methodology a step by step guide pre-service teachers often feel inferior to for beginners. New Delhi: Sage conducting the class. Therefore, an effort Publication India, Pvt, Ltd such as this study was conducted. After the Ozturk, Fatma Önen. (2017). The Impact of study has deliver its results, it turn out that Science-Fiction Movies on the watching inspirational teacher themed Self- Efficacy Perceptions of Their movie would escalate the pre-service Science Literacy of Science teachers self-efficacy. Not only could it be Teacher Candidates. Kuram Ve a positive impact for the pre-service
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Uygulamada Eğİtİm Bİlİmlerİ Steel, Piers. (2014).Self-Efficacy and Educational Sciences: Theory & Success: Is There Any Practice.Vol. 17(5) 1573–1603 Relationship? Is having too much confidence a big a problem as Pajares, Frank. (1996). Self-Efficacy having too little?. Retrieved from Beliefs in Academic Settings. https://www.psychologytoday.com Review of Educational Research /us/blog/the-procrastination- Vol. 66 issue: 4, page(s): 543-578 equation/201411/self-efficacy- https: //doi.org/ 10.3102/ and-success-is-there-any- 00346543066004543 relationship on 19 September Yusuf, Mohammed. (2011). The impact of 2018. self-efficacy, achievement Riding, R & Rayner, S. (Eds.), (2001). motivation, and self-regulated Perception. London: Ablex learning strategies on students’ Publishing. academic achievement. Procedia - Young, S. & Shaw, D.G. (1999). Profile of Social and Behavioral Sciences. effective college and university Vol. 15, 2011, Pages 2623- teachers. Journal of Higher 2626.https://doi.org/10.1016/j.sbsp Education, 70(6): 670–686. ro.2011.04.158
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CLUSTERING TECHNIQUE IN GENERATING THE STUDENTS’ IDEAS
Putri Dini Meutia1, Suryani2, Ema Dauyah3, Cut Mawar Helmanda4, Rahmayani5 1,2,3,5 Universitas Abulyatama, 4Universitas Muhamadiyah Aceh Email: [email protected]
Abstract This research was conducted to know the influence of clustering technique in generating the students’ ideas in prewriting. The purpose of this research was to find out does the clustering technique influence the second grade students in generating their ideas in prewriting of explanation text. The research used a pre-experimental design. The design used one group pre-test – post-test. The main instrument in this research is a test. The sample of this research was the second grade students of SMAN 1 Kuta Baro. From the result, it was found that the mean score of pre-test was 50 and the mean score of post-test was 74.06 and the t-score was 16.10 and t –table was 2.13. It meant that t-score was higher than t-table. From the result above, Ha was accepted and H0 was rejected. It can be concluded that clustering technique is a good technique in prewriting activity. It is very useful for students in generating ideas. It also helps them to enhance their ability and motivation. Therefore, the application of clustering technique has a great influence on the students' performance and attitude towards the learning process especially in generating ideas in writing.
Keywords: clustering technique, generating ideas, prewriting
INTRODUCTION write any topics. It meant that when the The proficiency in English students write something, they hard to think consists of four language skills namely about what they are going to write. In fact, listening, speaking, reading and writing. one of the major difficulties in writing is Among these skills, writing is the most how to find the ideas. In this case, the difficult skill for students to learn. It is students often copied the text in their supported by Langan as cited by Eromana assignment. It was maybe they did not & Hafizh (2014) that writing is the most have ideas to write. Probably, they lost difficult skill for a second language learner their ideas when they started to write. This to master. It means that the students always becomes the major problem that often faced find some difficulties in learning English by the students about how they generate writing such as when they begin to write, their ideas into written form. the students are struggling to find the ideas, This situation often makes the then when they write, they are having students stressful in generating their ideas difficulty on how to transfer their ideas into which then leads to the ignorance of the writing using appropriate vocabulary, the writing practice. Therefore, the students use of grammar and writing organization. need to plan what they write and how to The problems mentioned above do transfer their ideas. To solve their problem, exist based on the researchers’ observation they need to be guided by the teacher at one of school in Aceh Besar. The during the writing process. One technique students had many problems in their that can help the students to generate their writing practice. It was proven that they ideas is clustering technique. According to were confused when the writer asked to Langan as quoted by Eromana & Hafizh
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(2014), clustering technique is a technique the ways in which the distinct ideas should that can be used to generate an idea in be related logically which help the students writing. It seems that the technique is very can get a sense of how the writing could useful for the students because it can make eventually be arranged (Rambo, 2014). It the students to explore many ideas without seems that clustering is one of the effective hesitate or doubt and help them in solving ways for prewriting activity. It can explore their problem. many ideas from the mind which helps the Clustering technique is a process students to develop an idea before starting of discovering and organizing the ideas and the writing activity. putting them on the paper. In order to There are some steps in using make clear what clustering technique is, clustering technique (Folit, 2009). First, there are some definitions presented by write the main topic in the middle of the experts. The clustering technique was paper and circle the topic. Second, write presented by Gabriele Lusser Rico who is a down new ideas related to the main topic professor of English and Creativity in San and take a line of the central idea. Third, Jose State University in California, in 1980 continue to write the ideas until they run (Adriati, 2013). Moreover, clustering out or time is finish and then make a circle. technique is a technique used to see visual Finally, write the ideas without hesitation form or circle of their ideas and capable to about perfection. make the students think more active in In clustering, the students may use making new unity (Kalandadze, 2007). It boxes and circles to connect among their means that the technique is very useful for ideas with branches. In this case, the students in expressing their ideas before students can explore many ideas to connect they make a draft. The clustering technique to each other. is very appropriate to develop ideas There are many previous because it helps students to take out their researchers who have used clustering ideas and make them easy to understand technique in generating ideas to improve what should they do based on the the students’ writing skill. The first study instruction of clustering. was conducted by Salam in 2011. It was a In addition, the clustering Classroom Action Research (CAR). The technique is the most commonly technique result of the first cycle was 63.06, the used in prewriting activity. It is a way of second cycle was 67.8 and the last cycle brainstorming technique that uses the right was 72.4. The result of this research brain, non-linear, visual structures of ideas, showed that clustering technique was whole pattern and part of their mind (Folit, effective to motivate the students in 2009). Moreover, the clustering technique writing. It proved that giving motivation to makes the students more creative and the students in writing is something crucial enjoyable part of the students' brain to to less their fear. The second research was associate their ideas which the students are conducted by Adriati in 2013. It was an able to find the patterns and create experimental research where there were meanings (Folit, 2009). two classes for sample that is control and Furthermore, clustering technique experimental group which consisted of 60 is another prewriting technique that allows students. The data was obtained from the the students to gather ideas. It also suggests result pretest and posttest score of the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 118 students. The students’ pretest score of write whatever comes in without pausing at experimental group was 53.50 and for all. It does not need to worry about control group was 53.10. The posttest score grammar, spelling, organization and etc. of experimental group was 57,57 while the The purpose of prewriting is to stimulate posttest score of control group was 54. It the imagination to produce ideas about the shown that the difference of both group topic. It is very useful for the students who mean in the pretest was statistically not are less imagination in gathering ideas. significant (0,593< 2.00) by comparing the Moreover, when composing text, post-test score was statistically significant the writer should have some purposes in (6.04 >2.00). The result shown that the presenting information to others until the students who were taught by using text has meaning. They should have the clustering was effective to improve the purpose to make sure what they write till students’ ability in writing narrative text. the reader understanding the writer’s mind. The other, the study had been applied by Writing is not about how to explain Aryanti in 2015. It was quasi experimental something or information to others, but the design. The sample was divided to two writer also has the opportunity to persuade classes. There were control and and entertain the readers through their experimental group which consisted of 50 experience, lesson and feeling. students. The quantitative data gained from Futhermore, purpose of writing is the result pretest and posttest students’ expressing oneself to give information to score. The posttest of experimental group is convince or to create good writing. Most of 95 while mean of control group was 73.6. the people enjoy when they write It shown that clustering technique was something just for fun which the writer improved students’ ability in writing. explores his experiences, lesson, feeling, Moreover, the most important in etc. The writer has a certain purpose that writing activity is how to generate an idea. can responsibility for the reader. In fact, Before the students start to write, they writing is a means to communicate quite should explore their mind freely. Then, effective and efficient to reach the wider they record those thoughts by writing on community (Syarif, 2009). There are whatever they can explore. In writing, the several purposes of writing, they are to students should have idea to write, after the inform, to persuade, to entertain and to students put their ideas into words. Then, explain (Syarif, 2009). they begin to organize into the paragraph. Furthermore, there are a lot of One of the important parts of writing is pre- types of writing in the curriculum had been writing stage. It needs to develop ideas. made by the government for second-grade Moreover, According to Peary (2017), students in senior high school such as prewriting is the moment in which the procedural, analytical exposition, hortatory, writer faces the preverbal in order to begin discussion and explanation texts. Thus, the writing: it is an expansive mindset researchers chose the explanation text containing few preconceptions about style, based on the syllabus. Therefore, based on content or genre. It seems that prewriting is the statements above the writers wanted to very useful for students to gather idea. know whether the clustering technique In summary, prewriting is influences the students in generating their focusing on the idea. The students should ideas in prewriting of explanation text.
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Explanation text is to explain a focus on events. It is not on the object or series of issue or phenomenon. It is about a the person but on the events that occur in natural and social phenomenon, technical the person or object. Second, use the simple and scientific. Furthermore, the explanation present. Third, use conjunction time such as text is explaining the sequence of events. before, after, as, when, while, until, since The objective of this text is to explain how and etc. Finally, use clausal connectives and why something in the world happens. It such as because of, therefore, so, thus, is about actions rather than about things. consequently, as a result, hence and if and Explanation plays a valuable role in etc. building, social, storing our knowledge, It can be inferred that there are technical and scientific (Rose, 2015). some features in the explanation paragraph. In addition, there are three It is very important to know the features of elements that must be considered in writing explanation because it needs to give the explanation text (Warmer as cited in reason and process that story happens. Maiyanti, 2015). The first is a general Then, the story focuses on the events. The statement. In the general statement, the tenses use simple present and it also needs writer will introduce an events or give conjunction time and clausal connectives. general explanation of the event. In the general statement contains a general explanation of the phenomenon to be METHOD discussed. The second is the sequence of The design used was pre- explanation. In this section, the writer experimental design on one group pretest- starts to explain a series of events which posttest. In addition, the treatment that happened step by step. The explanation would be used for the purposes of this sequence should consist of a series of study was the use of clustering technique in happenings, actions, causes or processes helping the students generate their ideas. that are the focus on events. The last is This research was conducted into four closing. The writer takes conclusion the meetings excluding pretest and posttest. whole of story. It shows that personal The objective of pretest was to find out the comment or summary about how and why students' ability in generating ideas in something happens. In summary, the writing an explanatory paragraph. Then, the explanation text is to explain about the treatment was conducted in two meetings. phenomenon in the world or around them The students were taught writing using by the given reason why and how this clustering technique in generating their happens. ideas before they began to write an When writing the explanation text, explanation text. Finally, the students were the students should consider some of the given a posttest to find out does clustering features of the text. According to Rose technique influence the students in (2015) there are some features of the generating their ideas into an explanation explanation text. First, the story should paragraph. explain how that phenomenon occurs. So, In this research, the researchers the students have to consider the using chose a purposive sample. The sample of explanation to give detail of series events. this study was XI IPS which was consisted The story takes from the phenomenon then of 18 students, but only 16 students
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 120 participated fully in this study. In collecting clustering. After conducting the tests, the the data, the researchers used the test as the writers analyzed the students' writing main instrument; pre-test and post-test. individually by using a rubric. There were The obtained data from the test five components presented in the scoring was used to know their ability in generating rubric for writing test namely content, ideas by using clustering technique. It grammar, organization, vocabulary, and gained from students’ scores. The mechanic. However, the writers only technique of data analysis in this research analyzed the content of the students’ was used analysis technique. The writers writing. The score for the content can be used test to find out students’ achievement seen as in the following. score in generating ideas by using
Table 1. The Analytical Scoring Rubric Component of writing Scores Indicators Content 4 Relevant to the topic and easy to understand. Rather relevant to the topic and easy to understand 3 Relevant to the topic but is not quite easy to understand. 2 Quite relevant to the topic but is not quite easy to understand 1 (Rubric from Weigle, 2002) explanation paragraph. To get the mark of From the table above, there were each student, the scoring considered the four items in content. Then, the researchers component of contents above. gave the students' score based on the idea Furthermore, to give more explanation the generated into writing an explanation text. criteria of numbers in the content is In assessing, the researchers evaluated the categorized as: students' generating ideas in their
Table 2. Scoring Criterion for Exploring the Ideas Scoring Criterion 1 2 3 4 Failing Poor Good Excellent Note : 00 - 25 = 1 25 - 51 = 2 52 - 77 = 3 78 - 100 = 4
After scoring the students’ test, the Moreover, in determining whether there is researchers calculated the mean and a significant difference between the mean standard deviation for pretest and posttest.
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 121 of groups, the researchers used the RESULT AND DISCUSSION following formula: Result This study was conducted by t = applying pre-experimental research; one (Arikunto, 2014) group pretest-posttest. The pretest was Remarks: given before the treatment and posttest was Md = Means different pretest and posttest given after the treatment. This research was ∑X2 = Deviation in every subject conducted in one class with 16 students. ∑ = Total of quadrate deviation The data was analyzed by using n = Subject of sample quantitative method. The quantitative data were taken from the mean of the students’ score in writing test. The following table was the result of the students’ pretest and posttest scores in generating ideas.
Table 3. The students’ pretest and posttest scores in generating ideas Students’ Pretest Posttest No Name X1 X2 X1 X2 1 A 70 4900 85 7225 2 F A 60 3600 85 4900 3 K A 35 1225 70 7225 4 M. F 45 2025 65 4225 5 M. F D 35 1225 70 4900 6 M 35 1225 70 4900 7 M 60 3600 80 6400 8 M.A 45 2025 60 3600 9 R S 45 2025 65 4225 10 R M 60 3600 80 6400 11 R R 50 2500 85 7225 12 R 50 2500 80 6400 13 S 55 3600 80 6400 14 T A 55 3025 70 4900 15 Z 40 1600 55 3025 16 W 60 3025 85 7225
Total 800 41700 1185 89175
From the table above, the numbers and standard deviation. The following table of students who took the test from pretest was the score of mean and standard and posttest was 16 students. Moreover, the deviation both pretest and posttest. writers needed to calculate the mean score
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Table 4. The Score of Mean and Standard Deviation Test Mean score Standard deviation score Pretest 50 10.30 Posttest 74.06 9.41
Based on the result of pretest, the In addition, clustering technique data showed that the mean score of pretest has given a significant effect on the was 50 and the standard deviation was students' ability in generating their ideas 10.30. From the analysis, it can be seen into writing. It was proven by the results of that almost of students was very low in the test. The score of students in pretest generating ideas into their writing. was low while the students’ score in post- In addition, the mean score of the test is increased. In the pretest, the mean writing test in posttest was 74.06 and the score was 50 with a standard deviation was standard deviation was 9.41. From the 10.30 while in posttest, the mean score was description above, it could be concluded 74.06 with standard deviation was 9.41. It that the mean score of posttest had higher indicated that the value of t-score was score compared with the pretest score. 16.10 higher than t-table was 2.13. The After the data was collected in the result of experiment shows that the form of pretest and posttest scores then the alternative hypothesis (Ha) it of the research data was analyzed to get the value of t- is accepted and in other words, the null score. Based on the calculation, it is shown hypothesis (Ho) stated that there is no that the t-score is 16.10 which t-table was significant is rejected. It means that there 2.13. Furthermore, t-score is higher than t- is significant different students’ score after table which is a significant level of 5%. they were taught by using clustering Therefore, the null hypothesis is rejected technique. Therefore, clustering technique while the alternative hypothesis is accepted. is able to give influence on the students’ ability in generating the ideas into Discussion explanation text. Based on calculation score of The next discussion is about the students’ ability of second grade students in students’ response before implementing the pretest, it was found that the lowest score is treatment in their writing. The researchers 35 and the highest score is 70. While the found that they looked confused when the students’ score after treatment was found researchers asked them to write a text in the that the lowest score is 55 and the highest pretest. They had difficulty how to start score is 85. writing. It seems that they did not have Furthermore, the data were ideas to begin their writing. Some of the calculated by using some formula such as students looked serious in writing their mean, standard deviation, and t-score. task. It can be seen in the pretest that the Based on students' score above, it was highest score is 70 and the lowest is 35. It found that the average (mean) score of the means that they did not know how to students' ability in pretest is 50. In express their ideas. It also looked from the addition, the average (mean) score of the class atmosphere which was very noisy students' ability in the posttest is 74.06. when the students did their task and some
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 123 of them were busy chatted to their friends generated by using clustering technique and for the answer. then they transferred into writing. Moreover, based on the From the result above, it can be researchers’ experience during the concluded that clustering technique could application of clustering, it was found that increase students' ability. Because of clustering technique made the students clustering technique is one of appropriate more active in the learning process. The technique in a pre-writing activity. By students looked enthusiastic and they were using clustering technique, the students more active to use clustering in generating used many words in every branch to take ideas about the given topic. The students out their ideas in the brain. The students were motivated to generate their ideas. The were able to write without any hesitation. students were able to write based on their They can generate their ideas when they ideas that had been clustered. Sometimes, want to write an explanation text. they discussed with their pairs and they Moreover, most of the students were also opened their dictionary when they did influenced by using clustering technique as not know an unfamiliar word. The students a treatment, because they were free to were enjoyable in learning and the class express their ideas as many as they can. atmosphere was not bored. They could Therefore clustering is an effective easily find the ideas and they felt confident technique to improve the students’ ability and enjoyable in finishing their task in writing, because the students have the especially to write an explanation text. It opportunity to share their thoughts and means that there is a significant effect of ideas without any fear in writing practice. students' achievement after being taught by using clustering technique. Furthermore, most of them gained CONCLUSION a good score in post-test. They were able to Based on the result of the data write their ideas into the paragraph. Their analysis, it shows that there is a significant writing was understandable and the content effect of using clustering technique in relevant to the main topic. There are five generating the students' ideas at the second components in scoring the writing test grade students. Before implementing the result; content, grammar, organization, technique, most of the students were still vocabulary, and mechanics. However, in confused and they also did not know what this study, the researchers only took they write in text. Moreover, after component “content” to analyze in their implementing the clustering technique, the writing. Based on the result of the students were motivated to generate their students’ writing, it was found that the ideas. They were more active in the students still had weaknesses in writing learning process. By using clustering, the such as grammatical error, misspelling, students’' achievement in generating their sentence structure error, and undefined ideas get better. words. However, the students' weaknesses as mentioned above was not the main concerned. In this study, the researcher ACKNOWLEDGEMENT only focusses on the ideas which were The research was partially supported by FKIP Universitas
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Abulyatama. We would also like to show English Department, STKIP PGRI our gratitude to Mrs. Murni, Ph.D for West Sumatera. sharing her wisdom with us during this Peary, A. (2017). The Terreain of research and we thank to anonymous Prewriting. Journal of Creative reviewers for their so-called insight. Writing Studies vol 2: iss. 1 Article 1. Available at http//scholarworksrit. Edu/jwcs/v0l2/iss/1 REFERENCES Rambo, R. (2014). The Prewriting Process: Adriati, M. (2013). The Use Clustering Prewriting. (Online). Available at: Technique in Teaching Writing http:// (September, 6 2018.) Narrative Text. Journal of English Rose, D. (2015). Genre, Knowledge and and Education. 1, (2), 39-46. Pedagogy in Sidney School. Genre Arikunto, S. (2014). Prosedur Penelitian Studies around the Globe Beyond and Suatu Pendekatan Praktik. Jakarta, Three Traditions Ottawa: Inkwell, 299- Rineka Cipta. 338. Aryanti, R. (2015). The Effectiveness of Salam, A. (2011). Using Clustering Clustering Technique in Teaching Technique to Improve Students’ Recount Text. Script FKIP Syarif Writing Recount Text. (A Classroom Hidayatullah State Islamic University Action Research at SMPN 2 Jakarta. Tarumajaya, Bekasi) Script, FKIP Eramona, F., & Hafizh, M. A. (2014). Syarif Hidayatullah State Islamic Using The Clustering Technique in University Jakarta Teaching Writing Descriptive Text to Syarif, E, et al. (2009). Pembelajaran Junior High School Students. Journal Menulis. Jakarta. Departemen of English Language Teaching Pendidikan Nasional, Dirjen Program of FBS UNP, JELT Vol. 2 No. Pengingkatan Mutu Pendidik dan Serie A. March 2014. 73-81 Tenaga Kependidikan Pusat Folit, R.(2009). Gabriel Lusser Rico Talks Pemgembangan dan Pemberdayaan About The Benefits Of Journaling. Pendidikan dan Tenaga Kependidikan Online. Available at Bahasa. http://www.lifejournal.com/gabriele- Weigle, C.S. (2002) Assessing Writing. lusser-rico-talks-about-the benefits-of- Cambridge: Cambridge University journaling/ Press. Kalandadze, M. (2007) English Academic Writing. Budapest: CSC Maiyanti, et al. (2014) An Analysis of Students’ Problem with Generic Structure of Writing Explanation text.
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EFL STUDENTS ATTITUDES TOWARDS ENGLISH ACADEMIC WRITING
Rosdiana STKIP Bina Bangsa Getsempena Banda Aceh Email: [email protected]
Abstract Writing has become the most incredible and difficult skills for EFL learners to master relating to generate and organize ideas. This research tried to investigate the importance of writing skill in English Writing subject specifically about students’ responses toward writing difficulties. Thus, the objectives of the study are describing the EFL students’ attitude toward writing, discovering the EFL students’ view of writing difficulties and discovering students’ effort to improve their writing skill. This is a qualitative research conducted through analysis of a questionnaire, interview and students’ written compositions. The survey involved 25 EFL (English as a foreign language) students from the English department of UIN Ar-Raniry who attended Writing class. Data were gathered through questionnaires and one-to-one semi-structured interviews. The results from the questionnaire indicated that the students who have moderate attitude to writing, view writing as difficult, and stressful. Meanwhile, those who have high attitude, mostly suppose writing as interesting and challenging. The result shows that the students encountered numerous difficulties while composing writing: effects of L1 transfer lack of reading, motivation, and practice. Most of the students find it very challenging to obtain sufficient and relevant source information, paraphrase or summarize information, and they are not accustomed to use an English academic writing style. The finding of interview also reveals that several efforts that the students do to improve their writing skill, among others are practice writing with their friend, reading a lot for knowledge and ideas, and composing journal writing. This finding implies that the students should be helped to acquire skills that will enable them to express their ideas clearly and effectively in writing.
Keywords: EFL Students, writing difficulty, Students’ perception
INTRODUCTION for effective communication of ideas, and Writing has become the most the extensive research work carried out in challenging area in learning second this area to examine various issues faced by language. It is related to appropriate and EFL students. strategic use of language with structural Composing a good piece of accuracy and communicative potential. writing in the native language is a hard Kellogg (1990) defines writing as a work to do particularly for EFL students. In cognitive process that tests memory, critical achieving a well written piece of paper, the thinking ability and verbal communication students need to broaden their knowledge to successfully express those ideas in of words, grammar, language styles, and written language; because proficient organizational patterns. This is not a new composition of a text indicates successful issue for foreign language students that learning of a second language. Therefore, writing is supposed as a less forgiving of learning how to write has gained grammatical and other technical errors. considerable importance for the last two Commonly, students face various decades due to two factors: its use as a tool challenges in English writing: effects of L1
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 126 transfer, lack of reading, motivation, and paper, thus, is to determine whether practice. These problems can be classified students’ attitudes/beliefs regarding their into linguistic, psychological, cognitive and performance in writing skills namely a) pedagogical categories and linguistic describing students’ view point of their problems while converting ideas into text, writing ability in English, b) discovering (Hyland,2003). Based on my experience kind of difficulties faced by the students in in writing class particularly, when composing writing, c) discovering students’ students were asked to write in English effort to improve their writing skill. during a class, the majority of them fell hesitate to express their state of ideas and only a small portion of students attempt METHOD to produce a written assignment. The research is designed as a In some circumstances, it is found descriptive study. There were twenty five that students’ writing skill and their EFL students of English department in academic achievement are closely related. batch 2018 who participated in this Research has shown that students’ writing research; English Education of Islamic ability influence their academic success. State University of Ar-Raniry located in Preiss et al. (2013) researched how writing Banda Aceh-Indonesia. The instruments envisages the university students’ used were an adapted questionnaire, subsequent academic grades. The result interview, and documentation of students’ finding shows that compared to other composition. The questionnaire aimed to subjects skills, writing becomes a investigate students’ perception toward significant forecaster of university English Academic Writing with total of 25 achievement over time. Their research items. Some of the students were randomly also has shown that between students’ interviewed to find out their attitude to writing attitudes and their writing writing. Along with the questionnaire the achievement is enormously connected. students’ compositions were also analyzed. Consequently, if the finding of this To analyze the data, simple codification research is correctly taken, it implies that was used. The scores in the questionaire better writer has more chances to get better range from 1 (the lowest) to 5 (the highest). marks in academic matters. The result of the students’ questionaires In addition, it seems that were analyzed quantitatively. investigating students’ perceptions toward academic English writing plays an important role in writing process. All of RESULT AND DISCUSSION possible phenomenon in writing class needs After collecting and analyzing the to be observed for knowing the factors that data, the findings of this study have been cause an ineffective of students’ writing categorized into following three major based on students’ point of view. areas: describing students’ view point of Therefore, more research needs be their writing ability in English, b) conducted to understand how EFL view discovering kind of difficulties faced by the writing and identify the possible solutions students in composing writing, c) to the problems that might occur from the discovering students’ effort to improve students’ point of view. The aim of this their writing skill.
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Approximately 25 students in first writing (10 items) and attitude toward the year student of English department had effort in overcoming writing obstacles (ten been surveyed related to the topic, items). The data were analyzed Students’ attitudes towards English descriptively by calculating the academic writing on May 06, 2019. The percentages. students’ responses to the questionnaire items were scored by the given values; Result 1=strongly disagree, 2=disagree, 3=neutral, In discovering students’ view 4=agree, 5= strongly agree, respectively. point of their writing ability, there are five The questionnaire was divided into three questions delivered into questionnaire categories; Attitude towards interest and related to students’ writing activity in the awareness in writing (5 items), Attitude class. The result of these kinds of question towards difficulties faced in learning can be seen in the table below:
Figure 1. the students interest and their awareness in Writing
The table above illustrates the that they eager to be writers at the end of frequency of students interest and their the teaching learning process. Meanwhile, awareness in writing. It consists of how eight to fifteen percent of the students the students view about writing skill, state that writing is not simple for them. It what they suppose writing should be and indicates that there has eighty five percent whether writing simple for them or not. It of the students encountered the difficulties is found that fifty four percent of the while composing writing. Most of the students have a positive attitude toward students find that it is very challenging to writing, they are really attentive and acquire the skill to write particularly in show their interest in learning writing generating and organizing the ideas.
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Figure 2. Students’ difficulties faced in learning writing
The figure 2 describes students’ the difficulty may be because of the fact barriers in learning writing. Some of that L2 writing requires some elements questions asked to them related to their including learning an L2, creating a text. opinion about teaching and learning Limited vocabularies problems in use of resources, first language interferences, grammar (tenses, sentence structures) are difficulties in content mastery of the also become the obstacles faced by the content of writing text, and so forth. Thirty students. Almost sixty percent of the percent of the students convey that they students reveal that lack of grammatical found inadequate learning materials and and vocabulary knowledge becomes the resources. The students obtain insufficient most influence features in constructing and relevant source information to put on their writing. This factor, however, always their writing. Meanwhile, forty percent of faced by the first semester students and the students face L1 interferences. They can be overcome by doing reading activity have to translate the ideas into before writing practice to enrich and understandable paragraph. It implied that develop students’ vocabularies.
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Figure 3. Students’ Effort in overcoming writing difficulties
The finding of students’ effort in problems in academic and professional overcoming writing difficulties in the table writing is the absence of referent, immature 3 shows that almost fifty percent of and imprecise ideas, some senseless students practice writing by planning and discussions and being unsuccessful to discussing the topic given along with their convert private thoughts into a public. The peer or partners. Meanwhile, fifty five to ideas of giving feedback on the students’ fifty nine percent state that the way they writing by focusing more on grammatical overcome the writing obstacles by taking a errors and spelling mistakes should be chance to share and exchange their decreased otherwise the problems like opinions and ideas with friend. The rest of using irrelevant information or unorganized thirty five percent of students use strategy information never get solved. by asking the teacher to give the feedback Afterward, other common and suggestion toward their writing in order problems found that all of the students had to help them overcome the problem of the same opinion that while translating their writing. ideas from the first language to the second language in which they faced problems due Discussion to different sentence structures. Previous From the result of data, it implied studies of Tirumalesh’s (1991) finding also that students highly have a positive show that writing something in mother response toward writing activity. They language is an automatic process. On the showed an excited and enthusiastic effort in other hand, writing in second language is a mastering writing. However, there have self- defeating process. One non- native been some problems that the students person from different cultural and struggle to overcome such as regarding to geographical area cannot become native grammatical problems and finding English by writing in English. Though one sufficient source of information to put on may try to achieve total identification in their writing. It is in line with Flower L2, there will always be a difference. A (1989) pointed that some common person always has a prior formation from
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 130 his mother language therefore this related to the capability in expressing the formation cannot be changed by his second ideas in writing, finding relevant topics language. New thoughts and ideas always and sources information; and the last and get mixed with the existing pattern. In order less problematic one is paraphrasing or to alleviate the weaknesses, Badger and summarizing information. Another White (2000) suggest that teachers should conclusion which can be drawn is that a provide learners with some examples of the variety of factors may contribute to those text type that they have to write so as to difficulties. The main factor is the lack of allow them have a clear understanding previous experience and knowledge about about the aim and framework of a the use of English Academic writing particular writing type. style. The result data from the Furthermore, there are some questionnaire also reveals that the students efforts that the students do in order to expressed their willingness to overcome the improve their writing skill. In practice, obstacles faced by them. They coul enjoy a most students conveyed that the writing task if they had to do it together or difficulties which they encounter in in group discussion. This result was similar writing are often resolved through to Storch’s (2005) findings about discussion while they are writing, such as collaborative writing. When students were the students frequently corrected and given the choice to work either in pairs or revised their own work after having had individually, a number of them chose to the opportunity to read and compare with work in pairs and produced shorter and their peer’s work. They also practiced better pieces of writing. All students were reading a lot for knowledge and ideas, found to have positive attitude toward pair- and composing journal writing. Through work, group-work and collaborative writing working in groups or in pairs to produce a in general. piece of writing, the students have an opportunity to ask each other and the teacher if need be about spelling, CONCLUSION vocabulary, grammar and the best ways Regarding to the main finding, it of expressing things. can be concluded that that students’ attitudes towards writing had been influenced by their academic writing REFERENCES performance. Most EFL students deemed Abdulwahed Ahmed Ismail, S. (2011). writing as important and challenging Exploring Students’ Perceptions of while the rest of them view writing as ESL Writing. English Language difficult activity that they encountered Teaching, 4(2), 73. some problems toward writing activity https://doi.org/10.5539/elt.v4n2p73 particularly when they asked to form Al-Gharabally, M. (2015). the Writing composition, it is such a difficult task for Difficulties Faced By L2 Learners and them. The most common issue How To Minimize Them. encountered by the students is related to International Journal of English language use as well as lack of reading, Language and Linguistics Research, motivation, and practice. Others are
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3(5), 42–49. Retrieved from Larekeng, S. H. (2018). The Asian EFL www.eajournals.org Journal April 2018, 20(11), 243–249. Rushidi, J. (2013). Perceptions and Hyland, K., and Hyland, F. (2003). Performance: Students’ Attitudes Interpersonal aspects of response: towards Academic English Writing. Constructing and interpreting teacher South East European University written feedback. In K. Hyland and F. Review, 8(2), 1–15. Hyland (Eds.), Feedback in ESL https://doi.org/10.2478/v10306-012- writing: Contexts and issues (pp. 0013-6 206–224).Cambridge: Cambridge Setyowati, L., & Sukmawan, S. (2017). University Press. EFL Indonesian Students’ Attitude Kellogg, R.T. (1990). Effectiveness of toward Writing in English. Ssrn, prewriting strategies as a function of (April). task demands. American Journal of https://doi.org/10.2139/ssrn.289863 Psychology, 103 (3), 327-342. 6
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STUDENTS’ PERCEPTION ON THE CONTRIBUTION OF LITERATURE IN READING AND WRITING SKILLS
Rita Hermida English Department Language Education, Faculty of Tarbiyah and Teacher Training UIN Ar-Raniry Email: [email protected]
Abstract For language learners, being skilled in all part of the language is priority. In order to have those skills, many ways are done by the learners. Not only the method of study, have some other fields of study also given a contribution to the learning process. Literature, as one of the fields, has a lot of contributions to the language elements and skills. All part of listening, speaking, reading and writing, including vocabulary and grammar are much contributed through studying literature. In this study, the writer was interested in conducting a deep discussion about the students’ perception on the contribution of literature in reading and writing skills. The sample of this study was 52 English Department students who had taken literature courses. The data were taken by distributing them opened-questionnaires consist of some questions about the contribution of literature in reading and writing skills which are related to their own experiences. The result shows that 8% of the students stated that literature gave a significant contribution to their writing skill only, and 25 % of them agreed that literature gave a significant contribution to their reading skill only, and 67% of them agreed that literature gave a significant contribution to both of their reading and writing skill as well.
Keywords: students’ perception, literature, reading and writing skills
INTRODUCTION In addition, Smith (2019) agrees that Most people consider literature is studying the literature of the English only suitable for those who are concerning language can enrich our lives in ways we with literature only. It is, as if, considered never imagined. Beyond the simple to be differed with other -what people call- entertainment of a good story, readers stand scientific course. It is belief that literature is to gain compassion for a wide range of nothing to do except for people who are people across cultures and time periods in a interested in reading or writing poetry or richer vocabulary and a certain ease and poem, or for those who are interested in confidence when the reader approaches the reading or writing fiction stories. However, practice of composition. Other expert, Sahr as its development, literature has been (2015), finds seven reasons to study broad not only in aspects of its extrinsic or literature, namely: expanding horizons, intrinsic elements but also to the language building critical thinking skills, a leap into development itself. the past, appreciation for other cultures and Many experts argue that literature beliefs, better writing skills, and addressing has a lot of benefits to study. Mattgodwing humanity. By this, it is no doubt that (2016) in his article states five reasons to literature has much beneficial to reading study literature, by seeing elements of truth and writing skill as well. and representation, methodology, However, though there are many experience, access, and part of the world. theories about the beneficial of literature,
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 133 there is, still a wary whether literature gives Definition of word literature tend benefits also to those who are in English to be circular. The 11th edition of Merriam- Department of Teacher and Education Webster’s Collegiate Dictionary considers Faculty since they were not to be artists. literature to be writings having excellence Even, in some universities, it is being a of form or expression and expressing ideas compulsory course for English Department of permanent or universal. The word is of Teacher and Education Faculty students deriving from the Latin littera, “a letter of to take the course to fulfill the requirement the alphabet,” literature is first and of their study. It is also true to English foremost humankind’s entire body of Department of Teacher and Education writing; after that it is the body of writing Faculty UIN Ar-Raniry. The students must belonging to a given language or people; complete their literature courses. then it is individual pieces of writing. By considering those explanations Besides of using the word to refer above, the writer was interested to do a writing, there is also a term of “oral deep research about the Students’ literature” or “the literature of preliterate Perception on the Contribution of peoples.” The art of literature is not Literature in Reading and Writing Skills. reducible to the words on the page; they are Here, the writer would like to do a deep there solely because of the craft of writing. discussion in order to find out whether the As an art, literature might be described as students felt beneficial by studying the organization of words to give pleasure. literature, concerned to their reading and Literature also functions more broadly in writing skill. By this research, it is hope society as a means of both criticizing and that the lecturers, especially those who affirming cultural values. teach literature, give more empiric Finnegan (1974) defines literature information about what literature is, how it etymologically that the term of literature is beneficial to people’s life, not only for derives from Latin “ literatura/litteratura” those who study in Literature Faculty but means "learning, a writing, grammar," also for all people who are interested in originally "writing formed with letters," learning language. Furthermore, it is also from litera/littera "letter". In spite of this, hope that the students will be more aware the term has also been applied to spoken to the benefits of studying literature. In texts. addition, they may link the course to other In addition, Terry (2008:16) courses during their study. defines literature, in early the 18th century, Literature is commonly defined as denoted all books and writing, in which it body of written works. The name has began to demarcate "imaginative" writing. traditionally been applied to those It covers exclusively those writings that imaginative works of poetry and prose possess high quality or distinction of distinguished by the intentions of their writing. However, there is no objective authors and the perceived definition of what constitutes "literature". It aesthetic excellence of their execution. can be anything as part of literature, and Literature may be classified according to a anything which is universally regarded as variety of systems, including language, literature might be excluded, since the national origin, historical period, and definition may change over time. subject matter.
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Meyer (1997) uses this Contrary, Farner (2014) argues characteristic in to explain material in a that nonfiction is content whose author particular field such as scientific literature, assumes responsibility for the truth or writing must use language according to accuracy of the events, people, or particular standards. The problem with this information presented. The authors believe definition is that in order to say that or claim them to be truthful at the time of literature deviates from ordinary uses of their composition or, at least, pose them to language, those uses must first be a convinced audience as historically or identified; this is difficult because ordinary empirically factual. languages is an unstable category, differing First genre is common known as according to social categories and across poetry. Poetry today is usually written history. down but is still sometimes performed. It is not necessary for people to This is often considered the oldest form of define every piece of literature that they literature. Before writing was invented, oral read. The range of types assures us not only stories were commonly put into some sort of exposing students to the scope of of poetic form to make them easier to materials available to them, but also of remember and recite. Poetry is a form of offering them the opportunity to feel the literary art which uses the aesthetic experiences of life through fantasy, poetry, language (sometimes with music) to evoke and analysis. Picture books, folktales, meanings. Preminger (1993: 938) argues chapter books, poetry, information books, that poetry has traditionally been and plays belong in every classroom, and distinguished from prose that prose is cast children in literary classrooms have in paragraphs, the structure of prose is opportunities to read and respond to each dictated by meaning, whereas that of poetry genre" (Hade, 1991). In adition, Lipsky is held across meter or the visual aspects of (1999:108) states that literature genre is a the poetry. Lipsky (1908) claims that it as mode of categorizing literature: such an welknown that prose is not distinguished classes are subject to change, and have from poetry by lack of rhythm. been used in different ways in different Prior to the 19th century, poetry periods and traditions. was commonly understood to be something According to Sageng et.al set in metrical lines; accordingly, in 1658 a (2012:186-87), literature work can be definition of poetry is "any kind of subject divided into two types, namely fiction and consisting of Rhythm or Verses". Possibly non-fiction. Generally, as Harmon et.al as a result of Aristotle’s influence, "poetry" (1990:212) state that the main thing that before the 19th century was usually less a differ both of them is that the former is technical designation for verse than a quite related to an imagination while the normative category of fictive or rhetorical other is based on the real fact. Fictions can art. As Finnegan (1977:66) argues that a also refer to narratives written only in form it may pre-date literacy, with the prose, novel, short story, narrative, also earliest works being composed within and plays. In addition, as Milhorn (2006:4) sustained by an oral tradition; hence it states that fiction may also encompass constitutes the earliest example of comic book and many animated cartoon, literature. anime, manga, etc.
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The word “poetry” has been few lines to a few pages. Often these are derived from Greek “to create”. It collected in books of poems by a single expresses author’s idea by using word with author or by a variety of writers. Edgar A rhyme, rhythm, style, etc. it also relies in Poe’s “The Raven," is one of the most imagery figurative language and sound. commonly taught poetry of this type. Then Other expert, Drucker (2019), adds there are the classical, formulaic poems of that poetry is often considered as the oldest Shakespeare’s time, such as the blank verse form of literature. Before writing was and the sonnet. And finally, there are the invented, oral stories were commonly put ancient, epic poems transcribed from oral into some sort of poetic form to make them stories. easier to remember and recite. Poetry today The second genre is prose. Prose is is usually written down but is still written in complete sentences and sometimes performed. organized in paragraphs. Instead of Poetry is divided into two forms, focusing on sound, which is what poetry namely “open-form” and “closed-form”. does, prose tends to focus on plot and “Open form” is also known as “free verse” characters. As Graff (2005) states that with has no rhyme or rhythm, and does not prose is a form of language that possesses need to follow specific rule. so free-form ordinary natural speech along with its that they lack any rhymes or common presentation in sentences rather than lines, patterns; while “closed-form” is one that it differs from most poetry. must follow specific rule in its rhyme, On the historical development of rhythm, and style. A lot of people think of prose, Graff (2005) notes that "In the case rhymes and counting syllables and lines of Ancient Greece, recent scholarship has when they think of poetry, and some poems emphasized the fact that formal prose was a certainly follow strict forms. The example comparatively late development, an of closed-form poetry is ballad, soneet, "invention" properly associated with the ode, etc. classical period. Philosophical, historical, Drucker (2019) also explains that journalistic, and scientific writings are there are kinds of poetry that cross genre traditionally ranked as literature. They offer lines, such as prose poetry. In general, some of the oldest prose writings in though, a text is a poem when it has some existence; novels and prose stories earned sort of meter or rhythm, and when it the names "fiction" to distinguish them focuses on the way the syllables, words, from factual writing or nonfiction, which and phrases sound when put together. writers historically have crafted in prose. Poetry is heavy in imagery and metaphor Drucker (2019) states that most and often made up of fragments and typical varieties of prose are novels and phrases rather than complete, short stories, while other types include grammatically correct sentences. And letters, diaries, journals, and non-fiction poetry is nearly always written in stanzas (also discussed below). Prose is written in and lines, creating a unique look on the complete sentences and organized in page. paragraphs. Instead of focusing on sound, In addition, poetry is usually one which is what poetry does, prose tends to of three types. There are the shorter, more focus on plot and characters. Like poetry, modern poems, spanning anything from a prose is broken down into a large number
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 136 of other sub-genres. Some of these genres The next one is Novel. Word revolve around the structure of the text, ‘novel’ has been derived from the Italian such as novellas, biographies, and memoirs, word ‘novella’ which means ‘new’. It has and others are based on the subject matter, some features like a representation of like romances, fantasies, and mysteries. characters, dialogues, setting, and plot. Another genre is short story. Short However, it does not require all the story is typically can be read in one sitting elements to be a good novel. and focuses on a self-contained incident or Sommerville (1996:18) defines series of linked incidents, with the intent of novel as a long fictional prose narrative. In evoking a "single effect" or mood, however English, the term emerged from the there are many exceptions to this. A Romance languages in the late 15th dictionary definition is "an invented prose century, with the meaning of "news"; it narrative shorter than a novel usually came to indicate something new, without a dealing with a few characters and aiming at distinction between fact or fiction. The unity of effect and often concentrating on romance is a closely related long prose the creation of mood rather than plot”. narrative. Scout (1992) defines it as "a Boyd (2014) explains that a fictitious narrative in prose or verse; the dilemma in defining the "short story" as a interest of which turns upon marvelous and literary form is how to, or whether one uncommon incidents", whereas in the novel should, distinguish it from any short "the events are accommodated to the narrative; hence it also has a contested ordinary train of human events and the origin. As Colibata (2010) states that it is modern state of society". variably suggested as the earliest short Jack (2006) explains that there are narratives, early short story writers (e.g. many historical prototypes which are so- Edgar Allan Poe), or the clearly modern called "novels before the novel". The short story writers (e.g. Anton Chekhov). In modern novel form, however, emerges late addition, May (1995) explains that the in cultural history—roughly during the structure of those two types of work is also eighteenth century. Initially, according to quite different. Pratt (1994) also adds that Franco (2006), subject to much criticism, these discussions often position the form in the novel has acquired a dominant position some relation to the novel. amongst literary forms, both popularly and Fulton (2008) explains that short critically. stories have deep roots and the power of Another well-known genre is short fiction has been recognised in modern drama. Drama is one of the first forms of society for hundreds of years. The short storytelling in human history. Dating back form is, conceivably, more natural to us to at least the 5th century BC in Ancient than longer forms. In terms of length, word Greece, drama became an important part of count is typically anywhere from 1,000 to celebrations for gods and competitions 4,000 for short stories, however some have were held for the best new work of drama. 20,000 words and are still classed as short It was popular in many other parts of the stories. Stories of fewer than 1,000 words world as well, especially in the modern-day are sometimes referred to as "short stories", nations of India, China, and Japan. One of or “flash fiction”. the primary reasons that drama has continued to have such an important place
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 137 in literature is its unique way of presenting genres of literature discussed in this article, a narrative in real time. Since drama is to drama is the one given the least time in be acted out in front of an audience, it is most classrooms. Furthermore, he also hard to value it when looking only at pages notifies that these are far from the only of text. important genres of literature that are Elam (1980:98) defines drama as sometimes used in classrooms such as, oral literature intended for performance. The literature, folktales, comics, and media. form is often combined with music and Oral literature is the oldest type of dance, as in opera and musical theater. A literature, and the foundation on which play is a subset of this form, referring to culture was built. Now, most oral texts the written dramatic work of a have been written down, of course, and are playwright that is intended for performance usually taught in the form of epic poems or in a theater; it comprises chiefly plays or folk tales. The next one is folklore dialogue between characters, and usually or folk tales or fables. The distinction is aims at dramatic or theatrical performance often made between regular prose and rather than at reading. folklore. Most folk tales were originally In addition, Cody (2007:271) oral literature, and are short stories meant states that a closet drama, by contrast, to pass on a particular lesson or moral. The refers to a play written to be read rather last one is graphic novel and comic book. It than to be performed; hence, it is intended is used to be that most educators saw comic that the meaning of such a work can be books as the lowest form of literature, not realized fully on the page. Nearly all drama suitable or valuable for children. But times took verse form until comparatively have changed, and many teachers have recently. come to realize that comic books and the Greek drama exemplifies the more modern graphic are both appealing to earliest form of drama of which we have kids and are a valid form of literature in substantial knowledge. Tragedy, as a their own right. dramatic genre, developed as a In addition Smith (1991) adds performance associated with religious and folktale might be one of very interesting civic festivals, typically enacting or point and particularly enjoyable for developing upon well-known historical or children. It often starts with real people, mythological themes. Tragedies generally good guys and bad guys. Folktales are presented very serious themes. With the common in all countries, universal in advent of newer technologies, scripts nature. Since a folktale has been told by written for non-stage media have been many storytellers, there are versions or added to this form. variations for every country. Because it has In addition, Drucker (2019) been handed down through the ages, its enlightens that any text meant to be origin is lost. "Cinderella" is perhaps the performed rather than read can be most universal of all folktales or fairy tales- considered drama. In layman’s terms, -nearly 1,000 versions have been dramas are usually called plays. When documented (Mueller, 1984). English written down the bulk of a drama is versions of many foreign tales are usually dialogue, with periodic stage directions available in the school library and the such as “he looks away angrily." Of all the public library. Teacher wants their students
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 138 to realize that they can satisfy all kinds of students’ understanding of fiction texts— emotional and intellectual needs through after reading Hamlet students might read literature (Napier and Ali, 1992). There is a critical articles about the play and historical type of literature for every need, so to information about the time period and/or speak. the life of Shakespeare. The newest type of literature that Regarding to its benefits, literature has been defined as a distinct genre is has a lot of contribution to reading skill. media. This categorization was created to Reading is an act of understanding and encompass the many new and important comprehending of written material or kinds of texts in our society today, such as printed words or symbols. There are many movies and films, websites, commercials, experts develop many definitions of billboards, and radio programs. Media reading. Harmer (1987: 60) says that literature can serve a wide variety of reading is an exercise dominated by the purposes—among other things it can eyes and the brain. The eyes receive educate, entertain, advertise, and/or messages and the brain then has to work persuade. Many educators are coming to out the significance of these messages. In recognize the importance of media. addition, Hellman et all (1981: 5) say that Students are likely to be exposed to far reading is a language process, children more of this type of literature than anything being taught to read and must understand else throughout their lives, so it makes the relationship between reading and their sense to teach them how to be critical and language. Furthermore, Stauffer (1969: 5) active consumers of media. Internet literacy states that reading is a complex process; it is a growing field, for example, since the means to get information from the printed skills required to understand and use online page; the ability to pronounce and information differ in important ways from comprehend the printed word; interpreting the skills required to analyze printed signs, letters, or symbols by assigning information. Teaching media literacy is meaning to them, and receiving ideas and also a great way for educators to help impressions from an author via the printed students become participants in their own word. culture, through lessons on creating their Additionally, Spache and Spache own websites or home movies or (1986: 26) define that comprehension is a commercials. process by reader progresses from the Some nonfictions include printed display of words to the deeper histories, textbooks, travel books, structure or meaningful interpretation of the newspapers, self-help books, and literary material, utilizing his past experiences and criticism. A full list of non-fiction types his knowledge of language. Comprehension would be at least as long as this entire is also defined as a process of learning article. But the varieties most often used in because of that we can learn something that the classroom are textbooks, literary we did not know before. Gillet and Temple criticism, and essays of various sorts. Most (1994: 4) explain a general rule about of what students practice writing in the learning is that we relate the unknown to classroom is the non-fiction essay, from the known; that is we have to know a little factual to personal to persuasive. And non- something about a topic in order to fiction is often used to support and expand understand something new that we are
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 139 reading about. In addition, Broom (1951: 1) network, at least understandable to the states that comprehension involves individual. understanding the vocabulary, seeing the If readers have no established relationship among words and concepts, schema for the content, structure, or organizing the author’s purpose, main function of a play, they may be unable to judgment and evaluating. apply thinking skills to compare characters Grellet (1981) defines reading and predict conclusions. They probably comprehension as understanding a written learned those skills in the context of text by means of extracting a required reading short stories, but may not recognize information from it as efficiently as the opportunity to apply those same possible. This means that what the reader thinking skills when reading a play. does when s/he engages in reading activity Therefore each type of literature presented is to find useful information from the text. to a young reader serves two important Most of the definitions above functions: to develop a schema for the emphasize that reading is a process that literary genre and to encourage the involves the use of the text and thinking application of thinking skills in a variety of about the text. In addition, the reader must literary engagements (Smith, 1991). understand the content what has been read. Not only did for reading skill but It is also a key in a comprehensive also literature has a lot of benefits to definition of reading. However, students writing skills. Writing is a method of have somewhat different view. representing language in visual or tactile Some cultures no longer views form. Writing system uses set of symbols to reading literature as simply its primary represent the sound of speech, and also has means for escape and adventure. It is now symbol for such thing as punctuation and recognized that there is value in reading numerals (Anger, 2011). Byrne (1979) says poems, plays, fiction, and humorous pieces, that writing is process of communication whether for enjoyment or for purposes of that uses graphic symbols; letters or bibliotherapy (Aiex, 1993). Literature combination of letters which relate to the should be an important part of any sound we make when we speak. Writing is classroom reading program. a process thinking, it needs the organization The analysis of different types of of thought and argument put into a coherent literature promotes cognitive development and logical way (Bruder, 1976: 236). because it gives students an opportunity to Writing is also believed one process to apply similar skills and strategies, such as communicate or explains ideas, feeling, identifying themes discussed in one genre-- wants, hopes, information and thought fiction, for example--to other genres like visually from the writer to the reader. poetry, reports, descriptive pieces, and Writing process is the way to plays (Smith, 1991). express the thought in paragraph. Steven As Bartlett (1932) argues that the (1983) says that the writing process as a major intellectual function that each literary process activity may be broadly seen as genre provides can be examined in terms of comprising four main stages: prewriting, schema theory. Schema theorists assume drafting, revising, and editing. The first that concepts are organized in our minds in way in this stage is choosing and narrowing groups that have an understandable a topic of paragraph to specific focuses.
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There are two steps in prewriting, namely an incident or a series of related incident. choosing and narrowing the topic; and Narrative is a piece of text that function to generating ideas which is done by a process amuse, entertain and to deal with actual or called brainstorming. This step helps vicarious experience in different way. It people to generate idea as much as deals with problematic even which lead to a possible. The next stage is drafting. In this crises or turning point of some kinds, which stage, getting a pen and put ideas that came in turn find a resolution. in mind at first stage on the paper. The primary purpose of imaginative Therefore, spelling or punctuation does not writing is to invite researchers to a story by matter in this stage. Revising is time to themselves what they know. And it is not organize those thoughts and give the order real, but they just write by their imagination to the problem. The writers may to start and dream. It has five characteristics, they revising as soon as the finishing of drafting are: it is pretend, it is not real, it is fun, use stage. This stage is organizing about topic, our imagination, make in wonderful. a topic sentence, controlling idea, In order to be a good text, Trach supporting sentence and concluding. Then, (2012) explains some important factors in in this stage, it checks content and mechanics of writing are spelling, organization, coherence and logic. Then, punctuation, Italics (underlining), and the next stage is editing. Editing gives the quotations. final sign, checking the detail, written and In addition, Raimess (1983: 109) all punctuation clean tips spelling, and the Actually, there are some functions of work with an audience. The audience can writing, namely: to communicate with the be one or more than, when editing, the reader; to express idea without the writer checks paragraph again to make sure pleasures of face to face communication; to the spelling, capitalization, punctuation, explore a subject; to become familiar with vocabulary, and grammar are correct. the conversation of written English Becoming a better writing that is process of discourse (a text). All this purposes is combining the paragraphs to be good related to the aims of the writer in writing written and communicate with the reader. the text, and surely, it will name the text Many writing text form are known differently. among the readers, such as exposition, Simth (1991) states that In today's persuasive, description, narrative, and schools where writing is used as a means to imaginative (fantasy). The two last types promote clear thinking, it appears that are the common types found in literature or reading a variety of literary genres has a what it is called fiction literature (Heller, related positive effect on writing. In a study 1991:89). of second graders, Eckhoff (1983) O’Malley (1996: 173) explains a examined their writing after one group read narrative or expression writing as a a highly simplified textbook and another personal or imaginative in which the writer group read a text containing many literary produces people, objects and place and may forms. The children's compositions include creative speculations and reflected the writing models in their texts. interpretations. Narrative is usually thought Students exposed regularly to various of as a piece of writing that tells a complete literary forms seemed better able to use story, either fiction or real, whose subject is different literary forms in their own
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 141 writing. Eckhoff concluded that the collecting empirical materials, ranging students' writing was affected by their from the interview to direct observation, to reading models and recommended that the analysis of artifacts, documents, and teachers provide students with a variety of cultural records, to the use of visual literary models. materials or personal experience.
METHOD RESULT AND DISCUSSION This research is conducting by Result using qualitative method. Qualitative The sample of this study is English method is not in the form of numbers. Department students who had learnt Qualitative research is multimethod in English literature I and II as their course. It focus, involving an interpretive, naturalistic was aimed to ensure that they understand approach to its subject matter. This means about some discussion, theorically and that qualitative researchers study things in practically, about literature very well. It their natural settings, attempting to make was hope to give more valid data of what sense of, or interpret, phenomena in terms they know about literature, so they can give of the meanings people bring to them. an absolute opinion about the benefits of McLeod (2017) states that the aim of studying literature. The amount of the qualitative research is to understand the students is 52 students. The sample was social reality of individuals, groups and chosen randomly that they might not be in cultures as nearly as possible as its the same classroom previously. However, participants feel it or live it. Thus, people all of them were in the same academic year. and groups, are studied in their natural In this study, the data were taken setting. by distributing questionnaires to the The instruments that the writer students. The questionnaires were open- used were opened questionnaires and form questionnaires in which the student unstructured interviews. These were aimed not only might choose the available option, in order to get a qualified data to answer but also give their significant opinion by the research question. The questionnaires providing their experience to it. The consist of 10 questions; which were 5 students needed to answer the question by questions related to writing ability, and 5 giving the real example of their own questions related to reading ability. The experience to what benefits that they felt students should also give the real example the most in their life. of their experience in reading and writing In short, the result of the data can skill related to their study of literature. be seen in the following chart: Instructor interview was done in order to get more complete data about the students experience during their study. As Denzin and Lincoln (1994) say that the researcher has several methods for
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Discussion work, they got many vocabulary Based on the chart, it can be enrichment. They agreed that by reading explained into three parts. The first part, as literature, they found a specific style in it can be seen that only 8% of the students writing a text. However, this group of stated that literature only helps them in students did not agree that literature also their writing. Few of them feel that by helped them in writing (or even both reading prose, story, novel and other kinds reading and writing). They still found that it of literature works helped them to write was difficult to write and assumed that only. In one side, they agree that since they literature did not help them in writing a learnt literature, they felt much easier in text. This part of group still assumed that writing a text, especially in writing writing is only something to do with narrative or story. They agreed that by academic style, not even literature. studying literature, they found a specific The last part is 67%, as the biggest style in writing a text. Surely, it helped one, showed that most of the students them in writing their own. However, this agreed that literature gave a significant group of students did not agree that contribution to both of their reading and literature also helped them in reading (or writing skill as well. This group of students even both reading and writing). They still had broadened mind in which they can found that it was difficult to read and relate literature has something to connect assumed that literature did not help them in with even academic writing style. They reading text. know how to connect reading and writing The next part of it is that 25 % of and also literature and what people call as the students agreed that literature help them scientific work, such as prose and essay. in reading a text only. On the contrary to Based on the unstructured the previous group, they agreed that, they interviews, it can be concluded that those felt much easier in reading a text only, who did not think if literature relate to especially in reading poetry, prose, story or language skills were caused by their novels since by reading much of literature previous knowledge about literature. They
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 143 just knew literature as poetry or fiction Character building also can be helped by story only. Surely, it could not be denied giving the students literature works since it that teachers hold important factors here. has moral value through the message. Hopefully, by being aware of the benefits in daily, people will not judge literature as CONCLUSION useless thing to study. Based on the result of the study, it can be concluded that literature is not only useful for those who study in Literature REFERENCES Faculty only, but also for Language "Essay on Romance", (1992) Prose Education Faculty as well. Four most Works volume vi, p. 129, quoted in common literature benefits, namely: "Introduction" to Walter language development, cultural Scott's Quentin Durward, ed. Susan development, humanity addressing and Maning. Oxford: Oxford University critical thinking. Based on the result, it Press. shows that language development is the Abrams, Meyer Howard. (1999). Glossary most common benefits that the students of Literary Terms. New feel. On the contrary, cultural York:Harcourt Brace College developments became the least chosen by Publisher. ISBN 9780155054523. the student due to several factors such as Ager, Simon, (2011) Writing Definiton. the experience of being abroad. (online), http: The result shows that 8% of the www.omniglot.com/writing students stated that literature gave a Definition/htm significant contribution to their writing skill Aiex, Nola Kortner (1993). Bibliotherapy. only, and 25 % them agreed that literature ERIC Digest. Bloomington, IN: gave a significant contribution to their ERIC Clearinghouse on Reading, reading skill only, and 67% of them agreed English, and Communication Skills. that literature gave a significant [ED 357 333] contribution to both of their reading and Aiex, Nola Kortner (1993). Bibliotherapy. writing skill as well. ERIC Digest. Bloomington, IN: In addition, there are some ERIC Clearinghouse on Reading, suggestions that the writer wants to English, and Communication Skills. propose. The first one is that people, [ED 357 333] especially educator, should boarded Bartlett, F. C. (1932). Remembering. people’s mind about the real scope of Cambridge, England: Cambridge literature. The narrow-minded people, who University Press. still think that literature is just beneficial Boyd, William. (2014) "A short history of for those who are interested in poem or the short story". Prospect Magazine. poetry only, should know that, there are a Broom, M.E., et al,(1951) Effective lot of things that can be useful by studying Reading Instruction, New York: Mc literature. Furthermore, English teachers Graw Hill Book Company. Inc. should also introduce foreign culture to the students by giving them literature work ByHaley Drucker (2019) the Five Main such as short story or prose and drama. Genres of Literature: Literature
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INCORPORATING GENRE ANALYSIS IN TEACHING WRITING
Nurhasanah Halim STKIP Kusuma Negara, Jakarta Email: [email protected]
Abstract Regarding the improvement in previous studies of implementing genre approach in English classes, this study was aimed at incorporating genre analysis in teaching writing. Genre analysis is a systematic analysis used to present patterns of language to students so that they can get sufficient understanding of the given genre. A particular genre is specified by moves describing how a text stretches to achieve its communicative purposes. By understanding the moves, students are expected to produce English written text. Through a classroom research, this study reported (1) how to incorporate the genre analysis to teaching writing of the job application letter, and (2) what students’ response to incorporating the genre analysis in the teaching of writing job application letter in English. Data were collected through students interviews, classroom observation, and reflective journals.
Keywords: genre, genre-analysis, teaching writing
INTRODUCTION place in and the particular purpose that it Teaching writing has always been carries (Clark, 2012; Paltridge, 2013 cited the “apple” to many English Language in Han & Hiver, 2018). It provides a Teaching (ELT) researchers. It might be sophisticated pedagogical framework because writing is considered the last and focusing on the teaching of communicative most advanced skill to be mastered. purposes, structures, and language features However, writing can only be a meaningful of particular genres (Hyland, 2016 cited in activity when other skills: listening, Han & Hiver, 2018). speaking and reading, have been scaffolded Incorporating genre analysis in (Nation, 2009). Hyland (2003) asserted that English Language Teaching was proposed the essence of teaching writing and the by Bhatia (2013). Responding to this, many writing might be explained on basis of its studies were carried out and improvement focuses: language structures, text functions, in students’ writing was shown when creative expression, writing process, genre-approach incorporated. Chen & Su content and genre. But, Harmer (2007) (2012) showed through their empirical summed the focuses into three main study that incorporating genre analysis in approaches: product, process and genre. teaching EFL writing was proven to be a Genre approach, at some points, is feasible and effective model to enhance similar to the product approach in terms students’ summarization performance of a that both approaches focus on the end- narrative source text; Azaz (2016) claimed product instead of the writing process. But, that genre-based lesson maximizes some students’ ability to recognize different pedagogical activities to raise students’ genres regarding its different social awareness of genre structure; and Cai situation is the foundation of this approach. (2016) found that genre analysis was This approach puts emphasis on any social effective in facilitating the acquisition of situation at which the writing can take academic lexical phrases.
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Based on the researcher’s satisfied feeling in a sense of they have experience, it was typical that most created a writing of their own during the students’ difficulties were also in writing. stages. Students’ initiatives are less Not knowing how to express themselves in developed as stimulus (a complete text) has English written text, problems in using been provided in every stage. On the other English grammatical aspects, language hand, process approach concerns more styles that are different from those in about students’ taking the sequential Bahasa Indonesia are common reasons for procedure to produce a piece of good encountering difficulties in writing. Also, writing. In this approach, a teacher will when teaching writing, the process assure that students follow four steps: approach was usually implemented prewriting, writing, revising, and editing concerning the time-efficiency. Students (Kim, 2007). At the last step, teacher and did the prewriting step in class, and students might collaborate in completing continued the writing process as the home the writing or they can go back to either of assignment. Groupwork was also applied so the previous steps to achieve the final that it could save more time. product. Regarding the improvements made in previous studies and taking into Genre and Genre Analysis consideration the researcher’s experiences, To get in-depth understanding of this study was aimed at incorporating genre this approach, it is imperative to first analysis in teaching writing. This study will discuss genre and genre-analysis. Genre is also try to find out students’ responses defined as a recognizable communicative toward incorporating genre analysis in a event characterized by a set of General English class for undergraduate communicative purpose(s) and formal students. properties identified and mutually understood by the members of the Approaches in Teaching Writing professional or academic community in Pincas (1982 in Badger and White, which it regularly occurs (Swales, 1981; 2000) described that in product approach, cited in Luna, 2016). Bhatia (1993) added there are four stages utilized to teach that each genre is an instance of a writing: familiarization, controlled writing, successful achievement of a specific guided writing, and free writing. It is at the communicative purpose using familiarization stage, students are exposed conventionalized knowledge of linguistic to a particular text in order to familiarize and discoursal resources. Although, in its them with the text and its features. At each simple definition, genre might be stage, students’ freedom is increased so that considered types of texts (Firkins, in the last stage, they are ready to write et.al.,2007), Biber (1988 in Paltridge, 1996) with less control and specific guidance. The has clarified that genre and types of texts goal of this approach is to develop are two different terms. The term “genre” students’ knowledge about the structure of refers to the categories of texts based on language by imitating the provided texts their external criteria, while “text types” (the end-product). What has been the refers to the groups of texts based on their weakness of the approach is that this similar linguistic forms. Paltridge (2006) approach tries to maintain students’ explained genre in a more practical
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 149 description as “ways in which people get things done through their use of spoken and Incorporating Genre Analysis to written discourse. Regarding all definitions Teaching Writing on genre above, it could be concluded that In this study, the genre introduced genre is recognizable ways to achieve was promotional genre specifically job specific communicative purpose application letter. Kern (2000) affirmed that successfully. writing letters is the perfect way to Dudley-Evans (1987 in Wang, introduce English writing skills to non- 2005) believed that genre analysis is “a native speakers. Hence, writing letters can system of analysis that is able to reveal provide authentic writing goals, involving something of the patterns of organization of the use of a broad range of functions (for a genre and the language used to express example, greeting, making questions, those patterns in the light of communicative explaining, clarifying, apologizing, purposes”. Taken from Bhatia’s book showing approval etc.), integrating reading “Analysing Genre” (2013), incorporating and writing and motivating students to pay genre analysis in the teaching was a attention to the form (because it is aimed at necessity. No one can argue that teaching the "real" reader). writing is time-demanding and therefore, it The communicative purpose of job needs special attention especially for application letter is to promote the students who are still in the low-level of applicants. A job application is meant to proficiency (Kim, 2007). Students could be clarify the enclosed or attached Curriculum exposed to many references so that students Vitae (CV) as it cannot stand alone sent to could refer on reliable sources and manage the prospective employers. This letter is their anxiety in completing a writing task. closely related to a sales promotion letter Moreover, through the analysis, not only not simply because they share the same common patterns of grammar usage, key communicative purpose (i.e., to promote a vocabulary, and text structure in particular particular product or service) but also use text types could be obtained (Bradford- the same medium, and exploit the same Watts, 2003 in Zahra 2013) but also form. The difference between the two specific context and purposes. letters is that the job application letter is to Flowerdew (2015) emphasized respond a job advertisement. On the other that the goal of utilizing genre analysis hand, both job application letter and the within academic pedagody helps students/ sales promotion letter have a similarity that learner to get sufficient understanding of is they can be unsolicited (Bhatia, 2013). academic discourse and develop both Bhatia (2003) in his book stated native and non-native academic that to achieve the communicative purpose communicative competence. The genre of a job application letter, the applicant analysis could scaffold students with any should use the following moves: strategies emerging from the top-down and bottow-up approaches (Cai, 2016). To sum, genre analysis is a systematic analysis used to present patterns of language to students so that they can get sufficient understanding of the given genre.
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Table 1. Moves in A Job Application Letter Move I wish to make application for a lectureship in the Introducing 1 Department of English at this University. candidature Offering candidature Move I have a Ph.D. in English from the University of Guelph in 2 Ontario, Canada, where I studied under such distinguished scholars as Professors K.R. Sisson and P. Hogg. I also Establishing have an M.A. in English from Napoli University. Credentials
I have taught English at a number ofAmerican and Canadian educational institutions, including Purdue and Oklahoma universities. I have also taught at Lohis College Essential detailing of in Tehran, Iran, where I had.experience teaching English candidature as a second language. Currently, l am on the staff of Riyadh University in Saudi Arabia.
I have written about ten research articles in the last seven years, all of which have been published in scholarly Indicating value journals. I have also written two books, one on ofcandidature Shakespeare and the other on the teaching of writing, which are being published by Guelph University and will be out in a few months. Move My speciality is Shakespeare and Renaissance drama in 3 general, but I am also qualified to teach a wide variety of other courses, including the Novel, Poetry, Composition, Offering incentives writing and teaching of writing and ESL. Move I hope this letter of 'application' will clarify some of the 4 information on the enclosed C.v., which outlines my Enclosing documents qualifications, experience and research interests. Move I am required to give notice to Riyadh in early April and Using pressure tactics 5 therefore look forward to hearing from you soon! Move Since I do not have a telephone, I will be happy to call you Soliciting response 6 should a telephone discussion become appropriate. Move Thank you very much. Ending politely 7
Moves are used to describe a communicative purpose Swales (1981, sequence where each move represents how 1990 in Upton & Cohen 2009). According a text stretches to achieve its particular to Bhatia (2013), a move gives specific Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 151 characteristic to a particular genres, so that this is rarely used in job application it allows people to obtain greater because the applicant has offered his/ her understanding of the genre. relevant qualification in the previous move The following explanation of (Bhatia, 2013). However, it is not moves in a job application letter was uncommon when this move is found at paraphrased from Bhatia (2013). A job some application letter. application letter begins with establishing The next move in a job application the applicant’s credentials. In Chart 1, the letter is enclosing documents. There are applicants established it by giving two functions of this move, namely: to referrences that is his professors with clarify what document has been enclosed whom he completed his Ph.D education. with the letter and to refer to the But, it is also common applicant establishes documents. Furthermore, the move of his/ her credentials by referring to the job soliciting response is an aspect of job advertisement. Another way to establish application letters to reflect the applicant’s credentials is through what Bhatia (2013) action drive (Lesikar, 1984 in Bhatia, called self-glorification or adversary 2013). Here, the applicant showed his effort glorification where the applicants tends to to achieve what he has targeted, getting the glorify the credentials of prospective job. It progresses in the next move, using employer or self-degradation where the pressure tactics. At this move, the applicant applicants persuade the prospective tends to be more aggressive in persuading employer to accept them. the employers. The last move is closing at The second move is introducing which the applicant ends his/ her goodwill candidature with three parts to be fulfilled in applying the job. It can be as simple as i.e, offering the candidature, essential saying “Thank you” or more elaborative detailing of the candidature, and indicating such as “I hope you will find my value of the candidature. Every part qualification and experience of use to you”. realizes what has been conveyed in the first Incorporating genre analysis to the move. This move is considered the most teaching writing in this study would difficult and crucial one. In this move, the resemble to the study conducted by Kim applicant emphasize that he/ she has all the (2007) to Korean students. First, teacher required qualification, therefore he/ she is introduces samples of a specific genre one of the potential candidates to be hired During this introduction, teacher points out for the job offered. This part is equal to lingustic characteristics (common patterns what Bhatia (2013) called self- of grammar usage, key vocabulary, and text representation in written text. This is also a structure) of the given genre so that form of self-appraisal at which the students could aware of the specific context applicant promotes himself through the and purpose of that genre. Next, students positive view (Bhatia, 1989 in Bhatia produce their first draft by imitating the 2013). given genre. Teacher’s significantly The function of offering incentive contributes through control and and is to make what has been offered either guidance during the process. The control from a sales promotion letter or a job and guidance will finally diminish when application letter more attractive This is the students have arrived to the sufficient major difference between the sub-genre, understanding of the given genre.
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The application of a genre-based to introduce English writing skills to non- approach to class provides several native speakers (Kern, 2000). It can provide advantages, namely explicit, systematic and authentic writing goals, involving the use based on needs (Hyland, 2002). Explicitly, of a broad range of functions (for example, this approach makes clear what will be greeting, making questions, explaining, learned (because it is tailored to the needs clarifying, apologizing, showing approval of students) to facilitate the acquisition of etc.), integrating reading and writing and writing skills. Systematically, this approach motivating students to pay attention to the provides a coherent framework for focusing form (because it is aimed at the "real" on language and context or systematically reader). this approach leads directly to the text and its context. Based on needs, this approach Participants determines goals and content of learning The participants in this study were tailored to the needs of students in the 14 male students with ages ranging from 18 future. to 20 years. All students are native speakers of Bahasa Indonesia where English is a foreign language. METHOD Research Context Research Questions This classroom research has been The aim of this study was to carried out in the three-credit course of answer the following research questions: General English for undergraduate students RQ1: How to incorporate the genre majoring in Mechanical Engineering analysis to teaching writing of the program at a state university in Jakarta. The job application letter? course is a compulsory course designed for RQ2: What are students’ response to sophomore students. The key objective of incorporating the genre analysis the course as expressed in the syllabus is: to in the teaching of writing job develop students’ language skills required application letter in English? for their academic study with emphasis in developing reading skill. Initial interviews were conducted with the students, program RESULT AND DISCUSSION management, and industries. It was found Results that students’ weaknesses were in written Classroom Procedure communication, through letters or e-mail. Following the decision to focus on They demonstrated consistent difficulties scaffolding students’ knowledge in getting with both the mechanics and organization sufficient understanding, incorporating the of writing. Thus, the researcher decided to genre analysis to teaching writing was done focus on enhancing student’s English in a teaching-learning cycle based on language writing especially the sub genre genre-approach. of business correspondence: job application letter. Determining writing letter as the sub-genre to be taught was based on the belief that writing letter is the perfect way
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Figure 1. Stages of the Teaching/ Learning Cycle (Feez, 1998)
The learning-teaching cycle as and relationship of the job-applicants and shown in Figure 1 involved five stages. All prospective employers are established and procedures in this study were adapted from maintained and understood the channel of Feex (1998). At the first stage, Building communication being used: email, phone or the Context, students were introduced to face-to-face interviews. A typical sequence the authentic models of a job of text in the social context of applying for advertisement. Students explored the a job. The sequence in Figure 2 was context by investigating the register of the adapted from Feez (1998). models. Students also explored the roles
Figure 2. Sequence of Applying for a Job
The context-building began with the models of solicited application letter reading a job advertisement. Students and the unsolicited one. picked and brought their own ad. The ad In the Modelling and should be in relation with students Deconstructing Text, students investigated educational background. Here, reading the structural pattern and language features strategies were applied. A Curriculum of the model. Activities in this stage were Vitae (CV) was prepared based on done from the levels of text, clause and comprehending the ad’s requirements. expression. Then, it was progressing into comparing
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Table 2. Activities at each level of language Text-level ✓ Presentation activities using charts activities ✓ Labelling stages/ moves in an authentic model of job application letter ✓ Activities focusing on cohesive devices. Clause-level ✓ Presentation and practice activities relating to the grammatical activities features of the authentic model Expression- ✓ Spelling, giving feedback to expressions used in the authentic model level activities
At the third stage, Joint began to diminish as students’ Construction of the Text, student began to independence increases. contribute to the construction of the Stage of Independent application letter through information gap Construction of the Text includes activities activities and small-group construction of for students to work independently with the application letter. At this stage, their own letter. Students’ performance are teacher’s contribution to the construction assessed at this stage. Below assessment was adapted from Silva (2014).
Table 3. Rubrics for Assessing Students’ Letter Writing Aspects 4 3 2 1 0 Relevance The letter Student’s The letter The letter Does not and Content fully satisfies letter mostly addresses attempts to attempt the the require- covers the some of the address the task/the ments of the requirements requirements. topic but few answer is job ad. The of the given It includes relevant completely letter task. It some relevant information. irrelevant. includes all includes most information Digresses relevant of the but not often from information. relevant clearly the topic. information. focused Organization Includes an Includes an Attempts to Begins No clear inviting introduction, include an abruptly. No message is introduction body and introduction, paragraphing communi- and a conclusion. body and or cated satisfactory Uses para- conclusion. inappropriate conclusion. graphing Main idea is paragraphing. Skillfully successfully. not clearly No attempt to manages Uses a range supported maintain paragraphing. of cohesive with details. logical Logical devices but Less attention arrangement arrangement may look given to of ideas. of ideas. mechanical. organization. Manages all Rare use of aspects of transitions. cohesion well.
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Vocabulary Uses a Uses accurate Uses a fair Uses a Inappro- and Word sophisticated vocabulary range of limited range priate and Choice range of which suits vocabulary to of inaccurate vocabulary the audience express ideas. vocabulary. vocabulary which is and purpose May be Mostly in- appropriate with a inappropriate accurate for for the mixture of for the the purpose purpose and precise and audience and and audience audience. general purpose at May use words. some figurative Occasional occasions language. errors in word choice. Grammar, Uses a Uses mostly Uses basic Uses mostly Writing Spelling and variety of correct sentence sentence incomprehe Punctuation grammaticall sentence structures fragments nsible. y correct structures with some with frequent sophisticated with 1-2 errors. errors. sentence mistakes. Uses spelling Frequent structures. Correct and errors in Perfect spelling and punctuation spelling and spelling and appropriate with some punctuation. accurate punctuation errors. punctuation. with occasional errors. Presentation Neat, easy to Mostly Fairly Not clear. Illegible read, error readable, readable. Considerable free neat, Some strain strain on the minimum on the reader. reader. errors
Students’ Response CONCLUSION Students positively responded to Incorporating genre analysis in the incorporating genre analysis to teaching teaching writing was a necessity. However, writing. Although the focus of genre the time-demanding was a weakness found analysis is to give students’ understanding through the research. There should be a of writing application letter, their reading further study in time-management so that comprehension increased as well. Students each meeting shall be time-efficient. began to apply such reading strategies as Regardless the weakness, students’ previewing, scanning and skimming. In sufficient understanding to produce text general, this affected students’ willingness was obtained and students’ positive to use English more active during response was brought forward. classroom interaction. At last, incorporating genre analysis satisfied and scaffolded almost all students’ language skills. ACKNOWLEDGEMENT I would like to express my gratitude to Dr. Siti Yulidhar Harunasari,
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M.Pd and Dr. Herlina, M.Pd. for assisting English Language Teaching and and broadening my horizon me in writing Research Macquarie University this research article. Firkins, Arthur, Gail Forey, and Sima Sengupta. (2007), Teaching Writing To Low Proficiency EFL REFERENCES Students, ELT Journal Volume Abbaszadeh, Zahra .(2013), Genre-Based 61/4 October. Available at: Approach and Second Language doi:10.1093/elt/ccm052 Syllabus Design, Procedia Social Flowerdew, John. (2015), John Swales's and Behavioral Sciences 84 1879 approach to pedagogy in Genre – 1884. Available at: doi: Analysis: A perspective from 25 10.1016/j.sbspro.2013.07.052 years on, Journal of English for Azaz, M. (2016). Integrating the Genre- Academic Purposes xxx 1e11 Based Approach into Teaching Han, Jiwon., & Phil Hiver. (2018). Genre- Writing in Arabic As a Foreign based L2 Writing Instruction and Language. Available at Writing-Specific Psychological http://www.ncolctl.org/files/jncolc Factors: The Dynamics of Change, tl-vol-19/Integrating-the-Genre- Journal of Second Language Based-Approach.pdf Writing 40 44–59. Available at Badger, Richard dan Goodith White. “A https://doi.org/10.1016/j.jslw.2018 Process Genre Approach to .03.001 Teaching Writing” dalam ELT Harmer, Jeremy. (2007). The Practice of Journal Volume 54/2 April 2000. English Language Teaching. UK: Oxford University Press, Pearson Longman ELT. 2000 Hyland, Ken. (2002).”Genre: Language, Cai, Jing (Luna). (2016). An Exploratory Context, and Literacy” in Study On An Integrated Genre- Discourse and Dialogue: Annual Based Approach For The Review of Applied Linguistics Instruction Of Academic Lexical Vol.22. USA: Cambridge Phrases. Journal of English for University Press Academic Purposes 24, 58-74. Kern, Richard. (2000). Literacy and Available at Language Teaching. Hong Kong: http://dx.doi.org/10.1016/j.jeap.20 Oxford University Press 16.09.002 Kim, Miyoun. (2007). Genre-Based Chen, Yuan-Shan and Shao-Wen Su. Approach to Teaching Writing. (2012). A Genre-Based Approach Diunduh dari To Teaching EFL Summary http://web.hpu.edu/images/graduat Writing. ELT Journal Volume estudies/TESL_WPS/07KimGenre 66/2 April. Available at _a17238.pdf doi:10.1093/elt/ccr061 Nation, I. S. P. (2009). Teaching ESL/EFL Feez, Susan dan Helen Joyce. (1998). Text- reading and writing. New York: Based Syllabus Design. New Routledge, Taylor & Francis South Wales: National Center for Paltridge, Brian. (1996). Genre, Text Type, And The Language Learning
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Classroom, ELT Journal Volume Silva, R.V. (2014). Rubrics for 50/3 July Assessment: Their Effects on ESL Poe, Roy W. (2006). The McGraw-Hill Students’ Authentic Task Handbook of Business Letters:4th Performance ed. New York:McGraw-Hill. Inc Upton, T. A., & Cohen, M. A. (2009). An Richards, Jack C. (2003). Second Language Approach to Corpus-Based Writing. Cambridge: Cambridge Discourse Analysis: The Move University Press Analysis As Example. Discourse Sayako Maswana, Toshiyuki Kanamaru, studies, 11(5), 585-605 Akira Tajino. (2015), Move Wang, Hongli. (2005). A Pragmatic Genre Analysis of Research Articles Analysis of Job Application Across Five Engineering Fields: Letters, Sino-US English Teaching What they share and what they do Volume 2, No.12 (Serial No.24). not, Ampersand 2, 1–11. Available Available at at: http://citeseerx.ist.psu.edu/viewdo http://dx.doi.org/10.1016/j.amper. c/download?doi=10.1.1.132.7571 2014.12.002 &rep=rep1&type=pdf
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THE ACQUISITION OF PARAPHRASING AND ITS IMPACT ON TEACHING AND LEARNING QUOTATIONS TO AVOID PLAGIARISM
Irena Ardelia1 and Yanu Rarasati Indraning Tiyas2 1Jakarta State University 2Jakarta State University Email: [email protected]
Abstract Paraphrase is the one way to avoid plagiarism beside quotation. Paraphrase means using someone idea or thought as the references but in our own meaning without lost the meaning while quotation means using someone idea or thought without change anything. Paraphrase or quotation is an important things to teach to the students, especially for university students who learning about writing and have to mastered the writing skill. Unfortunately, not all of students know the correct way to do paraphrase so they can be labeled as plagiarist. From this problem, this study wants to provide several analysis of literature review about the acquisition of paraphrasing, teaching and learning quotations to avoid plagiarism, and also its impact on teaching and learning. The result of this study are the concepts of paraphrasing acquisition, impacts on teaching and learning quotations, and some suggestion or ways in avoiding plagiarism.
Keywords: the acquisition of paraphrase, teaching and learning quotation, avoiding plagiarism
INTRODUCTION while a paraphrase is a restatement of the Paraphrases are an important information or point of the original source technique to handle variations in language in your own words (Krause, 2007). (Bhagat and Ravichandran, 2008, p.1). To Paraphrase and quotation are the ways to paraphrase means to rewrite content whilst restate someone’s idea into your own preserving the original meaning, and it is writing (paper, journal, research, etc.) important in fields such as text reuse in without doing plagiarism. journalism, anonymous work, and Benucci (2012, p.4) summarized improving the quality of customer-written several definition of plagiarism, it can be reviews (Burrows, Potthast, and Stein, conclude as plagiarism while someone 2012, p.5). In university’s life, paraphrases quotes another person’s actual words or usually used by students when they are replicates all or part of another’s product, making a paper, a journal research, or even this includes all information provided from when making a thesis. When you any source including from the internet; one paraphrase from a source, you restate the uses another person’s ideas, opinions, source's ideas in your own words work, data, or theories, even if they are (Harvard.edu). Paraphrases are one of the completely paraphrased in one’s own easy alternative ways to avoid plagiarism. words without citate or quotes the writer; or Paraphrase is differs from if one borrows facts, statistics, or other quotation. Some of the students can’t illustrative materials. differentiate how people’s idea or The correct time to do paraphrase statement. A quote is a direct restatement of or quotations are also different and we will the exact words from the original source discuss further in the chapter Teaching and
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Learning about Avoiding Plagiarism and observed, most of students are using also the chapter The Acquisition of paraphrasing when they are using other Paraphrasing. Although the way to avoid people’s idea in their writing as a reference. plagiarism is not just paraphrasing, the Benucci (2012, p.20) provided a writer only focus in acquisition of table discuss the main differences of paraphrasing because from what the writer summarizing, paraphrasing and quoting:
Table 1. The differences of summarizing, paraphrasing and quoting taken from Benucci (2012) Summarizing Paraphrasing Quoting Citations Must reference the Must reference the Must reference the original source original source original source (author, (author, year) (author, year) year, page number) Text Length The text produced is The text produced The text produced is the much shorter than the may be shorter or exact length of the original text longer than the original text original text Phrasing Must use your own Must use your own Use the original author’s words/phrases, usually words/phrases Put exact words Put with a very limited quotation marks quotation marks around use of quotations. around any key terms the original author’s lifted from the original exact words
Unfortunately, not all of students substantial minority of students reported can paraphrase in a correct way. Some of they use the Internet to copy and paste text them just paraphrase other people’s into their papers without citation. That was statement without stated the source. This is a huge percentage that showed some of the called as plagiarism, although we use our students of undergraduates were doing own word. Plagiarizing by paraphrasing is plagiarism. Besides those findings, A July one of many types of plagiarism identified 6, 2001 article in the Chronicle of Higher by Maurer et al. (2006) stated in Scanlon Education reported that “several indicators and Neumann (2002, p.6). A received view point to widespread plagiarism on campus,” among many teachers who work with and that “officials at some collages say that international students is that such students in recent years they have seen a sharp are especially likely to plagiarize (Pecorari, increase in students cutting and pasting 2010, p.10). material info papers from Web sites Scanlon and Neumann (2002) also without attribution, or purchasing term did the research and found that six hundred papers from online ter-paper mills” ninety-eight undergraduates (85.9% (Young, 2001 stated in Scanlon and between the ages of 17 and 23; 87.5% in Neumann, 2002). Based on these problems, the first through fourth year) from nine the writer wants to share the literature colleges and universities completed a review to explain about the acquisition of survey on Internet plagiarism and a
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 160 paraphrase and its impact in teaching and avoid plagiarism. The instrument used were learning about avoiding plagiarism. those several academic document stated above and table analysis adapted in analyzing how are the steps of paraphrasing METHOD acquisition, the theories related to those This study is qualitative steps, and provide several sugesstion descriptive research. Descriptive qualitative relation to avoiding the plagiarism. research is the systematic description of social phenomena. The goal of qualitative descriptive studies is a comprehensive RESULT AND DISCUSSION summarization, in everyday terms, of Result specific events experienced by individuals There are many kinds of related or groups of individuals. Thus, descriptive research about the acquisition of qualitative research is rich of the proportion paraphrase. First is research that has been of reviewing literature of related research done by Houda Bouamor, Aurélien Max, then followed by deep description of each Gabriel Illouz, and Anne Vilnat from content material. In this case the literature LIMSI-CNRS & Univ. Paris Sud in 2012 review was the result of the study, while with title A Contrastive Review of the content materials followed was the Paraphrase Acquisition Techniques. They discussion. stated in their abstract that: This study was done in the aim to This paper addresses the issue of what provide several evidence of research related approach should be used for building to paraphrasing to avoiding plagiarism as a corpus of sentential paraphrases the object of the research. The paraphrasing depending on one’s requirements. Six acquisition in that research can be the basic strategies are studied: (1) multiple theories in teaching and learning translations into a single language paraphrasing for students in universities. from another language; (2) multiple The research was conducted by the writers translations into a single language as the subject of the research in line with from different other languages; (3) the task of Language Acquisition as one of multiple descriptions of short videos; subject in English language study program (4) multiple subtitles for the same in Jakarta State University. The data were language; (5) headlines for similar collected by find out a number of related news articles; and (6) sub-sentential research in the same area of paraphrasing paraphrasing in the context of a Web- acquisition, then these related research based game. We report results on were analyzed what they truly discuss French for 50 paraphrase pairs about. Then, the researchers find out the collected for all these strategies, basic theories related to acquisition of where corpora were manually aligned paraphrase, the problems occur in the at the finest possible level to define teaching and learning related to plagiarism, oracle performance in terms of provide several ideas from scholars in accessible sub-sentential paraphrases. avoiding plagiarism by using paraphrasing, and deeply discuss the impact in acquisition The second related research has of paraphrasing in teaching and learning to been done by Rahul Bhagat from
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Information Science Institute, University of year) from nine colleges and universities Southern California and Deepak completed a survey on Internet plagiarism Ravichandran from GoogleInc in 2008 with and a substantial minority of students title Large Scale Acquisition of Paraphrases reported they use the Internet to copy and for Learning Surface Patterns. They present paste text into their papers without citation. a method for obtaining surface paraphrases, using a 150GB (25 billion words) monolingual corpus and their method Discussion achieves an accuracy of around 70% on the Teaching and Learning about Avoiding paraphrase acquisition task. Plagiarism The third related research has been The word plagiarism itself has done by Steven Burrows, Martin Potthast, origins in antiquity, and its negative and Benno Stein from Web Technology associations stretch back as far: ‘the and Information Systems, Bauhaus- derivation from the Latin word meaning Universität Weimar in 2012 with title “kidnap” or “plunder” is indicative of how Paraphrase Acquisition via Crowdsourcing since its first usage in this way it has been and Machine Learning. They contributed to regarded as a criminal activity parallel to paraphrase acquisition and focuses on two stealing other people’s offspring’ (Ang´elil- aspects that are not addressed by current Carter, 2000, stated in Pecorari, 2010). research: (1) acquisition via crowdsourcing, Plagiarism is the unauthorized or and (2) acquisition of passage-level un-credited use of the writings or ideas of samples. They stated that: another in your writing while it might not In this paper, we review the lessons be as tangible as auto theft or burglary; learned at PAN 2010, and explain in plagiarism is still a form of theft (Krause, detail the method used to construct 2007). Plagiarism refers to the use of the corpus. The empirical another author’s information, language, or contributions include machine writing, when done without proper learning experiments to explore if acknowledgment of the original source passage-level paraphrases can be (Burrows, Potthast, and Stein, 2012). For identified in a two-class classification example when you are passing off someone problem using paraphrase similarity else’s word or thought as your own (Trent features, and we find that a k-nearest- University.ca) it can be called as neighbor classifier can correctly plagiarism. distinguish between paraphrased and Pecorari (2010) explained in their non-paraphrased samples with 0.980 book that there are three sorts of precision at 0.523 recall. plagiarism, distinguished by the presence or absence of intentional deception, which are The fourth research has been done prototypical plagiarism, textual plagiarism, by Patrick M.Scanlon and David R. and patch-writing. The term prototypical Neumann with title Internet Plagiarism plagiarism will be used to refer to the among College Students in 2002. They former, and will be defined as the use of found that six hundred ninety-eight words and/or ideas from another source, undergraduates (85.9% between the ages of without appropriate attribution, and with 17 and 23; 87.5% in the first through fourth the intention to deceive while textual
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 162 plagiarism is the use of words and/or ideas deleting some words, altering grammatical from another source, without appropriate structures, or plugging in one synonym for attribution, and pitch-writing defines as another’ (Pecorari, 2010). It can be drew ‘copying from a source text and then like figure 1
Figure 1. Types of plagiarism taken from Pecorari book in 2010
improperly paraphrasing, summarizing, Besides Pecorari, Krause (2007) quoting, or citing your evidence in your distinguish kinds of plagiarism in more academic writing (Krause, 2007). simple way. He stated that there are two Students usually do plagiarism kinds of plagiarism; purposeful plagiarism when they found information that they and accidental plagiarism. Purposeful needed in Web sites. They copy and paste plagiarism is handing an essay written by the information without cites the source. someone else and representing it as your Although the information is in Wikipedia, own, copying your essay word for word for example, you have to cite the author from a magazine or journal, or that state that information or at least cite the downloading an essay from the internet sites address. while accidental plagiarism is the result
Figure 2. Overview of the activities involved in plagiarizing taken from Burrows, Potthast, & Stein (2012)
Figure 2. draw the plagiarism that goggling the keyword of their writing and usually happens in students’ life. They just found the information, and then they just
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 163 copy paste the information and make the integral citation while “The moon is very information into they own words without likely to consist of cheese (Brie, 1995)” cite the source or even they make the (Krausen, 2007) is non-integral citation. information like their own idea or though. Krausen (2007) also stated that either In the academic world, plagiarism integral or non-integral citations can be is a serious matter because ideas in the coupled to material reported in two ways, forms of research, creative work, and quotation, or paraphrase. original thought are highly valued (Krause, Quotation is just writing the exact 2007). For example a study of university what it already was, but a paraphrase is plagiarism policies in Britain, the United actually also saying what it was, but you States and Australia (Pecorari, 2001) found just use...changing it a little bit so it won’t provisions for punishing plagiarists by be exactly what was said, it will have the lowering their grades, possibly to zero, same meaning (Krausen, 2007). You either on the plagiarized work or in the should quote material when you believe the class for which it was done, by suspending way the original author expresses an idea is or expelling them from the university, or by the most effective means of communicating denying or revoking degrees (Pecorari, the point you want to make 2010). Another example in University's (plagiarism.org). Academic Integrity Policy sets out the consequences of plagiarism and other Krausen (2007) suggest that the best forms of academic dishonesty; penalties time to use a quote when: range from a grade of 0 on the essay with • The exact words of your source are no opportunity to re-write, to failure in the important for the point you are trying to make. This is especially course and a permanent record of the true if you are quoting technical offence on your transcript, and students language, terms, or very specific who offend repeatedly face suspension and word choices. even expulsion (Trent University.ca). In • You want to highlight your Indonesia itself, for example in the Jakarta agreement with the author’s State University, students who caught did words. If you agree with the point the author of the evidence makes the plagiarism will be given grade D which and you like their exact words, use means the student will not pass the subject. them as a quote. To avoid plagiarism, we, as a • You want to highlight your teacher, have to teach our students how to disagreement with the author’s cite the references correctly. Krause (2007) words. In other words, you may explained that citations can appear in sometimes want to use a direct ‘integral’ or ‘non-integral’ forms (Swales, quote to indicate exactly what it is you disagree about. This might be 1990 stated in Krause, 2007). An integral particularly true when you are citation is one in which the name of the considering the antithetical source author appears as a syntactic positions in your research writing element in the citing sentence, while non- projects. integral citations are outside the structure of the citing sentence. For example There is some reason why students “According to Brie (1995), the moon is should do quotation in their writing. made of cheese.” (Krausen, 2007) this is Quotations are included to show that you
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 164 have read around the subject and are aware the references list (retrieved from of what has been written about it., their writingwisc.edu). purpose is also to demonstrate support for your own ideas, points of view and Krausen (2007) give example how findings, and perhaps to show examples or quotation in MLA style: evidence but you should remember that it is In her Pharmaceutical Executive important to acknowledge the source of the article available through the Wilson Select quotations otherwise you may be accused Internet database, Jill Wechsler writes of plagiarism (Jordan, 2003). about one of the positive effects of There are many verbs and phrases advertising prescription drugs on television. that can be used to introduce quotations in “African-American physicians regard writing (Jordan, 2003). He suggests some direct-to-consumer advertising of of the main structures are as follows: prescription medicines as one way to educate minority patients about needed • As X observed/pointed out/ treatment and healthcare options.” suggested/noted/indicated “…” • According to X, “…” Krausen (2007) also gives example of • For example, X argued that “…” quotation in APA style: • X suggests that “…” • The need for it is widely recognized “If the U.S. scallop fishery were a “…” business, its management would surely be • Writing in 1979, X commented that fired, because its revenues could readily be “…” increased by at least 50 percent while its • To quote X: ”…” • Recent research by X shows that costs were being reduced by an equal “…” percentage.” (Repetto, 2001, p. 84).
Besides those, there are two The Acquisition of Paraphrasing popular types of quotation; MLA Styles After knowing about what and APA Style. MLA documentation is plagiarism is and the way to avoid commonly used in English and foreign plagiarism, the writer wants to discuss language and literature courses, as well as further about paraphrase. Paraphrases are in other disciplines in the humanities, when textual expressions that convey the same you quote or paraphrase a specific portion meaning using different surface words of a text in a source, give enough (Bhagat and Ravichandran, 2008). information--most typically the author's last Paraphrase means you are using your own name and the page number--to identify the words to report someone else's writing, but exact location of the borrowed material maintaining an academic style (Jordan, while APA style provides a standard 2003). Anytime you paraphrase an author's system for giving credit to others for their words and ideas in your paper, you should contribution to your work, the author's last make it clear to your reader why you are name and the work's date of publication presenting this particular material from a must always appear, and these items must source at this point in your paper. You match exactly the corresponding entry in should also make sure you have represented the author accurately, that you have used
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 165 your own words consistently, and that you 4. Using grammar augmentations to have cited the source (Harvard.edu). allow the incorporation of effects that Krausen (2007) suggest that the the paraphrase learned grammar able to capture. best time to use a paraphrase when: After knowing about the proper • There is no good reason to use a time to do a paraphrase, we also should quote to refer to your evidence. If know the way how to paraphrase. Jordan the author’s exact words are not (2003) suggest four ways to do paraphrase; especially important to the point by changing the vocabulary (verbs/nouns), you are trying to make, you are by changing the verb form (e.g. from active usually better off paraphrasing the to passive: this can change the focus or evidence. • You are trying to explain a emphasis, by changing the word class (e.g. particular a piece of evidence in from verb to noun phrase), and the last is order to explain or interpret it in by synthesis. more detail. This might be 1. By changing the vocabulary particularly true in writing projects (verbs/nouns) like critiques. e.g. She examined the difficulties • You need to balance a direct quote that ... in your writing. You need to be careful about directly quoting your = She investigated the research too much because it can problems that ... sometimes make for awkward and 2. By changing the verb form (e.g. difficult to read prose. So, one of from active to passive; this can the reasons to use a paraphrase change the focus of emphasis) instead of a quote is to create e.g. John (1987) analyzed the balance within your writing. students’ difficulties and ... Further, Ganitkevitch (2013, p.3) =The students’ difficulties provided task-based evaluation to apply the were analyzed by John (1978) and paraphrase system to sentence ... compression. The system run by adapt to Note: Using a passive rather than the task to successfully use paraphrase for an active verb form here changes sentence compression. The four-point the focus from the writer to the adaptation scheme for text-to-text research, i.e. The students’ paraphrase generation, are introduced in the difficulties following 3. By changing the word class (e.g. 1. Using task-targeted features to captured information pertinent to the from verb to noun phrase) text transformation. Word count and e.g. The reports were completed in length-difference features can be used April ... for compression the features = The completion of the 2. Using objective function by taking into report in April ensured that the account the constraints imposed by the students had time to revise before task. their examination. 3. Using development data contains the precise transformation of the model Note: Changing the word class seeking. allows you to add your comments. 4. By synthesis
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You may need to combine two or use other writers’ voice in our more viewpoints or pieces of assignments. information from other writers in 3. Learn how to reference our your paraphrase and summary. assignments correctly Often one reference will support 4. Practice writing in a way that will help another, but there may be our reader recognize the difference opposing views as well. between our ideas and those from the e.g. Johns and Dudley-Evans other resources. (1980) touched on the problems created by the lectures’ use of Paraphrasing looks like the easy way colloquial words and phrases ... to reuse someone; idea or thought without This use of informal language was labeled as plagiarist but there are some also noted by Jackson and Bilton negative side of using paraphrase that (1994) who investigated geology stated by Pecorari (2010). He did research lectures given in English ... in her book by asked some of the writers While, Boyd (2010) cited in about their perception toward paraphrasing. Benucci (2012, p.30) list seven steps for She found that paraphrasing, however, paraphrasing well: carries two risks of its own, there was a risk 1. Read the passage repeatedly to that nuances might be lost or that meaning identify or understand the main idea might be distorted (Pecorari, 2010). It 2. List important key words and proper means that when someone paraphrases names something, he/she may lose some important 3. Restate the main idea that cover the original meaning because in paraphrasing we use 4. Do not to be worry about grammar or our own words but same idea. Paraphrase sentence structure also involves the risk that the finished 5. Compare the paraphrase with the product will be inferior in expression to the original original (Pecorari, 2010). It means when 6. Check the sentence construction with writer finish their working, they think like the original, and her/his book or journal is their best creation 7. Proofread and edit the paraphrasing but when we paraphrasing he/she Bartolo, Galea, Gatt, Gatt, and statement, it can change the finishing Portelli (2009, p.4) as the assessment sentences that have been created by the real committee from the University of South writer. Australia proposing several strategies for avoiding plagiarism, those are: Effective Note-taking to Avoid 1. Remember that while the students in Plagiarism university are expected to develop their Plagiarism sometimes happens own ideas and opinion about different because students take notes as they read, issues, which it can reinforce and but forget to write down the name of the support with the research of other original author of the words and ideas in scholars. their notes. The students can avoid this 2. Know about the different ways in problem by developing effective note- which can correctly and appropriately taking techniques which clearly show the
Getsempena English Education Journal (GEEJ) Vol.6 No.1 May 2019 I 167 difference between their voice, and the • Make notes on the information you voice of other writers and researchers. find. Do this through quotes, Such effective note-taking requires paraphrases or summaries of the text. active reading on its part. To read actively • Comment on these notes. Consider, students must create a discussion between does the information you are reading their selves and the other writer or about support your ideas? How? Does researcher. For example: it disagree with your ideas? Why? In • Before you begin reading, prepare a what way? Write your comments list of questions that you will need to with the notes. try to answer as you write your assignment To record details and notes of • As you read look for answers to your reference materials we can follow the questions format from Bartolo, et. al. (2009)
Table 3. Effective Note-Taking taken from Bartolo, et. al. (2009)
From the notes we can get the main through assessment depends on five points/arguments/ideas as following: deceptively simple factors: Research indicates that improving learning
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1. The provision of effective feedback We, as teacher, also should teach our to students children how to write and cite other 2. The active involvement of the people’s statement in the correct way. students in their learning Based on the findings of the 3. Adjusting teaching to take into related research, it can be conclude that account results of assessment paraphrasing is an important thing to be 4. A recognition of the profound taught to the students. The research influence assessment has on the findings also give the percentage about the motivation and self-esteem of cases students who did plagiarism. For students example in Scanlon and Neumann research 5. The need for the students to be able (2002), they found that six hundred ninety- to self-assess themselves and eight undergraduates (85.9% between the understand how to improve ages of 17 and 23; 87.5% in the first through fourth year) from nine colleges and From the notes above, we can universities completed a survey on Internet write down our comments such as: this plagiarism and a substantial minority of journal is particularly useful because it students reported they use the Internet to offers an overview of assessment for copy and paste text into their papers learning, or Formative Assessment, and it without citation. It can be example how reports on various studies which show that students still don’t understand the correct the quality of teacher feedback makes a way to paraphrase text. difference to students’ learning. In teaching paraphrasing, we will And the exact quotations that create an honest generation in writing skill. students can quote in their writing We also avoid them to do plagiarism since assignment as following: teachers need “...a plagiarist will get big punishment. Their variety of living examples of writing cannot be accepted in every implementation, as practiced by teachers company, university, or even school. They with whom they can identify and from cannot pass the class if they do plagiarism. whom they can derive the confidence that In avoiding plagiarism, make sure they can do better. They need to see that the students do not copy verbatim more examples of what doing better means in than two words in a row from the text they practice.” And don’t forget to write the have found. If they do use more than two authors name, date, page numbers, and words together, they will have to use point of agreement or dispute. quotation marks. It is better to get into quoting properly soon. Paraphrasing is one The Impact of the Acquisition of of the effective ways to avoid plagiarism. Paraphrasing in Teaching and Learning The several ways to doing paraphrasing to in Avoiding Plagiarism avoid plagiarism from scholars can be Now we have known about the taken into account, such as from Jordan way to avoid plagiarism and how to quote (2003), Krausen (2007), and Boyd (2010) and paraphrase in the correct way. In who already discuss in the part of knowing and learning them, we can create a paraphrasing acquisitions above. paper, a journal, or even a thesis by using someone’s idea or thought in proper way.
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CONCLUSION http://www.lrecconf.org/proceedings/lr Plagiarism often happens because ec2012/pdf/555_Paper.pdf referencing may be a new requirement for Burrows, S., Potthast, M., & Stein, B. some commencing tertiary students. (2013).Paraphrase Acquisition Via Someone can be called as plagiarist when Crowd sourcing And Machine he/she using other person statement, idea, Learning. ACM Transactions on or thought without cite the source or state Intelligent Systems and Technology the real writer. We can avoid plagiarism (TIST), 4(3), 43. with two ways of citation; quotation and Ganitkevitsch, J. (2013). Retrieved August paraphrasing. Quotation is use someone 11, 2018, from idea or thought and write the statement https://www.cs.jhu.edu/~juri/pdf/pr without change anything even change a oposal-naacl-2013-srw.pdf word while paraphrase is use someone idea General Information about Mla as reference but using our own word to Parenthetical Citations. restate the idea. Either quotation or (2008). Retrieved December 31, paraphrase, we should write the name of 2016, from the real author that state the statement. http://writing.wisc.edu/Handbook/D ocMLACitation_Info.html Jordan, R. (2003). Academic Writing REFERENCES Course (3rd ed., Vol. 1). Charlbury, Bartolo, et.al. (2009). How to Avoid Oxfordshire: Bluestone Press. Plagiarism. University of South Krause, S. (2007). Quoting, Paraphrasing, Australia. and Avoiding Plagiarism. In The Benucci, H. (2012). Using Evidence in Process of Research Writing. Retrieved Academic Writing: Avoiding December 31, 2016, from Plagiarism. Towson University http://www.stevendkrause.com/tprw Academic Integrity Policy. Retrieved Pecorari, D. (2010). Academic Writing and August 11, 2018, from Plagiarism (2nd ed., Vol. 1). London: https://americanenglish.state.gov/files/ Continuum International Publishing ae/resource_files/using_evidence_in_a Group. cademic_writing.pdf Scanlon, P. M., & Neumann, D. R. (2002). Bhagat, R., & Ravichandran, D. (2008, Internet Plagiarism Among College June). Large Scale Acquisition of Students. Journal of College Student Paraphrases for Learning Surface Development, 43(3), 374-385. Patterns. In ACL (Vol. 8, pp. 674- A Quick Orientation to APA. (n.d.). 682). Retrieved December 31, 2016, from Bouamor, H., Max; A., Illouz, G., &Vilnat, http://writing.wisc.edu/Handbook/Doc A. (2012). A Contrastive Review of APAOrientation.html Paraphrase Acquisition Techniques Summarizing, Paraphrasing, and Quoting. Proceedings of the Eight International (n.d.). Retrieved December 31, 2016, Conferences on Language Resources from and Evaluation (LREC'12).Retrieved http://isites.harvard.edu/icb/icb.do?key December 31, 2016, from word=k70847&pageid=icb.page350378
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Summarizing, Paraphrasing, and Quoting What Is Quoting? (n.d.). Retrieved by Trent University. (n.d.). Retrieved December 31, 2016, from December 31, 2016, from http://www.plagiarism.org/citing- https://www.trentu.ca/history/workbook sources/quoting-material/ /summarizingparaphrasingandquoting.p hp#b
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