(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
1, January 2021 Page.
1 6 p-ISSN: 2356-2048 e-ISSN: 2356-203x 1 SELF TALK STRATEGY IN IMPROVING THE ELEVENTH GRADE STUDENTS’ SPEAKING ABILITY Hermansyah English Education Department, Universitas PGRI Palembang Email Correspondance: hermansyah@univpgri-palembang.ac.id Abstract Self-talk strategy is making positive statements like “I can do this” to help oneself get through challenging tasks.
This study used a quasi-experimental method.
The population was the eleventh-grade students of Muhammadiyah Senior High School of Palembang, with the total sample of this research was 60 students.
The data were collected through an oral test and analyzed by using a t-test to know significant difference between the students’ achievement in the experimental group and control group.
Based on this study, it was found that Self Talk strategy was effective in teaching students speaking skills.
Key words: strategy, speaking, self talk.
INTRODUCTION Since indonesian independence in 1945, English has been taught in Indonesia as a compulsory subject for junior high school, senior high school, and the first year of university, (1997).
In communication, English is one of international language.
It needs the ability for speaking to make a communication.
Brown (1994) states one of the major obstacles learners has to overcome in learning to speak is the anxiety generated over the risks of blurting things out that are wrong, stupid, or incomprehensible.
Because of the language ego that informs people that “you are what you speak,” learners are reluctant to be judged by hearers.
Our job as the teachers is to provide the kind of warm, embracing climate that encourages students to speak however halting or broken those attempts may be.
One of the more complicated problems of second language learning and teaching has been defining and applying the construct of motivation in the classroom.
mailto:hermansyah@univpgri-palembang.ac.id Hermansyah….
2 Students of Muhammadiyah Senior High School 6 of Palembang in the classroom got the problems for speaking English.
They were unable to express their ideas by using speaking English.
But the most important one, the problems come out from themselves.
It is about self confidence and motivation.
They have intention to speak in English, but they are afraid to get a mistake and pressure of many aspects.
In the classroom, when students have opportunities to make their own choices about what to pursue and what not to pursue, as in a cooperative learning context, they are fulfilling this need for autonomy.
According to Wu (2012) the internal factors, such as correct attitude and intense motivation are very important for students to learn and speak English well.
The intensity of motivation usually varies with the changes of time and surroundings.
On the other hand, Hermansyah (2018) delivers that social surroundings could also affect one’s attitude towards life and learning.
Attitude, anxiety, motivation, personality, self-esteem, and self confidence are important and affective factors.
The advanced learners are usually highly motivated in these factors.
This study focuses on students for improving speaking English.
The writer will encourage students who should be able to express what they are thinking and feeling.
Actually, they need motivation to encourage their speaking English.
In speaking, many students cannot use it.
They just focus on grammar without practising to speak.
This is one of problems for students in English.
They understand about English, but they cannot speak in English.
They get difficulty and make speaking to be difficulty.
Reassuring yourself while doing a difficult task may help you do more than you thought you could because even if you cannot do the task perfectly you can probably do some of it.
They can think about learning strategies that have been successful for them in the past to help them solve problems at hand.
When the students speak, they can use self talk strategy as their step to try speaking.
The writer gave question about themselves, so they can easily share themselves in speaking.
High motivation is the way to improve speaking skill, because it is the first step to increase self confidence in speaking.
Accidentally, they speak in English to express their thought and feeling.
Self-Talk… 3 RESEARCH METHOD In this research, the experimental method will be used.
The term of experimental method is the experiment done by manupulating the objects of the study with the control.
The goal of this method is to observe whether or not the correlation and significance by giving the certain treatment to the experimental group and provide a control for comparison.
(Nazir, Momammad, 1988) In doing investigation, the following steps took; Identifying some relevant books , Identifying and defining the research problems, Giving treatment, and Writing the report as a thesis.
The population of this study was all the eleventh grade students at Muhammadiyah Senior High School 6 of Palembang.
This population was chosen because were found some of problems about students’ speaking skill and then they do not have strategies to solve their problems, so that this research would be conducted in this school with those reasons.
The data analyzed was taken from the tests.
The writer devides the students’ scores into two groups.
Group A: The scores of the pre-test and post-test of the students who learned speaking through self talk strategy.
Groups B: The scores of the pre-test and post-test of the students who learned speaking by using traditional method In this study, the writer presented the data distrubution of each test of both two groups in the form of the raw score, then the writer analyzed the data statistically by Inter-rater reliability and SPSS Program.
FINDINGS AND DISCUSSION The test consisted of four aspects by using selftalk strategy, there were four aspects measured in the test: pronunciation, expression, fluency and vocabulary.
The result of test had two raters and from the result of test, the score was calculated by using SPSS program.
The findings of the study showed that the students’ problems in speaking English not only beacause of the components of speaking such as; pronunciation, expression, vocabulary, and fluency but it could be comes from themselves those are Hermansyah….
4 encouragement, confidence and bravery.
Jaya, et al (2018) mentions that in teaching speaking, the students should be raised their self confidence.
Thus, when the students do not have encouragement, confidence and bravery to express their ideas in English.
Jaya, et al (2018) adds that before English teachers start teaching, they should eliminate the problems on the students first, such as the students’ motivation to learn.
It means the problem comes out from themselves and it because of the students are not motivated to express their ideas in English.
So that the teachers of English now on must have solution for the students.
So, the one of solutions for the students is self talk strategy, because it the way that can motivate, encourage, and improve the students’ confidence and bravery because with self talk strategy we can give positive statements for the students and it’s really influence the students themselves.
Based on the result of research we can see the differences between scores in both post test in two samples, those are experimental and control group from two raters.
We can see that there were significant improvement in students’ speaking skill from post test in experimental group because there were many students got score in good level, it showed that teaching speaking English to the eleventh grade students of Muhammadiyah Senior High School 6 of Palembang is effective and it can be one of alternative way in teaching speaking skill.
On the other hand we can see there were no significant improvement in students’ speaking skill from post test in control group because there were no students got score in good level, we can see from each pie charts from each group there were many differences of scores.
CONCLUSION After analyzing the results of the study, the writer find out that teaching through self talk strategy as one of the effective ways to teaching speaking skill to the students.It can be seen that students’ scores in post-test was higher than scores in pre-test.
In other words, the students who were taught by using self talk strategy tend to be braver, more confident and of course be better It was also related to the result of the study conducted Self-Talk… 5 by Jaya et al (2018) that teaching speaking could be effective when the teachers of English apply the appropriate strategy such as self talk strategy .
Therefore, self talk strategy could be used as the alternative way in teaching speaking.
REFERENCES Anggraini, Sri.
(2012).
Improving Speaking Skill Through Self Talk Strategy of the Eleventh Grade Students of MAN 1 Palembang.
Unpublished Undergraduated Thesis.
Palembang: The University of Muhammadiyah.
Arikunto, Suharsimi.
(2010).
Prosedur Penelitian: Suatu Pendekatan Praktik, Edisi Revisi VI.
Jakarta: Rhineka Cipta.
Barnhardt, Sarah.
(1997).
An Effective Strategy For Increasing Self Efficacy: SelfTalk.
The language resource, vol (1,5):44.
Blackmer,D.
(2002).
Mental Toughness Training for Peak Sport Performance.
Accessed from www.TheExtraGear.com on Friday, 17th, May, 2013.
Brown, Doglas, H. (1994).
Teaching by Principles; An Interactive Approach to Language Pedagogy.
New Jersey: San Francisco State University, Prentice Hall Regent Englewood Clifs.
Bull, Victoria.
(2009).
Oxford Learner’s Pocket Dictionary.
New York: Oxford University Press.
Firdaus, Ferry.
(1996).
The Self Concepts of The First Year Students OfSMA 1 Palembang Their Reading Comprehension Achievement.
Unpublished Undergraduated Thesis.
Palembang: University of Sriwijaya.
Fraenkel, Jack R and Norman E Wallen.
(1990).
Hot to Design and Evaluate Research in Education, New York: Mc Graw-Hill Block.
Co Jaya, A. Hermansyah, Mortini, A.
(2018).
The Effect of Crawford Series Teaching (CST) on the Students’ Writing Achievement.
ESTEEM Journal of English Study Program.
1(1).
Jaya, A.
(2017).
The Influence of Teachers’ Questioning Strategies on the Eleventh Grade Students’ Speaking Achievement at SMKN 1 Palembang.Jambi-English Language Teaching.
2 (1).
http://www.theextragear.com/ Hermansyah….
6 Hall, Marie Mount, (2013).
Teaching Resource Guide.
Washington, DC: University of Maryland College Park, MD 20742 Hatch, Evelyn and Hossein Farhady.
(1982).
Research Design and Statistics of Applied Linguistics.
Cambridge: Newbury House Publisher.
Hermansyah.
2018.
The Use of Grammar Consciousness Raising in Teaching Grammar.
Holistic Journal , Vol 16,No.4 Hoge, AJ.
(2012).
Powerful English Speaking.
Accessed from www.EffortlessEnglishClub.comon Tuesday, 25th, February, 2014.
Krashen, Stephen.
(1983).
The natural Approach.
Oxford: Pergamon Press.
Pascal, Chris.
(2011).
Definitons of Teaching and School Readiness.
Birmingham: Early Education Group.
Ratnasari, Dwi.
(2012).
English Learning Strategies.
Palembang: Tunas Gemilang Press.
Richard, Jack C and Renandya, W., A.
(1997).
Methodology in Language Teaching.
Cambridge: Cambridge University Press.
http://www.effortlessenglishclub.com/
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 60 IMPROVING THE SKILL AND THE INTEREST OF WRITING ADVERTISEMENTS AND POSTERS THROUGH ESA SEQUENCE Fatma Yuniarti English Department of STKIP Muhammadiyah Pringsewu Abstract The action reserach aims at improving the students’ writing skill especially to write advertsements and posters.
Both are the short functional texts to be learned at the first semester of the ninth grade.
According to the data on pre cycle, the students of class IXA Junior High School Swadhipa Natar, South Lampung got difficulties in writing advertisements and posters.
A treatment was necessary to help the students overcome their problem.
To consider the related literature, the writer decided to implement ESA sequence in the class.
The elements of teaching in ESA Sequence are Engage (to arouse the students’ interests), Study (learn the language focus), and Activate (use the language freely and communicatively).The data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire.
The result shows ESA Sequence can improve the students’ ability in writing advertisements and posters.
Key words : ESA (Engange Study Activate), advertisement, poster.
1.
INTRODUCTION One of the communicative competences for the SMP students is to design and write an advertisement.
In the syllabus it is the part of short functional texts.
The written advertisemets are usually found in the printed media.
It is an effective media for promoting a product.
Poster is another kind of short functional text to be published for the people.
It is brief, concice, and it usually gives announcement, campaign something, or promote a show, and the other purposes.
At the first semester of the ninth grade the teaching of short functional text is stated in SK 6/KD 6.1.
Although the teaching of advertisement is not explicitly written in the syllabus model, the implementation of school-based curriculum gives possibility for the teachers to put the material as a part of the short functional texts.
In the English sylabus of SMP Swadipha Natar at the first semester of the ninth grade the materials include promoting products through spoken and written advertisements.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 61 At the productive phase, as the follow up of the receptive step, the students of class IXA got difficulties to choose the theme of the advertisement, design the layout, use the effective expressions, as well as give the illustration of the advertisement.
The early works of the students show the low quality of the written advertisement.
The average score of the advertisement is under the standard (the average score = 48).
The questionnaires also indicates that most students get difficulty to design an advertisement.
12 0f 34 students thought that creating an ads is very difficult.
18 students think it difficult and only 4 students think it moderate.
To consider the difficulties the students get on designing advertisement, a special treatment is needed to improve the teaching learning process in class IXA.
The treatment in this class is ESA Sequence as suggested by Harmer (2001).
ESA sequence stands for three phases of teaching i.e.
Engage, Study, and Activate.
Engage is the phase of teaching aims at arousing the students’ interests on learning the subject.
Study aims at learning a linguistic aspect while Activate is the phase for activating the students’ knowledge for productive purposes.
The Aims of The Research Specifically the action research aims at 1).
Improving the students’ ability to write short functional texts (advertisement and poster) indicated by the increase of the average score of writing the short functional text above 65, 2).
Improving the students’ interests to write short functional texts (advertisement and poster) indicated by the increase of the average score of the questionnaire, 3).
Improving the quality of teaching learning process by designing the steps of teaching learning activities more systematically.
Advertisement and poster are two kinds of short functional texts we usually find in daily life.
Nearly every day we watch commercial shows on TV or read advertisements in newspapers or magazines.
The teaching of English advertisement & poster is not only directed toward reading comprehension but also producing them.
Designing advertisement is not fairly difficult.
Dixon (2010) states the steps for designing advertisements i.e.
1).
Open the word processing program, 2).
Concentrate on and plan to start writing SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 62 immediately, 3).
Write the deep description and the whole things of the subject, 4).
Include photos if possible, 5).
Put the advertisement at the appropriate category.
Not so different from writing an advertisement, creating a poster is moderate for the students.
Finley (2010) states some steps to make posters i.e.
1).
Check the task to create a poster, 2).
Consider the aspect of the report or the presentation to be presented at the report, 3).
Design the poster by creating the draft previously, 4).
Get pictures, graphs, painting to give illustration to the poster, 5).
Write the short description of the report and the project of the report, 6).
Add pictures or written description at the poster, 7).
Make the poster easier to see for the audience.
ESA Sequence for Teaching Writing Advertisement/Poster Teaching writing can be done in many methods.
One of the steps for teaching the writing skill in the class is done through the process writing.
Seow in Richards and Renandya (2002:316) states some steps of teaching writing through process writing i.e.
Group Brainstorming, creating cluster, quick free writing, giving W-H questions, creating draft, responding, revising, editing, evaluating, and post writing.
Harmer (2001:25) states three elements that must be present in the process of learning i.e.
Engage, Study, and Activate.
Engage is an element of learning process in which the teacher tries to arouse the students’ interest in learning in such a way that it can involve the students’ emotion.
Study is the other phase of learning in which the students concentrate on learning the language and on how the language is constructed.
The last element is activating.
It is the phase in which the learners do the activities or exercises to make the students use the language freely and more communicatively.
2.
RESEARCH METHOD This study is action research method.
The action research wass carried out at class IXA SMP Swadipha Natar, Lampung Selatan at the first semester of the academic year of 2015/2016.
This research was done in 2 cycles and each cycle runs through the four steps i.e.
planning, acting, observing, and reflecting.
The research was done on October to November 2015.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 63 This action research uses test and non-test techniques.
The test includes the essay test at pre-cycle, the end of cycle 1, the end of cycle 2.
The instruments to collect data in this research stand for 20 questions in Indonesian that the students must change into English expressions.
The expressions are created in sentences usually found in the advertisement or posters.
They range from statements, orders, to questions.
This test aims at measuring the students’ linguistic competence to express meaning.
Besides, the action research also uses non-test technique i.e.
the documentation of the students’ works, the documentation of the teaching learning interaction, and the questionnaires.
The documentation of the students’ work includes advertisement 1, advertisement 2, and poster.
Advertisement 1 is the free advertisement created by the students before they join the learning process with ESA sequence.
Advertisement 2 is various kinds of advertisement created by the students at the end of cycle 1, and poster is the poster that the students created after they joined the teaching learning activities of cycle 2.
The questionnaires are given three times (before cycle 1, at the cycle 1, and at the cycle 2).
Research Procedures The action research was done in two cycles.
The general steps were planning, acting, observing, and reflecting.
At cycle 1 the activity started from pre-cycle.
The researcher collected the students’ works on writing advertisement freely.
The works then were scored.
The assessment of the students’ work was made based on the grammar and the vocabulary.
Then the students also gave the answers of the questionnaire 1.
The analysis of the students’ works and the questionnaire lead to the conclusion that the class needed a special treatment.
The treatment was the implementation of ESA sequence.
Then, the researcher made the planning of instruction by writing lesson plan 7.
The lesson plan reflects the steps of teaching in cycle 1.
The preparation of the media, the worksheet, the guides for group works were the other things to prepare.
After the preparation had been made, the steps of teaching (ESA Sequence) had to be implemented in the classroom.
At the first step (Engage) the activity was brainstorming.
Teacher asked the students to discuss about advertisements SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 64 the students were familiar with.
Some advertisements were displayed at the slide shows.
They were the models of the advertisement the students should know.
While surveying the advertisement, the students had to choose which one was the favorite advertisement.
The advertisement of PONARI SWEAT was selected as the most favorite ads.
The students made a discussion about the content of the commercials.
After they had finished the discussion, they continued to observe the other advertisements.
They learned the advertisement of PLAYBOY and a computer course.
At the second phase (Study) the activity focuses on the analysis of the general structures found in an advertisement.
They range from questions, exclamation, statement, or negative sentences.
The teacher exposed a great number of the expressions.
Then, the students got drilling to produce the similar expressions.
The expressions are needed to create an advertisement.
At the post test the students got some questions to measure whether they have mastered the patterns or not.
The last step (Activate) was intended to make the students’ memory more active.
The students worked in group of five to choose the theme of the advertisement they wanted to create.
Each group worked to design and finished their advertisement.
At the end of the step the works were displayed at the wall magazine.
After creating the advertisement in group, the students had to make the advertisement individually ad independently.
At last, the students had to fill in the questionnaire given to them.
When the teaching learning activities had been done in cycle 1, the reflection was made.
The results showed that the research had to be continued to the next cycle (Cycle 2).
In cycle 2 the steps looked like the steps of cycle 1.
However, there were some differences compared to the previous cycle.
In the phase of Engage (Cycle 2), the students were exposed to some English posters.
They were presented in videos.
After being exposed to the model, they gave their perception about the posters.
The other difference was at the study phase, the students learned the patterns and the sentence structures that the students have not mastered through meaningful drilling.
On activate the students did not design advertisement but posters.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 65 3.
FINDINGS AND DISCUSSION Pre-Cycle Description Firstly, the linguistic competence as shown by the Linguistic Competence Test shows that the students’ average score is 58.
Some sentences are not made under the English sentence patterns.
The students forget to use do (does) to make negative sentences or interrogative sentences.
The structures of the sentences are also influenced by Indonesian language structure.
Secondly, the assessment to the students’ works shows that the learning products a shown by the advertisement made are not well-designed.
27 works are not appropriate.
5 works are appropriate but much-influenced by the model and only 2 works are created appropriately and free from the influence of the model.
The average score of the students’ works is only 53.
Thirdly, the questionnaire shows that the interest of the students to join the learning activities is moderate.
It is indicated by the average score of the questionnaire i.e.
22,3 (moderate) with the range of 21 t0 30.
Cycle 1 Description Firstly, the average score of the Linguistic Competence Test is 66.
Some notes are taken i.e.
1).
The ability to make questions get improved (only 3 of 34 failed) because they do not use do/does correctly.
2).The ability to create imperative also get better, 3).
Some students still include the word ‘you’ on creating the imperative such as you take this medicine!, You go to the shop!
Etc.
4).The ability to make statement and the negative sentences also get improved with minimum errors.
Secondly, the students’ work shows some creativity.
23 works have fulfilled the criteria of writing advertisements.
6 works fulfilled the requirements but low creativity, and only 3 works do not fulfill the criteria.
The average score of the works is 63.
Thirdly, the questionnaire shows that the students; interest on writing advertisement get improved.
In the cycle 1 they think it is easy (score 32,5).
Cycle 2 Description Firstly, the test of Linguistic Competition shows that the students get higher average score (70).
They get improved to make questions, statements, imperative, and also negative sentences.
Fayan Manggala Yuda Galutama still does a mistake on creating questions and SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
60-66 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 66 Efa Salfiya got difficulties to make negative sentences.
Secondly, the increase of the score can be gained on the students’ work.
Students’ average score is 72.
At the end of cycle 2 the work of the students are 8 posters (excellent), 17 works (good), 7 works (fair), and 2 works (bad).
The two works are the works of Ernawati and Rizqi Irfangi.
Thirdly, the questionnaire also shows that the students’ interest on writing poster is 37 (easy).
4.
CONCLUSION Based on the data of the action research it can be concluded that ESA sequence can improve the students’ ability and interest on writing advertisement and poster.
The ability to write advertisement (poster) is indicated by the score of Linguistic Competence Test and the assessment of the students’ works.
The linguistic Competence test get improved from 58 (pre-cycle) to be 66 (cycle 1) and 70 (cycle 2).
The score f the students’ work get increased from 53 (precycle) to be 63 (cycle 1) and 72 (cycle 2).
The interest is indicated by the score of the questionnaire.
It get increased from 22,3 (pre-cycle) to be 33,5 (cycle 1), and 37 (cycle 2).
5.
REFERENCE Dixone, Michelle.
(2010).
‘How to write good eyecatching advertisements’ dalam http://www.ehow.com/how_493339 1_write-good-eyecatchingadvertisement.html Finley, Irene.
(2010).
‘How to do a report with posters for an elementary school projects’ dalam http://www.ehow.com/how_770058 0_do-posters-elementary-schoolproject.html Harmer, Jeremy.
(2001).
How to Teach English.
Essex: Longman Pearson Education Limited.
Richards, Jack C dan Willy A. Renandya.
(2002).
Methodology in Language Teaching.
Cambridge: Cambridge University Press.
http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html
SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 57 ANALYSING THE STUDENTS’ GRAMMATICAL ERROR ON WRITING NARRATIVE TEXT Miftahul Janah English Department, STKIP Muhammadiyah Pringsewu Email: metha_krucie@yahoo.co.id Abstract This qualitative study described about grammatical error on students narrative writing.
The participants were the second semester students of STKIP Muhammadiyah Pringsewu Lampung in academic year 2013/ 2014.
In collecting data, this study uses forms with general, emerging questions to permit the participant to generate responses.
Then, gathering word (text) from the participants, and collecting information from individual of participants.
Data analysis tends to consist of text analysis, to involve developing a description and themes, then interpretation tends to sonsist of stating the larger meaning of the findings.
After analysing the students writing, it was found that most of mistakes made by students were: missing subject, missing be in simple predicate, wrong simple predicate missing be, superfluous be, misinformation of passive form, the verb comes after the subject, pronoun form, agreement, and reference.
Key Word: Grammar, Grammatical Error, Writing Skill, Narrative Text 1.
INTRODUCTION Language is a means of communication.
By using a language people can communicate with each other.
Using a language is not as simply as we thought because there is a set of rules that must be followed, which is called Grammar.
Actually grammar is used to mean the structure of a language.
It is an essential part of the use of language process, both in spoken and written language.
Huddleston (2005) states that although a knowledge of grammar will not on its own create writing skills, there is good reason to think that understanding the structure of sentences helps to increase sensitivity to some of the important factors that distinguish good writing from bad.
It would be impossible to learn language effectively without knowing the grammar, because grammar helps learners to identify grammatical forms, which serve to enhance and sharpen the expression of meaning.
Like all languages, English is a collection of dialects.
Based on Altenberg (2010) explanation that is SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 58 while society views some of these dialects as having more social prestige than others, when we look at them objectively we find that all dialects are equal linguistically.
That means that all dialects have grammatical rules, and the grammatical rules of one dialect are no more precise, pure, or logical than the grammatical rules of another dialect Knowing the grammar of our native language is an enormous help for anyone embarking on the study of another language, even if it has rather different grammatical principles; the contrasts as well as the parallels aid understanding (Huddleston, 2005).
He adds that Some think the study of English grammar is as dry as dust, probably because they think it is virtually completed, in the sense that nothing important in the field remains to be discovered.
Grammar for Writing Narrative Text Writing is one of four skills in language learning.
Learning how to write in a second language is one of the most challenging aspects of second language learning (Richards, 2003).
Then, Knapp & Watkins (2005) state that speech and writing are both forms of communication that use the medium of language, but they do so quite differently.
It is usual to think that they are simply different aspects of the same thing; however, writing is far more than speech transcribed.
Narrative does not have, for example, a singular generic purpose as do some of the other genres.
According to Knapp & Watkins (2005), we cannot say that narrative is simply about entertaining a reading audience, although it generally always does so.
Narrative also has a powerful social role beyond that of being a medium for entertainment.
Narrative is also a powerful medium for changing social opinions and attitudes.
Then, narrative is also a ‘big’ or macro genre in that it can easily accommodate one or more of the other genres and still remain dominant.
One of the language features of narrative text is using action verbs in past form.
About narrative, Knapp and Watkins (2005) adds that formally, narrative sequences people/characters in time and space.
SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 59 In its most basic form, in text types such as recounting and retelling, the genre does little more than simply sequence.
A key characteristic for all text types in the genre, however, is the requirement to orient or introduce the reader/listener to the people, time and place in the story.
The structure of narrative is generally more complex than the orientation and sequencing typical of recounting.
Common Error on Grammar for Writing Second language learner (students) are demanded to comprehend English well, including grammar in order to the target of teaching learning process has achieved.
In fact, students often make a mistake or an error when they asked to make a sentence.
It is like Bustami (2004) says that students often transfer the system of their mother tongue (L1) into the target language (L2).
It was happen naturally because the strong of mother tongue by students.
James in Darus (2009) stated that errors in writing such as tenses, prepositions and weak vocabulary are the most common and frequent type of errors that are committed by learners.
Since grammar is seen only as a means to an end, some learners tend to reemphasize its importance and in the process, they make many more errors.
The learners usually face difficulties in learning the grammatical aspects of the Target Language (TL), such as in subjectverb agreement, the use of preposition, articles and the use of correct tense.
Such errors can be seen clearly in the learners’ written performance (Nikamtus: 2014).
The problems that the students are bound to encounter would be weak vocabulary, inappropriate use of grammar in sentences etc.
Thus, rekindling interest in the area of learner errors can be considered a timely move.
Teachers who can analyze and treat errors effectively are better equipped to help their students become more aware of their errors.
An error is different from mistake, so we have to be careful to differentiate.
According to Lengo in Yulianti (2007), a mistake is a performance error, which is either a random guess or a ‘slip’, i.e.
a failure SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 60 to utilize a known system correctly.
An error is a noticeable deviation from the adult grammar of a native speaker, reflecting the inter language competence of the learner.
From those definitions above, it means that a mistake is just a slip that the learner forgets the right form.
While, an error is a deviation which is made by the learner because he does not know the rule and he /she will make it repetitively.
The sources of error occurrence according to Ancker (2000: 1): 1.
Interference from the native language The learner may assume that the target language and his native language are similar.
Then, he will over generalize the rules of his native language and the target language.
2.
An incomplete knowledge of the target language Because of the incomplete knowledge, the learner may make guesses.
When he has something that he doesn’t know, he may guess what it should be there.
Lengo cited in Yulianti (2007), added that foreign language learners commit errors largely because of the paucity of their knowledge of the target language whereas deviant forms produced by native speakers are dismissed as slips of the tongue or slips of the pen.
3.
The complexity of the target language Certain aspects in English are difficult for some learners, it may be caused the rules of their native language are quite different from English and even more complex than their native language.
2.
RESEARCH METHODS The design of this research is qualitative research.
About this research, Creswell (2008) states that qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words (or text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner.
SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 61 In collecting the data, this study uses forms with general, emerging questions to permit the participant to generate responses.
Then, gathering word (text) from the participants, and collecting information from individual of participants.
Data analysis tends to consist of text analysis, to involve developing a description and themes, then interpretation tends to sonsist of stating the larger meaning of the findings.
3.
FINDINGS AND DISCUSSION Grammatical Error There are many mistakes that made by the second semester students of English Department of STKIP-MPL, but most of mistakes that they made are: 1.
Subject and verb In a sentence, there are at least one subject and one verb.
The subject may be a noun, a pronoun, and the predicate may be a verb or to be.
Some types of errors that appear in this category are: a.
Missing Subject e.g., students made: from the text above, can be concluded that book is important.
It should be: from the text above, it can conclude that book is important.
b.
Missing be in Simple predicate e.g., students made: The boat destructed by pirates.
It should be: The boat is destructed important by pirates.
c. Wrong simple predicate missing be e.g., students made: there are three dwarf in the forest.
It should be: There were three dwarves in the forest .
d. Superfluous be e.g.
students made: Hendrick is express his feeling to Valeria.
It should be: Hendrick expressed his feeling to Valeria.
2.
Verb agreement, tense, and form.
Every sentence has at least one verb.
It indicates number of the subject, the tense, etc wherever it stands in a sentence.
a. Misinformation of passive form SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 62 e.g., students made: The Troll was kill it two days ago.
It shoul be: the troll was killed it two days ago.
b.
Passive order, but active form e.g., students made: the war will held tomorrow.
It should be: the war will be held tomorrow.
c. Active order, but passive form e.g., students made: the dragon is caught by the thief.
It should be: the dragon caught the thief.
d. Misinformation of the next verbal word e.g., students made: they will coming soon It should be: they will come soon.
e. The verb comes after the subject e.g., students made: Bilbo Beggins look at hisself in a mirror.
It should be: Bilbo Beggins looked at hisself in a mirror.
f. A form of have/ has e.g., students made: She have a strange magic.
It should be: She had a strange magic.
g. A form of do / does e.g., students made: Bilbo do not know the rules It should be: Bilbo didn’t know the rules.
h. Pronoun form, agreement, reference Pronoun is a word that used to replace noun in a sentence or a paragraph.
So, there is no repetition for the noun that may bore the audience, that is, the reader or the listener.
The example of the error that might appear in this area is: e.g., students made: Gandalf asks the dwarves come in the forest.
Gandalf will be returned soon.
It should be: Gandalf asked the dwarves come into the forest.
He would return soon.
From the data above, it can be seen that students made frequents errors of word/ idiom in their SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 63 sentence and some of them made occasional.
They could not consistent in using past tense to develop their narrative text.
4.
CONCLUSION A mistake is a performance error, which is either a random guess or a ‘slip’, i.e.
a failure to utilize a known system correctly.
An error is a noticeable deviation from the adult grammar of a native speaker, reflecting the inter language competence of the learner.
In making narrative text, the second semester students of English Department of STKIP-MPL in academmic year 2013/ 2014 made frequents errors of word/ idiom in their sentence and some of them made occasional.
They could not consistent in using past tense to develop their text.
5.
REFERENCES Altenberg, E.P.
& Vago R.M.
(2010).
English Grammar: Undersating the Basics.
New York: Cambridge University Press.
Ancker, William.
(2000).
Errors and Corrective Feedback: Updated Theory and Classroom Practice.
Forum (online), Vol.38, No.4, (http//exchanges.states.gov//foru m/) Bustami, Subhan.
(2004).
Psycholinguistics, Sociolinguistics, and Semantics.
Yogyakarta: Debut Press.
Creswell, J. W. (2008).
Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research.
New Jersey: Pearson Education.
Darus, Saadiyah.
(2009).
Error Analysis of the Written English Essays of Secondary School Students in Malaysia (European journal of social sciencesvolume 8, number 3) cited in www.eurojournals.com/ejss_8_3 _12.pdf Huddleston, R & Pullum, Geoffrey K. (2005).
A Student’s Introduction to English Grammar.
New York: Cambridge University Press.
Knapp, Peter & Watkins, Megan.
(2005).
Genre, Text, Grammar: Technologies for Teaching and Assessing Writing.
Australia: UNSW Press.
Nikamtus, Sa’diah.
(2014).
Error Analysis on the Writing Tasks Produced by Students of “Azet Language Centre Malang.
Journal Ilmiah Mahasiswa FIB.
Volume 6, Number 1 2014) cited in http://jimbastrafidb.studentjourn al.ub.ac.id/ SMART Journal Volume 1 No.
2, August 2015 Hlm.
57-64 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 64 Richard, J. C. (2003).
Second Language Writing.
New York: Cambridge university press.
Yulianty.
(2007).
A Descriptive Study of Grammatical Errors Made by the Students of Writing III Class at the English Department of FKIP UNLAM Academic Year 2007.
Thesis.
Banjarmasin: English Department of FKIP Unlam.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
2, August 2022 Page.
96-102 p-ISSN: 2356-2048 e-ISSN: 2356-203x 96 THE CLINICAL SETTING ENGLISH ROLE PLAY METHOD TO IMPROVE THE MIDWIFERY STUDENTS SPEAKING ABILITY Surip Haryani1*, Azwar Abbas2 Nursing Program, Sekolah Tinggi Ilmu Kesehatan Madani Yogyakarta Magister of English Education, University of Ahmad Dahlan Email Correspondence: sharyani81@gmail.com Abstract Role-play for health science students can be done by applying clinical setting role play.
The study aimed to find out the effect of clinical setting role play to improve the speaking skills of midwifery students using pre and post-test design.
This is a classroom action research with one group before-after study.
The 3rd-semester midwifery students were taken totally as samples.
Paired T-Test shows an increase in the value of the pre and post-test results with a p-value of 0.003 and <p value of 0.05 which means there is a positive influence.
Keywords: Correlation, Personality, English Proficiency INTRODUCTION English courses are given in almost all university majors in Indonesia, including the midwifery department.
This is because the need for midwives who are able to compete in the global era, especially facing the MEA, has become more real.
With the MEA, midwife graduates who have the ability to speak English are very important.
Students will later compete with many graduates from various universities to get jobs or work as medical personnel in clinics or hospitals both at home and abroad.
If the opportunity to work as medical midwives will be limited later, students can get the opportunity to work as medical personnel abroad.
Many developed countries provide opportunities to work as medical personnel in various international hospitals.
The need for medical personnel abroad is very large, but the absorption is far below the standard due not to the aspect of clinical ability but to the aspect of the lack of ability to communicate in English.
English courses are given in the midwifery department with the hope that students mailto:fatmaery@ymail.com The Clinical... 97 are able to communicate well in English, especially according to their role as prospective medical personnel.
From the observations made, it is known that the English learning application has started the ESP (English for Specific Purposes) learning model or English based on the majors taken but speaking practice applications have not applied setting-based conversations or clinical backgrounds directly.
This phenomenon makes the English courses given need to be given with thematic conversations whose setting or concept is in the world of health care for patients which is identical to the world of hospital or clinic work with the speaking learning method, namely by playing a role or role play.
(Baybakova & Hasko, 2020) mentions that imitational and role-play strategies can also be quite successful in ESP discourse training.
Crookal in (Ferdian & Nirwana, 2021) states that role-play can be a quite simple and brief technique to organize which is also highly flexible, leaving much more scope for the exercise of individual variation, initiative, and imagination.
Those aspects in role-plays can be set in a clinical situation for medical students or other health field majors such as midwifery.
For midwifery students, role plays need to be done by applying the clinical setting of services to patients or clinical setting role play to improve their speaking or communication skills.
A research finding of (Ferdian & Nirwana, 2021) found that nursing students’ reflections on role-play activities are suggested and considered for their professional careers.
Nursing and midwifery are typically the same fields in relation to health care providers.
The findings of (Ferdian & Nirwana, 2021) was used as one of the backgrounds for the research to be conducted on midwifery students on how clinical setting role play can improve their speaking skills.
RESEARCH METHODS This is a quantitative experimental research using one group pre-test and post-test design.
Role-play activities were conducted as pre and post-tests and the scores were presented and measured quantitatively using dependent T-test analysis with SPSS application to find whether or not the significant value of Sig (2 Tailed) T-test <0.05 meaning a significant difference between the pre and post-test-values.
The 3rd-semester midwifery students of STIKES Madani Yogyakarta were taken totally as the populations and samples.
They are 13 students in the class.
The researchers conducted some steps in Surip Haryani … 98 the research namely observation, selection of research population and sample, giving pre-test, applying the concept of clinical role-play setting giving post-test, assessing and analyzing results, and writing the research report.
Observation and interviews are the data collection techniques to find out the students’ experiments in a midwifery clinical setting role play.
The treatment or experiment was given by providing material in the setting of English conversation-based material in the setting of midwifery health care services.
The conversation settings are started from the beginning when a midwife is accepting a new client’s admission, conducting the client’s personal data, conducting physical assessments from the primary data of vital signs and health history to ANC or antenatal care, explaining procedures, assisting labor process, dealing with the postpartum woman, explaining health reproduction system and providing an immunization service as one of the child health cares.
All of the settings of the situations are based on the midwifery competencies in Myles textbook for Midwives (Bannett, V. Ruth; Brown, 2014).
To find out how the improvements of the scores, the students were given pre and post-tests.
Analysis of the listening test results is analyzed using the T-test.
RESULTS AND DISCUSSION The observation stage found that the previous semesters were conducted online caused by the Covid-19 pandemic.
The speaking activities were conducted virtually and had not been given role play activities.
For the role play speaking test in the pretest session, the students were divided into 4 groups and they had to play roles as a midwife, a client and her spouse, and the midwife assistant.
The score gained by the students in the pre-test stage are below: Tabel 1.
Pre-Test Result Group Score Group 1 67 Group 2 65 Group 3 70 Group 4 70 The Clinical... 99 The students were given conversation-based materials on the teaching-learning activities.
The materials were English conversation-based material in the setting of midwifery health care services.
The conversation settings were started from the beginning when a midwife is accepting a new client’s admission, conducting the client’s personal data, conducting physical assessments from the primary data of vital signs and health history to ANC or antenatal care, explaining procedures, assisting labor process, dealing with the postpartum woman, explaining health reproduction system and providing an immunization service as one of the child health cares.
The posttests were set in the midwifery laboratory where all the utilities are set as a mini clinic for the students to practice all the midwifery skills.
The students conduced the role play by using the medical instruments needed during each scene such as using the observation chart, statoscope, thermometer, scale, sphygmomanometer when measuring vital signs, using examination bed when conducting ANC or antenatal care with other supported equipment such as Doppler, and using baby phantom in assisting labor.
This medical equipment helped the students to be more expressive and comprehensive.
The post-test results indicate the improvement of the score Tabel 2.
Post-Test Results Group score Group 1 78 Group 2 75 Group 3 80 Group 4 90 The improvements of the score can be seen below : Table 3: Students’ Score Improvement Group Pretest Score Post Test Score Score Improvement Group 1 67 78 11 Group 2 65 75 10 Group 3 70 80 10 Group 4 70 90 20 The above improvement scores during pre and post-tests can prove that clinical setting Surip Haryani … 100 role-play conducted in midwifery clinic by using the medical equipment needed for the role play can improve the speaking skill of the students.
This is in line with the findings of (Umam, 2011) in his research stating role playing can improve the speaking ability as well as (Alzboun et al., 2017) who can prove the good effects of role-playing in improving the speaking ability significantly.
Based on the interview given to the students after the post-test, they mostly stated that the clinical setting could help them to know what to communicate since they were at the same time conducting the midwifery treatment to the client.
The action can support them to remember what to say in communication when implementing midwifery actions.
The students were able to be more expressive and comprehensive.
This can be considered as the advantage of clinical setting role-play.
In conducting the activity, he students found a slight problem in remembering the dialogue since they have to do some scenes of services from the beginning when they accepted a new client until the childcare services.
But this was mostly helped by the real act of midwifery services so the communication could be done more naturally.
The significant result of the data analysis can be seen below : Table 4.
The Influence of Clinical Setting Role Play to Improve the Speaking Skills of Midwifery Students No Variable Pre-test Post-test p-value 1 The Influence of Clinical Setting Role Play to Improve the Speaking Skills of Midwifery Students 2.44±68.00 6.55±80.75 0.013 Pre and post-test indicate an increase in value of Standard Deviation.
T-test results of the analysis of the pre and post-test scores using SPSS 16 show a Sig value of 0.003 which means there is a significant difference in value between the pre and post-test results.
Midwifery clinical setting role play can improve the speaking skills of midwifery students in STIKes Madani Yogyakarta.
The data results indicate that the author can prove midwifery clinical setting role play can improve the speaking skills of midwifery The Clinical... 101 students.
This findings can support the goal value of Indonesian ASEAN Free Association (AFTA) and North Atlantic Free Treat Association NAFTA memberships as stated in (Nurhidayat et al., 2021) that opportunities and challenges for health school students, graduates, and lecturers to demand qualified health school students for qualified health workers.
The medical laboratory becomes good place for not only practicing health care skills but also for practicing in English especially for the health science in particularly Midwifery.
CONCLUSION The results of the study and data analysis show an increase in the value of the pre and post-test processes before and after giving treatment.
This shows that there is a good effect of the clinical setting role-play method on improving the ability of the 3rd-semester students of midwifery at STIKes Madani Yogyakarta.
The availability of the midwifery laboratory and its supporting equipment which are commonly used for midwifery students’ practices is beneficial for midwifery English lectures.
The implementation of English speaking practice in the form of role-playing is suitable for the midwifery major.
Students' speaking skills, especially when speaking in the context of midwifery, will greatly assist them in preparing to compete in the global era where the need for medical personnel around the world is very wide, especially after the Covid-19 pandemic, the need for medical personnel is increasing almost all over the world.
Practicing English in the midwifery laboratory or in the context of clinical settings is obviously necessary for midwifery students to practice optimally in relation to the use of English midwifery technical terms.
The author suggests conducting further research related to the perspective or review of student learning experiences in using the clinical setting role play method in midwifery English learning.
REFERENCES Alzboun, B., Smad, O. M., & Baniabdelrahman, A.
(2017).
The Effect of Role Play Strategy on Jordanian EFL Tenth Grade Students’ Speaking Skill.
Arab World English Journal, 8(4), 121–136.
https://doi.org/10.24093/awej/vol8no4.8 Surip Haryani … 102 Bannett, V. Ruth; Brown, L. K. (2014).
Myles Textbook for Midwives (jaine Marshall and Maureen Reynor (ed.
); sixteenth, Issue sixteenth edition).
Sounders Elsevier.
https://books.google.co.id/books?id=vPbSAwAAQBAJ&lpg=PP1&ots=OR79IiMjw&dq=mile textbook for midwifery&lr&hl=id&pg=PR5#v=onepage&q=mile textbook for midwifery&f=false Baybakova, I. M., & Hasko, O. L. (2020).
Imitational And Role-Play Strategies In The Esp Discourse Training.
Scientific Notes of Taurida National V.I.
Vernadsky University, Series Philology.
Social Communications, 2(1), 11–15.
https://doi.org/10.32838/2663-6069/2020.1-2/03 Ferdian, N. R., & Nirwana, B.
(2021).
Nursing Students ’ Reflections on English RolePlay Activities in ESP Class.
4(4), 452–457.
Nurhidayat, N., Fatmawati, A., & Kesehatan Muhammadiyah Makassar, P. (2021).
Need Analysis for English Special Purpose in Medical Laboratory Technology Students Corresponding Email Article’s History Need Analysis for English Special Purpose in Medical Laboratory Technology Students.
8(2), 2021–2391.
https://doi.org/10.30605/25409190.232 Umam, C. (2011).
Improving the Students’ Speaking Ability through Role-Playing Technique.
http://jurnal.bdksurabaya-kemenag.com/index.php/inovasi/index
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
1, January 2021 Page.
27-34 p-ISSN: 2356-2048 e-ISSN: 2356-203x 27 IMPROVING THE ENTREPRENEURIAL SPIRIT IN THE FIELD OF TRANSLATION SERVICES FOR ENGLISH EDUCATION STUDENTS Suroyo STIE Tribuana, Postgraduated of Management Email Correspondence: suroyo@stietribuana.ac.id Abstract This study aims to improve entrepreneurial attitudes and behavior in the field of translation services for students of English education research programs through internships.
The research method was a comparative theoretical analysis related to the development of translation services and business development for students studying several librarians.
The results of the study indicated that entrepreneurship was a process, traits, and traits that have a strong will to bring innovative ideas into real-world businesses and are able to develop.
Keyword: Entrepreneur, Translation Services, Internship INTRODUCTION The manpower issue is one of the problems in Indonesia nowadays.
However, it does not necessarily become a problem in this country.
Numerous aspects support to overcome these problems, including the role of universities.
It is because universities have become one of the aspects that encourage the progress of the nation.
The higher education institution does not directly appear to be responsible for this country but responsible for related problems.
Indonesia’s economic growth is quite fast, reaching 5.02% in the first quarter of 2019.
Based on current economic growth, it should be easy for society to obtain work.
The problem of natural resources in Indonesia that has not been resolved optimally has reached 250 million.
It is an important condition for overcoming economic problems.
One of the issues the government has proclaimed to reduce mailto:suroyo@stietribuana.ac.id Suroyo… 28 job shortages is through entrepreneurship.
Through entrepreneurship, society is no longer looking for work but creating jobs.
By this government program, universities must also support the program and must participate in improving students’ entrepreneurial abilities.
Bygrave (1994) in Alma, B.
(2007) defined entrepreneur “... as the person who destroys the existing economic order by introducing new products and services, by creating new forms of organization, or by exploring new raw materials” Entrepreneurship is used as a subject for college courses and extracurricular activities for students.
It is planned because the graduates or students who are still active in higher education can apply entrepreneurial concepts and skills.
Hence, there is no need to wait for companies to accept job applications or even to become civil servants.
Based on research conducted by Sukirman (2017) concerning "Jiwa Kewirausahaan dan Nilai Kewirausahaan Meningkatkan Kemandirian Usaha melalui Perilaku Kewirausahaan", it was revealed that the strengthening of entrepreneurial spirit will have an impact on strengthening entrepreneurial behavior.
Also, increasing entrepreneurial values will increase entrepreneurial behavior.
Increasing entrepreneurial spirit can increase the formation of business independence but it cannot be achieved immediately.
It means that small business actors who can increase the entrepreneurial spirit will not automatically establish business independence.
Thus, even though Sukirman’s research has a similar topic with this research, this study will examine more deeply the spirit of entrepreneurship through an entrepreneurial program.
However, in the implementation process, students, especially students of English education study programs, still face difficulties and are still confused about choosing the type of entrepreneurship to work in according to their field.
They still believe that the type of business that is suitable for their field is only business equipment, or that the private sector does not need them.
Starting from this idea, as an entrepreneurship lecturer in the English Education Study Program, the writer attempted to search for solutions by developing and improving their Improving… 29 entrepreneurial potential Hence, students can open themselves up that there are abundant opportunities in the field of English to become entrepreneurs.
Therefore, in this study, the writer attempted to take the entrepreneurial potential of English, especially in the courses available in the curriculum, i.e., translation.
The essence expression of the language translator is simply the term of someone who speaks one language and can transliterate it in another.
The translation is the process of interpreting and conveying messages in different language environments.
Brislin (1976) elucidated that “Translation in the general term is referring to the transfer of thought and ideas from one language (source) to another (target), whether the language is in written or oral form; whether the languages have established orthographies or do not have such standardization or whether one or both languages is based on signs, as with sign language of the deaf”.
Entrepreneurship development in translation services refers to the process of creating new things with the time and effort required, taking financial, physical, and accompanying risks, overcoming imbalances in the money obtained, having personal benefits when operating translation services, and contentment and freedom.
Entrepreneurship is catching opportunities, by taking advantage of opportunities to open and run new or innovative businesses.
Therefore, hosting companies can become bigger and more independent in facing competitive challenges (Nasrullah Yusuf, “Konsep Dasar Kewirausahaan”).
Entrepreneurship is an attitude, perspective, or spirit of innovative, and independent innovation.
Although they have to face risks, they can also create new businesses by taking advantage of existing opportunities.
Students really need the concept of entrepreneurship as a provision for their life to be able to overcome challenges in life and survive.
Therefore, it is crucial to trigger the students to always be creative in using existing opportunities for creating innovation.
The aim of developing entrepreneurship by utilizing translating services through internship is to explore entrepreneurial potential contained in entrepreneurship courses.
This course not only provides lectures in the classroom Suroyo… 30 but also takes part in an internship in places that have been designated by the Study Program.
Through the Translation Entrepreneurial Internship Program, students can develop entrepreneurial potential in translation practices, translation problems, how to solve these problems, and the relationship between translation and local culture.
The translation entrepreneur internship does not only equip students with theoretical knowledge but also insight regarding translation practices in companies, printing companies, and various mass media organizations.
RESEARCH METHOD This research was qualitative research with exploratory research methods.
By using this method, the researcher attempted to explore all the possibilities to answer the research problem.
This research is completed in several stages by directing the research problem concerning the object of research.
Researchers collected the data from observations, interview informants, collect files, and visual data.
From these observations, information was obtained related to who could be used as informants.
Respondents who were used as this research topic comprised of four lecturers in translation courses, two translation, two publishers and printing, and one print and audio-visual media.
RESULTS AND DISCUSSION Potential of Translation Entrepreneurial Field Based on observations in the entrepreneurship class and data collected from interviews with information providers, it is identified that all informants agreed that the translation field has great entrepreneurial potential.
From the observations of the translation class, it can be observed that in fact most of the students in the entrepreneurship class had the potential for translation.
However, they did not obtain the details yet on how to join the field of professional translation and how to obtain entrepreneurial training and insight in the field of translation.
Based on Improving… 31 observations in entrepreneurship class and data collected from interviews with the informants, they concurred that the translation has great entrepreneurial potential.
In a translation course, translation exercises were mostly sufficient to translate various translation genres, such as formal translations, popular articles, brochures, manual machines, etc.
However, there was not enough insight regarding how to follow up on translation skills as an entrepreneurial career.
There was no sufficient knowledge to understand how to start a business in the field of translation, take advantage of student potential, build networks, and build an entrepreneurial mindset.
Specific majors identified in this research were job opportunities or entrepreneurship in the field of translation, including translators, interpreters, film translators, translation service bureaus, etc.
Translation Learning Model Based on the evaluation results of translation learning activities, it is recognized that the results of translation learning were only limited to theoretical abilities related to translation theory and translation skills.
At the same time, the output as a translation entrepreneur has not been realized.
Therefore, the results of this study developed alternative translation learning methods that can adapt translation students to the needs of freelance translation.
Even though they have not graduated from higher education or college, they can continue to be involved in freelance translation.
Through this research, a method was proposed to support students to gain more than mastering theoretical skills and translation skills.
Moreover, students can also master one or more of the translation tools used.
Thus, they can complete translation and comprehend the real world of professional translation through this internship program.
Based on the results of the student interview, it was obtained the following information: Students required three credits in translation courses.
In this subject, translation theory and translation practice were taught.
After obtaining translation Suroyo… 32 theory (such as procedures, strategies, translation skills, etc.
), students would receive translation training for various types of texts.
The translation results would be discussed in class, or could only be corrected and commented on by the lecturer.
The data obtained from the students showed that entrepreneurship was rarely given, even professional translation circles or translation circles.
Only four students (17%) provided the information they had heard about the experiences of lecturers in translation work.
In terms of ability, 87% of students felt less confident in their translation skills because they believed that the translation results were still low.
Meanwhile, the results of interviews conducted by translation lecturers showed that the material provided only involved translation theory and practice as well as translation skills.
Due to the semester credit system implemented, entrepreneurship-related materials had not been provided.
A suggestion for lecturers to address this problem was to increase the time allocated for translation courses.
The lecturers provided possible opportunities to the students for translation internships or business publications.
Students should also be given specific material about the various tools available for translators to make the translation process more effective.
Based on the results of interviews and observations of the learning conditions and the world of translation, as well as the literature review of the world of translation, research models or methods of translation learning are as follows.
In terms of courses, it needs to be an additional time allocation in the semester credit system for translation courses.
This additional time is to provide more material on the tools to assist and speed up the translation.
This course also requires an internship as another type of lecture.
Translation internship courses can be carried out in business translation, publication/printing.
Internships in this course do not always have to live or work in a company because translation work can be done anywhere, including at home, campus, or any other possible place.
Improving… 33 The advantage of this internship program is that students can explore and practice their translation skills and gain experience in the professional translation field.
Another benefit is that the internship provides a professional translators network.
In terms of lecture materials, it is necessary to provide material on information and communication technology (ICT) equipment that supports current translation work.
In essence, ICT tools can increase the translation efficiency of translators.
Through the analysis above, language can guide the learning of translation courses.
Students not only master translation theory, skills, and practice but also guide entrepreneurial skills.
The recommendations of this research result will only add to the existing translation learning model.
The prerequisites for translation to take a translation course must be met for the smooth running of the translation course.
The translation course itself can be divided into several courses.
Total credits for translation courses are between 10 and 12 credits.
Translation courses include translation theory and practice.
During the internship, students are required to complete at least one translation project provided by the company where the internship project is located.
It is expected that after the internship, students will have the courage to set up their own translation business individually or in groups.
CONCLUSION From a financial and business sustainability perspective, entrepreneurship in the field of language translation is a very promising career.
In the era of globalization, the penetration of one culture to another is unlimited and one cannot choose.
Of course, this situation requires multiple translators, who can bridge different cultures and languages.
Of course, foreign companies entering Indonesia also need a translation.
Books, information on the Internet, and collaboration between institutions in multiple languages require translation.
The needs in translation have created entrepreneurial potential in the field of translation.
It causes translation professions are very diverse.
Suroyo… 34 Higher education is responsible for educating the youth.
It must be able to contribute to the progress of the nation which improves the welfare of the Indonesian society.
Higher education must be able to produce entrepreneurs who support the national economy.
The language field, particularly the field of translation, makes it possible to use the methods or models proposed in this study to train entrepreneurs in the field of translation.
REFERENCES Bygrave, W. D. (1997).
The Portable MBA in Entrepreneurship.
New York: John Willeys &Son Inc. Brislin, R. W. (1976).
Translation: Application and Research.
New York: Gradner Press Inc. Sukirman, S. (2017).
Jiwa Kewirausahaan dan Nilai Kewirausahaan Meningkatkan Kemandirian Usaha melalui Perilaku Kewirausahaan.
Jurnal Ekonomi Dan Bisnis, 20(1), 113-131.
Yusuf, N. (2006).
Wirausaha dan Usaha Kecil.
Jakarta: Modul PTKPNF Depdiknas.
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
1, January 2021 Page.
21-26 p-ISSN: 2356-2048 e-ISSN: 2356-203x 21 THE TRANSLATION RESULTS OF GOOGLE TRANSLATE FROM INDONESIAN TO ENGLISH Tiara Noviarini Universitas Mitra Karya, Sport Training Education Email correspondence: Tiaranoviarini140315@gmail.com Abstract Google Translate is a free multilingual translation machines developed by Google that can assist translators to make their translation functions easier and faster.
The aim of research is to analyze whether it can be relied on as a substitute for translators.
This research used a literature analysis method by analyzing the results of the translated book and machine translation.
The result found that it cannot replace translators.
It has its limitations, including understanding the context and cultural situation of a nation.
Therefore, this machine is useful only in assisting the translation process.
Keywords: Translator, TranslationMachine, Translation, Accurate INTRODUCTION Language is the key to identifying each other and introducing the culture of a nation.
The translation is needed as a bridge to introduce the culture of a nation.
Over time, the world changes.
The technology makes many things easier, including in the translation field.
Information technology, which became popular in the late 70s, emerged to answer challenges in the past through the term of computer technology or Electronic Data Processing or EDP.
According to the Oxford dictionary (2000), information technology is the study or use of electronic equipment, especially computers, for storing, analyzing, and sending out information.
The study of information technology tools is elucidated by Haag and Keen (In Kadir and Triwahyuni, 2003) that “Information technology is a set of tools that helps you work with information and perform tasks related to information processing” Likewise, William and Sawyer (In Kadir and Triwahyuni 2003) argued that mailto:Tiaranoviarini140315@gmail.com Tiara… 22 “Information technology is a technology that combines computing (computers) with high-speed communication lines that carry data, voice, and video.” From these definitions, it is illustrated that information technology, both implicitly and explicitly is not only computer technology but also telecommunication technology.
The development of Information Technology that can process, package and display, and disseminate learning information in audio, visual, audio-visual, and even multimedia media, has now been able to realize what is called virtual learning.
This concept develops so that it can package the conditions and realities of previous learning to be more attractive and provide adaptive conditioning to the learner where they are.
One of the learning is language.
Various languages can be learned through information technology with the help of translation tools/machines.
Machine Translation is a branch of computational linguistics that studies the use of computer software to translate text or speech from one source language to another.
According to Hatim (2004), at a basic level, machine translation makes a simple replacement of words from one source language to another.
With the corpus technique, more complex translations can be performed to allow better handling of differences in linguistic typology, phrase recognition, idiom translation, and also handling of anomalies.
The current machine translation software is generally customized based on domain or profession.
Thus, it enhances translation results by limiting the scope of allowed substitutions.
Google translate is a service provided by Google Inc. to translate sections of text or web pages from one language to another.
For several languages, users are asked to provide alternative translations, such as for technical terms, which will be included for updates in the next process.
Google utilizes its translation software.
However, like another automatic translation tool, Google Translate has several limitations.
Google Translate performs translation with an approach called statistical translation.
Such translation is the result of research by Franz-Josef Och who won the The Translation… 23 DARPA contest for machine translation speed in 2003.
Currently, Och is head of Google‟s machine translation department.
Starting from September 25, 2008, Google translate has included Indonesian into the language that can be translated by search engines (Google search).
Now, Google has brought a number of new features to Google Translate.
One of its main features is live translation.
When you type in the translate box, the translation will appear directly.
It does not need to press the translation button.
Then, the problem is whether Google Translate can replace the real translator?
The purpose of this study is to describe the differences in the translation results on Google Translate regarding a story that can be accepted and understood by readers with the results obtained from Google Translate (without editing).
The results of this study are expected to provide an overview of whether Google Translate can replace the translator as a whole or Google Translate is only a tool that helps translators.
Hence, it can be concluded whether a professional translator is still needed or a translator is no longer required so that it can provide benefits to users of the translation results.
The intended benefit is that the readers can obtain precise and accurate translation results in which the content and meaning of the source language can reach the reader correctly.
Thus, there will be no misunderstanding.
METHOD This research used a literature analysis method by analyzing the results of the translated book and machine translation.
This research was conducted by searching for sources of stories from a storybook that has been published in the bookstores.
The storybook being compared is Dongeng Danau Toba, The Legend of Lake Toba by Darto Singo and translated by Wid.
Firstly published by the publisher of PT.
Gramedia Widiasarana Indonesia, Member of IKAPI, Jakarta 2001.
Then, the story was also translated by Google Translate.
Translation results were compared with a book that has been published.
Tiara… 24 RESULTS AND DISCUSSION In this study, the researcher used a storybook entitled The Legend of Lake Toba written by Darto Singo from Grasindo publisher, PT Gramedia Widiasarana Indonesia Jakarta, 2001.
From the results of the translation on Google Translate that was conducted by the researcher, it was revealed that several things need attention on the differences in translation, among others.
The first is the designation.
The mention of „Emak‟ was not translated, as long as the reader was an Indonesian who would understand.
For Google Translate, it was automatically translated into standard English, namely „mother‟.
Likewise the designation of „Bapak‟, Google Translate became Bapak or Mr., such as the translations on pages 12,14, 16, 18, 20,22, and 24.
The second is the word choice concerning the language style, such as in the title of „The Legend of Lake Toba‟, Google Translate would translate it as "Fable Lake Toba".
Google Translate translated the word “dongeng” into “Fable”.
For the translator, it became “The legend of ..”, which has subtle literary value.
On page 8, “Satu hal lagi yang harus kau ketahui,” ujar gadis itu.
“Takdir menghendaki kita berjodoh!
Aku akan menjadi istrimu yang setia.
Tetapi dengan satu syarat, jangan pernah berkata bahwa aku berasal dari ikan!” machine translated to "One more thing you should know, "said the girl.
"Fate wants us to be paired!
I will be a faithful wife.
But on one condition, do not ever say that I came from a fish!"
While in the book, “There is one more thing you have to know,” said the girl.
“We were meant for each other I will be your faithful wife.
But on one condition, never say that I came from a fish!”, with a language style that was more romantic and sweet.
Third, Google Translate only translates words, phrases, sentences, so that the results displayed are the result of changes from standard words, phrases, and sentences.
The resulting sentence form resembles the sentence form in the source language as on page 2 “Ada seorang pemuda di pondok sederhana.
Di kaki bukit, di tepi sungai.
Ia bahagia hidup bersama anjingnya yang setia.” It was translated by Google Translate as “There was a young man in a simple hut.
At the foot of the hill, on the banks of the The Translation… 25 river.
He is happy to live with a faithful dog."
The number of sentences in the source language was three sentences, and the translation results from Google Translate were also three sentences.
Meanwhile, the translation in the book was simple and easy to understand, "A young man lived in a simple hut.
At the foot of a hill, by the river."
Fourth, for the use of tenses, sometimes Google Translate produces incorrect tenses, especially in sentences where there is no sign of the time they occur.
English pays close attention to tenses that describe the time an event occurs.
On page 10, Google Translate translated "The young man accepts the terms.
Thus, they became husband and wife.
They love each other.
Not long after the pregnant wife.
Her husband is very happy.
He hopes to get a boy.
Wish has come true.
His wife gave birth to a baby boy.
The baby was crying loudly and it was a sign he was healthy."
The first sentence that used the simple present "accepts" was not equivalent to the second sentence that employed "became" since this is a story that has passed.
Furthermore, the language style used by Google Translate is very literal, the translator's language style can be adjusted according to the target audience.
If the children‟s story was like the one above, the translator would use children‟s language, simple and easy for children to understand.
Google Translate did not recognize the target audience, for example, the word "kelaparan" (page 18) was translated as "starve" by Google Translate, while the translator translated it to "hungry" CONCLUSION From the results of the above discussion, it can be concluded that Google Translate is a tool that helps translators to translate quickly.
It is not a tool that can replace a translator in translating the source language into the target language.
Google Translate is a translation application that cannot read contexts and situations.
The translator also need Google Translate, to make it more accurate and fast.
Google Translate can misuse the context and culture or situation.
The translator can make technical mistakes such as sentence structure, as on page 2 "After breakfast, he took Tiara… 26 went fishing in the river".
Structurally, this sentence is not true 'took went'.
This error can occur because of a typo (human error).
Therefore, Google Translate can alert translators and editors.
Thus, translators can still perform the translation function with the help of existing information technology, which the results will be faster and more precise.
REFERENCES Emzir.
(2015).
Teori dan Pengajaran Penerjemahan.
Jakarta: Raja Grafindo Persada.
Hatim, B.
(2004).
Translation, An Advanced Resource Book.
NY: Routledge.
Hornby, A. S., Turnbull, J.
(2000).
Oxford Advanced Learner‟s Dictionary of Current English.
UK: Oxford University Press.
Kadir, A.
(2006).
Pengenalan Teknologi Informasi.
Jakarta: Andi.
Kadir, A., Triwahyuni, T. C. (2003).
Pengenalan Tehnologi Informasi.
Yogyakarta: Andi.
SMART Journal, Volume 6, No.
2, August 2020, Page 98107 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X 98 TEACHING READING COMPREHENSION THROUGH DIRECT METHOD TO THE EIGHTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 44 OF PALEMBANG Sri Yuliani Faculty of Teacher Training and Education of Muhammadiyah University Palembang Email Correspondence: sriyulianihamzah@yahoo.co.id Abstract The objective of this research was to find out whether it is effective to teach reading comprehension through direct method to the eighth grade students.
This is a quasi -experimental study.
The population of this study was eighth grade students of the State Junior High School 44 of Palembang.
In collecting the data, the researcher gave the test.
From the result of the research, it found that the students’ score in experimental group and control group were 4.46,2 which value of t-obtained was higher than t-table.
In other words, teaching reading comprehension through direct method was effective.
Keywords: teaching, reading comprehension, direct method 1.
INTRODUCTION Reading is about understanding written text.
It is a complex activity that both perception and thought.
Next, reading is one of the complex ways in learning English.
It is a kind of activity to comprehend the writer’s idea or the way the writer communicates with the readers by way of the written or printed words.
It is clear that reading is one of the skills in learning language, plays a vital to learning success.
By reading a lot, students can learn and gain abundant information.
In learning reading comprehension, the students may face some problems namely, in speed reading, their eyes keep wandering back and forth over the page, low motivation, and limited vocabulary as they are for comprehension (Price, 2009).
Based on the observation at Junior High School 44 of Palembang, She found that most students got difficulties in learning reading.
When the Sri… 99 teacher asked them the meaning of certain words in the text, the students said that they did not know the meaning of the words and also when the teacher asked them to do exercises in the handbook, they couldn’t answer the questions correctly related to the text.
These made the students not learn reading optimally and also made them felt bored.
In teaching and learning process, there are many reading strategies can be applied to make the students active in doing reading comprehension activity.
(Harmer, 2002) states that teaching reading is taught from elementary school to university by using many kinds of methods applied by English teachers.
Based on the explanation above, the researcher would try to get the solution to make the students are easy to understand by choosing a technique in teaching of reading comprehension that is direct Method.
It helped the students understand the content of reading materials.
According to Moore (2005: 228), direct method is a systematic teaching or an active teaching, is a teacher-centered, skill building instructional model with the teacher being a major information provider.
In addition, The Direct Method is a process of teaching lesson signed by explaining about what they read.
This way would make the students more understand in the process of learning.
Based on the background above, the researcher was interested to investigate whether or not it is effective to teach reading comprehension through direct method to the Eighth Grade Students of the State Junior High School 44 of Palembang.
Concept of Teaching Teaching is the profession of a teacher.
According to Brown (2007: 8), teaching is a guiding and facilitating learning, enabling the students to learn, setting condition for learning.
Next, according to Slameto (2010: 30) teaching is guidance of learning.
It is clear that the teaching is an activity between teacher Teaching… 100 and students that teacher can give knowledge and guide the students in teaching and learning process so that they are related each other.
Concept of Reading Reading is a mental process or an activity of processing and understanding information from printing texts.
Reading is not only relied much on our knowledge of text each words in a text but also to digest the content offered in a text.
Next, reading is a process employed by an individual in order to understand what an author says (Brown, 1994: 271).
It is clear that reading is a process between the reader and the text which associated with meaning and the reader use strategy to determine what the meaning is.
Concept of Reading Comprehension Snow (2012: 11) states that reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
According to Zwier (2004: 99), reading comprehension is a three-stages process.
Each stage includes questioning, and each questioning made by the reader itself.
First, the reader must ask good questions before they read as preparing to find and store the information.
Second, during reading the readers must ask questions which are about the main ideas and the purposes of the reading content it.
Third, after reading, the readers must ask questions more to further organize what they are learning.
Concept of Direct Method Direct method in teaching a language is directly establishing an immediate and audio visual association between experience and expression, words, and phrases, idioms, and meanings, rules, and performances through the teachers’ body and mental skills without any help of the learner’s mother tongue.
According to Moore (2000: 228), direct method is a systematic teaching or active teaching, is a teacher-centered, skill building instructional model with the teacher being a major information provider.
Sri… 101 Furthermore, Norland & Terry (2006: 5) state that direct method was often develops around set a picture that portrays life in the country of the target language.
From the beginning, students are taught, and must respond, in the target language.
Besides pictures, real and simple actions are used to get across meaning.
Lesson often focuses around question and answer dialogues.
Correct pronunciation is also emphasized, but correct structure is not.
Students may also read passages for information about the target language.
Teacher may ask questions about the reading to check comprehension, but it is never translated.
The Benefit of Using Direct Method In Teaching Reading Comprehension in Direct Method, there are two benefits of using Direct Method.
1.
This is a quick way for students to learn basic conversation skill because the method lays more emphasis on oral work.
That ensures good pronunciation to the learners.
2.
Teaching Direct Method is helpful to teachers who do not know their students first language because the teacher proceeds from particular to general and form concrete to abstract (Norland and Terry, 2006: 6).
Teaching and learning procedure for experimental group through direct method is as follow: Pre-Activities a.
Teacher shows a picture about the material in the book before they learn b.
Teacher asks to the students what about the material like the picture c. Teacher gives the students to answer the teacher’s question about the material Whilst-Activities a.
Teacher asks the students open their book about the material b.
Teacher asks the students to read and comprehend about the story in the book c. Teacher asks for the students about what the topic after the students read.
d. Teacher describes the picture best on the material in the book Teaching… 102 e. Teacher gives the students to find the difficult word about the material and the students translate about the material f. Teacher asks the students to read of the material in the book in front of class one by one g. Teacher gives additional about the material in the book Post-Activities After doing the activities, the teacher make summary of the text in the book.
2.
RESEARCH METHOD Method is a way in doing something.
In this research, the researcher used the quasi-experimental design.
According to Frankel et,al (2012,p.275), quasiexperimental design do not include the use of random assignments.
This quasiexperimental design provided a pretest to both groups, the treatment activity with experimental group only, and a posttest assess the difference between two groups.
Pre-test Treatment Post-test O1 X O2 O3 O4 Where: O1 : The Pre-test in Experimental Group O2 : The Post-test in Experimental Group O3 : The Pre-test in the Control Group O4 : The Pos-test in the Control Group X : The Treatment in the Experimental Group Diagram 1 Pretest and Posttest Design There are two kinds of research variables; they are dependent and independent variable.
In this research, direct method as the independent variable, and students’ score of reading comprehension as dependent variable.
In this research, the population is all of the eighth grade students of the state Junior High School 44 of Palembang with the total number of 332 students.
While, the sample of this research was taken two classes, namely: class Sri… 103 VIII7 who were classified as experimental class, and class VIII 3 who were classified as control group with the total number of 74 students by using purposive non random sampling.
Purposive sampling is the way to take sample because of the specific purpose (Arikunto, 2010, 183).
In this research, the instrument that used in collecting the data is a test.
There were 20 items and the type of test is multiple choices.
There were two kinds of test to measure the students’ achievement in their reading comprehension; they are pre-test and post-test.
For analyzing the data, it was obtained through the test that analyzed by using Statistical Package for Social Science (SPSS) 16.0 programs.
The researcher used paired sample t-test to find out whether or not there was a significant difference in score between the pretest and the posttest in the experimental group and control group.
Furthermore, independent sample t-test was used to find out whether or not there was a significant difference in students’ posttest in experimental and control group.
3.
RESULT AND DISCUSSION The Result of Students’ Pretest and Posttest in Experimental Group The students who participated in the pretest was 37 students.
From the result of the study, the highest score in pretest was in 85and the lowest score was 30.The mean was 67.70, the median was 70.00, and the mode was 70 meanwhile the students who participated in posttest was 37 students.
The highest score in posttest was 80 and the lowest score was 70.
The mean was 80.81the median was 80.00, and the mode was 75.
Teaching… 104 Table 1 T-test Calculation (SPSS 16.0 Program) This research used paired sample test which paired post-test score with pre-test score.
From the data calculation t-test, it was found the average scores’ of the students in the pre-test and post-test were 13.108 with the standard error mean 2.262, while the standard deviation was 13.761, and the upper scores was 17.696 in the level 95% confidence interval of the differences.
The degree of freedom (df) 31.
The table above showed that t-obtained was 5.794 at the significant level of p>0.05 in 2-tailed and the degree of freedom (df) was 36, the critical value was 0.279.
If t-obtained was higher than critical value of t-table (5.794>0.279), (Ha) was accepted and null hypothesis (Ho) were rejected.
It can be stated that teaching reading comprehension through direct method was effective.
The Result of Students’ Pretest and Posttest in Control Group The students who participated in the pre-test were 37 students .Based on the result of the research, the highest score was 85 students and the lowest score was 30.
The mean score in control group was 62.30, the median was 65.00 and the mode was 70.
While, the highest score of posttest in control group was 85, and the lowest score was 60.
The mean was 72.84, the median was 75.00, and the mode was 80.
Sri… 105 Table 2 Paired sample T-test Calculation From the data calculation of t-test, it was found that the average scores of the students in the pre-test and post-test were 10.541 with the standard error mean was 3.241, while the standard deviation was 19.713.
From the differences of the result, it was found that the lower scores was 3.968 and the upper scores was 17.113 in the level 95% confidence interval of the differences.
The degree of freedom (df) 36.
The table above showed that t-obtained was 3.253 at the significant level of p<0.05 in 2tailed and the degree of freedom (df) was 36, the critical value was 0.279.
If t-obtained was higher than critical value of t-table (3.253>0.279), (Ha) was accepted and null hypothesis (Ho) was rejected.
It can be stated that teaching reading comprehension through direct method was effective.
Table 3 T-test Calculation Result of Posttest in the Experimental Group and Control Group Independent Samples Test Teaching… 106 The result of independent sample t-test showed the value of t-obtained was 4.462 at the significant level p<0.05 for two tailed and degree of freedom was 72, t-table was 0.279.
Since the value of t-obtained was higher than t-table, so that the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted.
So, it was evident that there was a significant difference between the students’ reading comprehension who was taught through direct method and those who were taught through conventional method.
4.
CONCLUSIONS Based on the result of analyzing the data, there were some conclusions which could be described from the scores that were found, the result of statistical analysis between experimental and control group (t-obtained) should be higher than t-table (0.279).
Furthermore, the result of the students’ score in control group and experimental group (value of t-obtained) were 4.462.
Since the value of t-obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis was accepted.
It could be stated that teaching reading comprehension through direct method to the eighth grade students at the state junior high school number 44 of Palembang was effective.
5.
REFERENCES Arikunto, S. (2006).
Procedure Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta.
Brown, H. D. (1994).
Teaching by Principles and Interactive : An Interactive Approach to Language Pedagogy.
New Jersey: Prentice Hall.
Cresswell, J. W. (2005).Educational Research: Planning, Conducting, and Evaluating Quantitative and Quantitative Research 2 nd Ed.
New Jersey: Pearson Education, Inc.
Frankel&Wallen.(2012).
How to Design nd Evaluate Research in Education.
New York : The McGraw-Hill Companies.
Sri… 107 Harmer, J.
(2007).
The Practice of English Language Teaching.
Essex: Pearson Education Limited.
Moore, K. D. (2005).
Effective Instructional Strategies: From theory to Practice.
SAGE Publications, Inc.: Norland, L.Deborah and Terry Pruett.(2006).
A Kaleidoscope of Models and Strategies for Teaching English to Speakers of Other Language.
Sard Wesport: CT Libraries Unlimited/ Teacher Ideas Press.
Price, S. (2009).
Overcoming Reading Problem.
Monas University.
Retrieved from htttp://www.Monas.Edu.Au /Iis/IIonlineeeading/reading-problemson /L.xml.
Assessed on November 15, 2019.
Slameto.(2010).
Belajar dan Faktor-Faktor Mempengaruhi.
Jakarta: Rineka Cipta.
Snow, E C.(2002).
Reading for Understanding Toward an R&D Program in Reading Comprehension.
Pittsburgh: RAND Reading Study.
Zwiers, Jeff.
(2004).
Building Reading Comprehension Habits in Grades 6-12.
Menlo Park Publication: California, USA.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
62-71 p-ISSN: 2356-2048 e-ISSN: 2356-203x 62 GENIUS APPLICATION MOBILE LEARNING ON LISTENING SKILLS AND ATTITUDES OF EFL ADULT LEARNERS Fatma Yuniarti 1), Dian Rakhmawati 2) English Education Department, University of Muhammadiyah Pringsewu E-mail Correspondence: fatmayuniarti5@umpri.ac.id Abstract This study aimed to investigate the effect of using Genius Application mobile learning on listening skills and attitudes of EFL adult learners in the first semester of the English Department.
The study is quasi-experimental consisted of two groups, an experimental group (n=20) and a control group (n=21).
The research data included the results of two sets of listening tests and learners’ responses on an attitude questionnaire.
Data were collected through a survey and the results were analyzed by using SPSS 12.0.
The results were found that it can enhance motivation, increase exposure, expand vocabulary repertoire, and provide easy access to any time and everywhere.
Keywords: Mobile Learning, Listening Comprehension Skill, Attitudes, Language Exposure.
INTRODUCTION Mobile devices are the next generation of learning as they are extending into all areas of human life.
Mobile learning is providing us with opportunities to change the existing learning methods and strategies and gives a more flexible approach to managing learning experiences on the move KukulskaHulme & Traxler, 2005).
Mobile learning technologies “help produce learning that is personally customized, socially constructed, and which extends beyond the classroom” (Holden & Sykes, 2011: 4).
Several empirical studies assert that mobile learning is a useful and instructive tool for language learning, and it can encourage students to be more autonomous and independent in their learning process.
Chen (2016:40) emphasized that “Mobile learning apps provide multiple channels and modalities for adult learners to practice language skills”.
Regarding language learning, researches in the literature have shown that listening comprehension is crucial for second language acquisition (Feyten, 1991; Richards, 2005).
Genius Application... 63 Listening ability is an essential factor that contributes significantly to the second language learning process.
Richards (2005: 85) stated that “The development of good listening skills is seen not only as something valuable for its own sake but as something that supports the growth of other aspects of language use, such as speaking and reading”.
However, many language learners and teachers consider listening as the most difficult skill to be taught (Aryana & Apsari, 2018: 18).
For the students of the English department, several studies assessed the students' listening comprehension skills.
They found out that the students have difficulty in listening comprehension due to incompetent treatment of listening comprehension and insufficient exposure to listening outside the classroom.
Moreover, learners are unable to follow listening materials in a stressful environment because of the cognitively demanding listening activities Likewise, Al-Handhali (2009) claimed that content issues, lack of exposure, lack of encouragement.
Therefore, the problem of this current study lies in the weak performance of many students in listening comprehension and their insufficiency of exposure to the English language outside classrooms.
Therefore, listening skills must be investigated further in the first semester of the English Department.
New approaches in teaching are needed to be adopted, and modern technologies are required to be exploited and utilized.
Al-Harris (2014: 34) recommended that a lessstressful environment is necessary for the classroom, and learners need more interactive listening activities.
Al-Belushi (1999: 19) also recommended utilizing the latest technologies that are made available for language learning.
He urged teachers to encourage students’ autonomy and independence in their learning process and to give opportunities for individual students to listen to what interests them and to listen in their own time and place.
Thus, a shift towards integrating educational technologies is required to give learners some opportunities to practice listening comprehension skills outside the classroom independently.
Therefore, to improve the learners’ listening skills, it is recommended to increase time exposure to the language by providing different listening materials for students to listen to in their free time Fatma Yuniarti... 64 outside the classroom.
Also, it’s essential to utilize advanced technologies, online listening materials and to provide less stressful learning environments.
Concerning utilizing advanced technologies, several studies have reported the potential use of Genius Application mobile-based technology in enhancing language learning and accordingly have required EFL teachers to use mobile learning to perform language learning activities by Kim (2013: 51).
Crompton and Burke (2018: 18) urged higher education teachers to use mobile technologies to increase learning opportunities outside classrooms.
Mobile devices can allow language learners to access different learning materials everywhere, flexibly, and at any time Also, they help to overcome many problems such as anxiety of language learning, inadequate language practices, and deficiency of language exposure.
Furthermore, students can develop self-regulation and self-assessment through mobile devices (Zheng & Chen, 2018: 18).
Besides, some mobile learning applications can provide opportunities for immediate feedback and language analysis.
Genius Application mobile learning can establish an educational electronic learning platform that offers motivating educational experiences for instructors and students.
It can also enhance the learners’ self-regulated learning experiences and increase language exposure outside the classroom.
Therefore, the importance of promoting listening comprehension skills and the great opportunities that mobile learning can positively offer has led to the need to investigate this issue further in the first semester of the English Department in UMPRI.
The primary purpose of this study, thus, is to explore the impact of mobile learning on improving listening comprehension skills and explore the pedagogical attitudes of students towards the integration of the mobile-learning in their classroom activities.
The study addresses the following research questions: What is the effect of students’ attitudes towards using Genius Application mobile devices in improving their listening comprehension skills?
What challenges do students face in using mobile devices?
RESEARCH METHOD Genius Application... 65 This section discusses the research methodology and the procedures of designing and applying the research instruments including the statistical analysis that was adopted in analyzing and interpreting the results of the instruments, including a description of the participants, the research design, data collection, and data analysis.
Participants The participants of the study were from the first semester of English Department Universitas Muhammadiyah Pringsewu Lampung.
They were about 41 students.
Research Design This study is a quasi-experimental research design in which the researcher used a pretest and a post-test to determine the effect of mobile learning on students’ listening comprehension skills.
The research followed this sort of design as there is no control of the random assignments of the subjects to the treatment group.
Fraenkel, Wallen, and Hyun (2011: 36) affirmed that a quasi-experimental design is an experimental design in which the researcher cannot assign individual participants to groups randomly.
Based on this, the researcher selected the experimental group and control group without randomization.
The control group students received the English listening skill materials lessons following a conventional way of teaching.
In contrast, the students in the experimental group worked with the same listening materials through mobile devices using the mobile genius application.
After the experiment, the researcher compared the performance of both groups to gauge the effect of the mobile-based learning treatment on the experimental group.
Research Instruments To gather data, the researcher has administered a comprehension listening skills test and an attitude questionnaire.
A brief explanation of each comes below.
Listening Comprehension Test The comprehension listening test was developed based on the objectives of the English language program course and aims to gauge the effectiveness of using genius application mobile-based learning materials on the learners’ level of listening proficiency.
The test was administered twice: as a pre-test before the intervention to determine the equivalence of the Fatma Yuniarti... 66 participants.
Also, it was used as a post-test for both groups at the end of the treatment to measure the effect of using genius application mobile learning on students’ listening skills.
The Questionnaire The questionnaire survey was developed to assess the learners’ attitudes towards using genius application mobile learning for improving their listening skills.
The researcher designed the questionnaire based on the relevant literature and previous studies (Kim, 2013: 62).
The questionnaire consisted of two main sections.
In the first section, there were 20 statements scored on a five-point Likert scale (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; and 5= strongly agree).
In this section, the participants indicate the level of their agreement and disagreement with the statements regarding their attitudes towards using genius application mobile devices in improving their English listening skills.
There are four main dimensions in this section: perceived usefulness, motivation, self-management of learning, and intention to use.
In section two of the questionnaire, there were open-ended questions, including what the participants liked most about using genius application mobile devices in learning English listening skills, the difficulties they faced, and other suggestions to improve the implementation of m-learning.
The questionnaire later was the first semester of English department-tested on a sample of 41 students to check its reliability.
Reliability analysis was calculated using Cronbach’s reliability coefficient; the coefficient was (α = 0.893) to the statements of the questionnaire.
Thus, an alpha of 0.893 is an appropriate reliability coefficient as the statements of the survey reached the right level of internal consistency.
Procedures and Implementation This study aimed to investigate the students’ academic achievement in listening skills and their attitudes towards using m-learning.
Therefore, the researcher divided participants of the research into two groups, a control group (used the conventional method) and an experimental group (followed by mobile-based learning).
The researcher firstly administered the listening pre-test for both groups, which showed that there were no significant differences between the two groups before the experiment.
Genius Application... 67 The researcher conducted a tutorial for the experimental group to explain the plan of the study and to practice how to use the mobile application (Google Classroom).
Also, the researcher explained the instruments to the participants, and consent forms were signed, too.
The students in both groups were exposed to the same listening materials, exercises, and assignments for eight weeks.
The control group followed the usual teaching method of paper and pencil, while the experimental groups used the Google Classroom App.
In the last phase of the study, the post-test was administered to both groups to determine the impact of the listening-oriented mobile learning materials on students’ listening comprehension ability.
Then, the students in the experimental group completed the attitude questionnaire and reflected on the use of the mobile learning strategy.
2.5 Data Analysis The researcher used the SPSS program (version 25) to analyze the listening comprehension test scores and questionnaire data.
Descriptive statistics, including means and standard deviations, were computed for both instruments.
An independent sample t-test was conducted before and after the intervention to compare the scores of both groups.
The researcher also carried out a paired sample t-test to see if the students in the experimental group made significant improvements in listening proficiency after using the mobile App.
Finally, to investigate the students’ attitudes towards the mobile learning strategy in learning English listening and the difficulties that they encountered, the participant’s responses to the questionnaire were tabulated and interpreted.
FINDINGS AND DISCUSSION The findings of the research that listening skills by using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners could improve students listening ability in terms of identifying through understanding and questioning practice.
The further interpretation of the data analysis was given below: Students Listening skills in terms of identifying through understanding and questioning practice by using Genius Application Mobile Learning on Listening Skills and Attitudes of Fatma Yuniarti... 68 EFL Adult Learners.
had different in pre-test and post-test.
In the pre-test, the student’s ability in Listening skills was less understandable about the theories and how to understand and practice to answer the question after applying the use of Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
the students more understandable about identity through theories understanding and questioning practice it can be seen clearly in Table 1 Table 1: Students’ Score of Identify the Theories Understanding and Questioning Practice The Student’s Score Improvement Pre-Test Post-Test % 55 75 36% The table was shown that the improvement percentages of students in listening through theories understanding in terms of identifying theories understanding and questioning practice were 20% after using Amazing Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
The mean score of the students in the pre-test was 55 and the post-test which be 75.
Hypothesis Testing The hypothesis was tested by using inferential analysis.
In this case, the researchers have used a t-test (test of significance) for an independent sample test, which was a test to know the significant difference between the result of students mean scores in pretest and post-post-test researchers have used t-test analysis on the level of significant (α) = 0.05 with the degree of freedom (df) = N – 1, where N = Number of the subjects (51 students) then the value of t-table was 2.06 the t-test statistical, analysis for the independent sample was applied.
The result of the data analysis t-test of the students listening test by using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners is in table 2.
Table 2: The Comparison of T-test and T-table Score Variables T-Test T-Table Description Theories Understanding and Questioning Practice 10.8 2.06 Significances Genius Application... 69 The table was shown that the value of the t-test was higher than the value of the t-table.
The t-test value was greater than the t-table (10.8>2.06).
The value of the t-test was greater than the t-table.
The score in the variable of Theories Understanding and Questioning Practice was (25.1> 2.06).
It was said that the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted.
If the t-test value was higher than the t-table at the level of significance 0.05 and degree freedom (df) 25 (N-1=25-1), thus the alternative hypothesis (H1) was accepted, and the null hypothesis (Ho) was rejected.
On contrary, if the value was lower than the t-table at the level of significance 0.05 and the degree freedom 25, thus the alternative hypothesis was rejected and the null hypothesis was accepted.
The research findings indicated that the student’s ability in listening skills through Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners showed the improvement of the students listening skills in the terms of phoneme words.
The improvement showed the process in pre-test and post-test.
The result of the students listening in the pretest was low, especially in finding the right answer in the test.
Based on the problem above, the researchers gave the treatment by using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners., so that the students could show the improvement in post-test.
In the pre-test, only gave the exercise to know their prior knowledge before using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
In the beginning, their listening skill was less good.
Almost all of them were confused and spent much time thinking about the questioning practices without an understanding of the theories of listening skills.
They only listen, but they did not understand how to find out the right answer.
The researchers gave the treatment by using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
As the result, students become active and enjoy listening activities.
It would be easy to do the listening activity especially since every student had their own Smartphone and Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
could be installed in their Smartphone so it can make Fatma Yuniarti... 70 them easy to do practice every day.
Most of their utterance was correct and no need to read for a long time to understand what they read.
CONCLUSION The description of the data collection through listening test as explained to the previous finding section that the students’ achievement after using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
was significant.
In using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners in listening activity, the researchers found that the mean score of post-test students’ achievement is greater than pre-test.
In table 1 showed that the score of finding out which the mean score of pre-tests was 55 and after using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners, the mean score of post-test was 75.
Therefore, the researcher indicated that there was a significant improvement after treatment by using Genius Application Mobile Learning on Listening Skills and Attitudes of EFL Adult Learners.
REFERENCES Aryana, S., & Apsari, Y.
(2018).
Analysing Teacher’s Difficulties in Teaching Listening.
Elton Journal, Journal of English Language Teaching in Indonesia, 6(2), 100106. https://doi.org/10.22460/eltin.v6i2.p100-106 Chen, X.
(2016).
Evaluating Language-learning Mobile Apps for Second-language Learners.
Journal of Educational Technology Development and Exchange, 9(2), 39-51. https://doi.org/10.18785/jetde.0902.03 Chen, Y. L., Hsu, C. C., & Doong, J. L. (2016, March).
Self-regulation Assessment of Mobile Game-based Language Learning.
In Society for Information Technology & Teacher Education International Conference (pp.
882-886).
Association for the Advancement of Computing in Education (AACE).
Retrieved from https://www.learntechlib.org/primary/p/171788/ Cohen, J.
(1988).
Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Hillsdale, NJ Lawrence Erlbaum Associates, Publishers.
https://doi.org/10.22460/eltin.v6i2.p100-106 https://doi.org/10.18785/jetde.0902.03 Genius Application... 71 Crompton, H., & Burke, D. (2018).
The use of mobile learning in higher education: A systematic review.
Computers & Education, 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007 Feyten, C. M. (1991).
The power of listening ability: An overlooked dimension in language acquisition.
The modern language journal, 75(2), 173-180. https://doi.org/10.2307/328825 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011).
How to design and evaluate research in education.
New York: McGraw-Hill Humanities/Social Sciences/Languages.
Goh, C. C. (2000).
A cognitive perspective on language learners' listening comprehension problems.
The system, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3 Grant, M. M. (2019).
Difficulties in defining mobile learning: Analysis, design characteristics, and implications.
Educational Technology Research and Development, 67(2), 361-388. https://doi.org/10.1007/s11423-018-09641-4 Kim, H. S. (2013).
Emerging mobile apps to improve English listening skills.
MultimediaAssisted Language Learning, 16(2), 11-30. https://doi.org/10.15702/mall.2013.16.2.11 Kukulska-Hulme, A., & Pettit, J.
(2009).
Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work, and leisure.
Mobile learning: Transforming the delivery of education and training, 135-155.
Kukulska-Hulme, A., & Traxler, J.
(Eds.).
(2005).
Mobile learning: A handbook for educators and trainers.
London, UK: Routledge Rost, M. (1994).
Introducing listening.
London: Penguin.
Rost, M. (2007).
Listening.
In D. Nunan & R. Carter (Eds.
), The Cambridge guide to teaching English to speakers of other languages (pp.
7–13).
Ernst Klett Sprachen.
Retrieved from http://studentsrepo.um.edu.my/id/eprint/8610 Traxler, J.
(2009).
The current state of mobile learning.
Mobile learning: Transforming the delivery of education and training, 1, 9-24.
Zheng, L., Li, X., & Chen, F. (2018).
Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills.
Innovations in Education and Teaching International, 55(6), 616-624. https://doi.org/10.1080/14703297.2016.1259080 https://doi.org/10.1016/j.compedu.2018.04.007 https://doi.org/10.2307/328825 https://doi.org/10.1016/S0346-251X(99)00060-3 https://doi.org/10.1007/s11423-018-09641-4 https://doi.org/10.15702/mall.2013.16.2.11 http://studentsrepo.um.edu.my/id/eprint/8610 https://doi.org/10.1080/14703297.2016.1259080
SMART Journal Volume 1 No.
2, August 2015 Hlm.
65-74 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 65 USING INQUIRY-BASED TEACHING (5E) IN TEACHING VOCABULARY VIEWED FROM STUDENTS’ LOCUS OF CONTROL Rahmatika Kayyis English Department, STKIP Muhammadiyah Pringsewu email: middlenigtrain@gmail.com Abstract The objectives of the research are to find out: (1) whether inquiry-based teaching is more effective than grammar-translation method to teach vocabulary; (2) whether the students who have high locus of control have better vocabulary than those who have low locus of control; and (3) whether there is an interaction between teaching methods and locus of control in teaching vocabulary.
The factorial design method 2x2 was employed in this research.
The population of the research was the students of fourth semester of STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2014/2015.
Based on the test of the hypotheses, it can be concluded that inquirybased teaching is not significant effective method to teach vocabulary.
The conclusion is the measurement effectiveness of the method is not determined by the levels of the students’ locus of control Keywords: Vocabulary, Inquiry Based Teaching, Locus of Control 1.
INTRODUCTION The more vocabulary students know, the better they are able to communicate.
A large vocabulary opens students up to a wider range of vocabulary materials.
A rich vocabulary also improves students' ability to communicate through speaking, listening, and writing.
To achieve the goal of learning vocabulary, the writer tries to improve students vocabulary by using inquiry-based teaching.
She also considers their locus of control (high and low) to know whether inquiry-based teaching is suitable for students who have high or those who have low locus of control.
The function of students’ locus of control is to judge whether the learning process is successful or not.
Locus of control is a generalized expectancy about the extent to which reinforcements are under internal or external control (O’Brien, 1986: 52).
Locus of control refers to the way people see themselves in control of the events that happen to them, and the power they have to change them.
The concept categorizes individuals into one of two groups: those who believe that good things happen to 66 them because they work hard (internal locus of control) and those who believe that what happens to them is the product of luck or destiny (external locus of control) (Baron, 1993: 8).
In other words, a student’s locus of control can be used to predict their successes and failures.
The students with high locus of control orientation accept responsibility for controlling over their environment.
They will be encouraged if the teacher gives a chance to them to involve actively in teaching learning process.
Their control, of course, influences their achievement, especially in achieving vocabulary mastery.
They tend to be more active in teaching and learning process.
If students have high locus of control, of course, it will be easier for them to understand the vocabulary materials.
On the other hand, students who have low locus of control believe that they have little control or power to affect personal outcomes.
Students with low locus of control maintain a passive attitude toward their grades, assigning responsibility for their performance to others.
They become the followers in joining the vocabulary class and passive in the class.
Students with low locus of control do not see effort as related to achievement.
They think that nothing they do will lead to success (Gage & Berliner, 1984: 399).
Based on the description above, the writer is interested in knowing the reality empirically, not only theoritically.
2.
RESEARCH METHODS Tuckman (1978: 135) defines that factorial design allows a researcher to study the interaction of an independent variable with one or more other variables, sometimes called as moderator variables.
It can be said that factorial design is one of the efficient ways to study several relationships with one set of data.
In line with this design, it is possible to assess the effect of each independent variable separately as well as their conjoint or simultaneous effect or interaction.
The researcher took only two classes as sample.
While, in determining the experimental group and control group, the researcher selected the class randomly, because it was impossible to change the classroom arrangement and for number of students the researacher took purposive sampling technique, 26 students each class.
The result is Class A as experimental class and Class B as control class.
This research uses three 67 variables; two independent variables and one dependent variable, as follows: a) Independent Variable 1(X1) Independent variables 1 (X1) in this research are Inquiry Based Teaching and Grammar Translation Method, Independent Variable 2 (X2) independent variable 2 (X2) in this research is students’ locus control, and dependent variable (Y)Students’ achievement in vocabulary mastery.
The data in this research were the results of vocabulary test and the questionnaire of students’ locus control in learning Vocabulary.
After the data were collected, the data analysis was done to determine the effectiveness of the treatment and to test the research hypothesis.
Before testing the research hypothesis, the sample analyzed first to know whether they were in normal distribution or not, and the data analyzed whether they were homogenous or not.
After that, ANOVA and Tuckey test were utilized to answer hypotheses.
3.
FINDINGS AND DISCUSSION 1.
Normality Before analyzing the data for testing the hypotheses, the researcher analyzes the normality and homogeneity of the data.
The following is the summary of normality of the sample distribution.
Table 1: The summary of the normality of the sample distribution No Data Sample Lo Lt Alpha Distribution Of Sample 1 A1 26 0.1186 0.173 0.05 NORMAL 2 A2 26 0.1186 0.173 0.05 NORMAL 3 B1 26 0.1186 0.173 0.05 NORMAL 4 B2 26 0.1186 0.173 0.05 NORMAL 5 A1B1 13 0.1736 0.242 0.05 NORMAL 6 A1B2 13 0.1736 0.242 0.05 NORMAL 7 A2B1 13 0.1736 0.22 0.05 NORMAL 8 A2B2 13 0.1736 0.22 0.05 NORMAL 2.
Homogeneity After analyzing the normality of the sample distribution, the researcher analyzes the homogeneity of the data.
The following is the analysis of the data homogeneity.
Table 2: Data homogeneity NO X1 X1 2 X2 X2 2 X3 X3 2 X4 X4 2 1 72 76 68 74 5184 5776 4624 5476 2 80 80 68 70 6400 6400 4624 4900 3 82 70 68 72 6724 4900 4624 5184 4 76 64 64 70 5776 4096 4096 4900 5 82 68 70 72 6724 4624 4900 5184 6 82 64 70 76 6724 4096 4900 5776 7 76 70 68 72 5776 4900 4624 5184 8 76 64 64 68 5776 4096 4096 4624 9 80 66 72 74 6400 4356 5184 5476 10 70 66 64 68 4900 4356 4096 4624 11 80 64 64 78 6400 4096 4096 6084 12 76 64 68 72 5776 4096 4624 5184 13 74 66 64 64 5476 4356 4096 4096 ∑ 1006 882 872 930 78036 60148 58584 66692 68 Because (7.751) is lower than, .95(3) (7.81) it can be concluded that the data are homogeneous.
3.
ANOVA test (Multifactor Analysis of Variance) Testing hypothesis can be done after the data are normal and homogeneous through normality and homogeneity test.
Table 3: The summary of a 2 X 2 multifactor analysis of variance 4.
Tuckey Test After using multifactor analysis of variance, the researcher analyzes the data using Tuckey test.
The following is analysis of the data using Tuckey test.
Table 4: The summary of Tuckey test Based on the summary of a 2 x 2 Multifactor Analysis of Variance, it can be concluded that: 1.
F0 between columns (5.045) is higher that Ft (4.00) at the level of significance (α) = 0.05, so the difference between columns is significant.
It can be concluded that teaching vocabulary using InquiryBased Teaching to the fourth semester students in STKIP Muhammadiyah Pringsewu Lampung is significantly different from the one using GTM.
The mean score of students who are taught using IBT (72.53) is higher than the mean score of students who are taught using Grammar Translation Method (69.19).
It means that teaching vocabulary using Inquiry-Based Teaching is more effective than the one using GTM for fourth semester students in STKIP Muhammadiyah Pringsewu Lampung 2.
F0 between rows (7029) is higher than Ft (4.00) at the level of significance (α) = 0.05, so the difference between rows is significant.
It can be concluded that the achievement of students who have high and those who have low locus of control are significantly different.
The mean score of the students having high Source of variance SS df MS Fo Ft (.05) Between Columns (Methods) 150,99 1 150,99 5,045 4,00 Between Rows (Locus of Control) 108,38 1 108,38 7,029 Columns by rows (interaction) 258,94 1 258,94 2,942 Between Groups 0,43 3 0,143333 Within Groups 39611,76 52 761,765 Total 40130,50 51 Cells q0 Status qt (0.05) A1 A2 0.7347 2.86 Significant B1 B2 1.9029 2.86 Significant A1B1 A2B1 0.7544 2.92 Significant A1B2 A2B2 0.6817 2.92 Significant 69 locus of control (71.96) is higher than the one of those having low locus of control (69.65).
It means that the vocabulary achievement of the students having high locus of controlis better than the one of those having low learning locus of control.
3.
F0 interaction (2,942) is lower than Ft (4.00) at the level of significance (α) = 0.05, so there is no interaction between the two variables, the teaching methods and locus of control to teach vocabulary.
The discussion as follows: 1.
There no significant difference between teaching vocabulary using Inquiry-Based Teaching and using Grammar Translation Method.
Based on the theory, Inquiry-Based Teaching is group learning model which emphasizes on group members’ collaboration in mastering the learning materials.
The group has responsibility in tutoring their members, and/or sharing knowledge each other.
Teaching vocabulary using InquiryBased Teaching is able to arouse the students’ involvement in teaching learning process, students are encouraged to involve during the group learning activity.
In group learning, the students’ motivation is called to contribute for their success team.
Furthermore, the students can easily master and memorize the lack of new words and their form through their interaction in team, each student show their enthusiastic in learning process and they are much interested in learning vocabulary.
As a result, their vocabulary achievement can surely be improved optimally.
When the teacher teaches by using InquiryBased Teaching, the class atmosphere changes into a better one and the students are much more interested in the teaching and learning process.
Each student contributes in positive competition among the teams during the learning process.
They individually in team try hard to do their best to be a great team by carefully paying attention to their team work.
In the class learning activity, students gain more from a class discussion when they actively participate in it, and they are more likely to speak openly when their audience is a handful of classmates rather than the class as a whole.
Otherwise, based on theory GTM method is a classical method, focusing 70 on grammatical rules, memorization of vocabulary, translation of text and doing exercises.
Prator and Celce – Murcia in Brown (2001: 3) state that there are some major charactheristics of Grammar Translation Method, namely: (1) classes are taught in the mother tongue, with little active use of the target language; (2) much of vocabulary is taught in the form of lists of isolated words; (3) long, elaborate explanations of the intricacies of grammar given; and (4) grammar provides the rules for putting words together and instruction often focuses on the form and inflection of words.
In teaching vocabulary by using GTM, students tend to focus on the translation of word based on dictionary usage, less consider about their application in real life.
Therefore, IBT is more effective than GTM to teach vocabulary.
However, the theory was not really compatible with the fact in the classroom, IBT or GTM both have well response.
the respons shows in the form of mean score.
Althought not mean score is different but those are not signifficantly different.
2.
The vocabulary achievement of the students with high locus of control is same with the one of those with low locus of control.
Based on the theory, the students who have high locus of control have better vocabulary achievement than those who have low learning interest.
Students who have high locus of control are indicated always active, creative, curious, having good participation in the teaching and learning process.
They have their own spirit and motivation to study for getting their best competency and skill, otherwise, because of their curiosity, they like to have a challenging activity in learning vocabulary.
According to Hurlock (1983: 420), the interest will add enjoyment to any activity that the individual engages in.
If students are interested in an activity, the experiences will be far more enjoyable than if they are bored.
Students’ interest toward learning English is very important.
Their locus of control influences their achievement in learning English.
The students having low locus of control are indicated, such as: individualistic, unconfident, 71 irresponsible, lack of leadership, and subjective thinking.
The teacher identify that the students with low locus of control are reluctant to actively participate in the teaching and learning process during the class session.
They lazily involve in the class discussion.
They do not have enough intention in learning vocabulary.
Markshefels (1969: 73) states interest is something that implies or motivates the learner to strive for a particular goal.
That is why they cannot improve their lack of vocabulary optimally.
Thus, it can be concluded that the students having high locus of control have better vocabulary achievement than those having low learning interest.
However, based on the fact, whether low or high control students have same dependency on teacher instruction.
So, the score for high and low locus of control are not significantly different.
3.
There is no interaction between teaching methods and learning locus of control Based on the theory, Inquiry-Based Teaching is more effective than GTM to teach vocabulary for the students having high learning interest.
The method emphasizes on mastering the material through students-centered in the form of small group learning.
When the Inquiry-Based Teaching is applied in the vocabulary class, the students are much more interested in the learning process.
They feel that the learning method used is a media to explore their interest toward English learning.
They are more likely to speak openly in their teams.
According to Ur (1996: 17), the group-discussion method is firstly, increasing depth of understanding; secondly, enhancing motivation and generating greater involvement; thirdly, developing positives attitudes toward later material presented in the lesson; fourthly, developing problem-solving skill, and practical problem.
Students with high locus of control have some characteristics: cooperative, self-confident, responsible, leadership, and positive thinking.
Students-centered learning should be owned by the students with high learning interest.
They are challenged to do the best thing in group learning, not only for their personal goal but also their team 72 achievement.
Additionally, students believe that group learning improves their relationships with other students.
Student can share what they have had and get something new from their group environment.
The students with high locus of control are more active in teaching and learning process, they have bravery to consult their learning problem to their teacher.
They are also brave to answer teacher’s question whenever they are asked or not, they also have strong intention in learning activity, therefore, it makes them understand the lesson easily.
Elliot and friends (1999: 349) state that interest occurs when a student’s needs, capacities, and skills are good match for the demands offered by particular activity.
The application of InquiryBased Teaching in the vocabulary class can arouse the students’ learning interest.
Each student interacts with the teammates and they feel responsible to themselves or the other especially in helping their group member in facing material given.
When the students’ locus of control is high, it is expected that they can improve their competence and achievement optimally.
Therefore, Inquiry-Based Teaching is effective to teach vocabulary for students who have high learning interest.
GTM method is more effective than STAD for the students having low interest.
GTM is focused on learning grammar rules and their application in translating texts from one language into the other.
Vocabulary is presented mainly through direct translation from the native language and memorization.
Prator and Celce-Murcia in Brown (2001: 3) state that GTM method is a classical method, focusing on grammatical rules, memorization of vocabulary, translation of text, and doing written exercises.
The students who have low locus of control have some characteristics, such as: individualistic, unconfident, irresponsible, lack of leadership, and subjective thinking.
They tend to regard that the easier way in mastering a set of English words and their roles are by translating them into their mother tongue.
The students tend to focus on the meaning of each word and memorize them personally rather than its application in real life.
The students’ involvement in the learning 73 process depends on their willingness to understand the subject of the lesson.
Students who have low locus of control in a subject learn less effectively than students who are engaged (Fischer & Horstendahl, 2004).
Therefore, GTM is more effective than Inquiry-Based Teaching to teach vocabulary for the students who have low learning interest.
Thus, it should be there is interaction between teaching methods and students’ interest for teaching vocabulary.
However, the theory was not really compatible with the fact in the classroom, IBT or GTM both have well response.
The respons shows in the form of mean score.
Althought not mean score is different but those are not signifficantly different.
And whether low or high control students have same dependency on teacher instruction.
So, the score for high and low locus of control are not significantly different.
4.
CONCLUSION Based on the statistical analysis, the findings of the research are as follows: The inquiry-based teaching is not significant effective than grammartranslation method to teach vocabulary to the fourth semester students in STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2014/2015.
The students who have high locus of control have same vocabulary mastery than those who have low locus of control to the fourth semester students in STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2014/2015.
There is no interaction between teaching methods and student’s locus of control in teaching reading to the fourth semester students in STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2014/2015.
5.
REFERENCES Baron, R. M., & Greenbers, J.
(1993).
Behaviour in Organizations: Understanding the Human Side of Worl (third edition).
USA: Allyn & Bacon.
Brown, H Douglas (2001).
Teaching by principles an interactive Approach to Language Pedagogy.
New York: Wesley Longman.
Elliot, Stephen N. et al.
(1999).
Educational Psychology: Effective Teaching, Effective Learning.
New York: McGraw-Hill College.
74 Fischer and Horstendahl.
(2004).
Motivation, Emotion, and Cognition.
Available: books.google.co.id/books.
[ July 5th 2011].
Gage, N.L.
and Berliner, C. David.
(1984).
Educational Psychology Third Edition.
London: Houghton Mifflin Company Boston.
Hurlock, Elizabeth B.
(1983).
Child Development.
New Jerssey: Mc Graw-Hill.
Marshafel, Ned D. (1969).
Better Reading in Secondary School.
New York: Englewood Cliffs.
O’Brien, G.E.
(1986).
Psychology of work and unemployment.
New York: Wiley.
Tuckman, Bruce W. (1978).
Conducting Educational Research: 2nd Edition.
Harcourst Brace Jovanovich, Inc. Ur, Penny.
(1996).
A Course in Language Teaching, New York: Cambridge University Press.
SMART Journal, Volume 6, No.
2, August 2020, Page 108117 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X 108 THE EFFECT OF REFLECTION IN LESSON STUDY Imaniar Tiara Ningrum 1) , Rahmatika Kayyis 2) , Miftahul Jannah 3) , Kurniati 4) , Fitri Wulandari 5) , Renita Sigesti 6) 1) 2) 4) 5) English Education Department of FKIP UMPRI Email Correspondence: imaniartiaraningrum@gmail.com Abstract This descriptive qualitative research aimed to describe, explain and analyzing about the impact of Lesson Study Reflection towards teachers ability in teaching English Language and to find out the impact of lesson study in teaching and learning process in 8 th B Class of SMP IT Insan Mulia Borading School Prigsewu.
The data collection technique uses questionnaires and documentation.
Data analysis uses Interactive.
The result of this research presented that Lesson Study improve the quality of teaching-learning process, the students enthusiasm in learning English improved step by step as the lesson goes on, and it affect students learning outcomes.
Keywords: Lesson study, Reflection, English teaching 1.
INTRODUCTION English is one of language that used to communicate in the world as international language.
According to Nunan in Cahyono (2010) English has become a tool for communication in transportation, commerce, banking, tourism, process of technology, diplomacy, and scientific research.
The science and technology are conveyed using English English language has been commonly accepted as an active universal language in the world.
English is one of the most commonly spoken languages for economic, social and cultural prosperity in contemporary global society and, as a result, has become a worldwide enterprise (Kubota & Lin, 2006).
Therefore, nowadays students ought to master English as a foreign language.
In teaching learning process, particularly in teaching language, sometimes teacher rarely considers whether what they say in class is able to encourage the students to be active or not.
As the fact, the teaching of English in our formal education was somehow out of the expectation.
There are so many Imaniar… 109 English teachers do not succeed in teaching English as a foreign language.
From these facts, it seems that something is incorrect from their teaching and learning English activity.
Teachers have an important role in making academic atmosphere.
To achieve this, they need to be professional in improving the quality of their teaching and learning process.
In addition, to be professional teachers, they need to explore their teaching knowledge and experiences.
Improving teacher quality must be done in a fundamental and comprehensive manner.
The most effective improvement in the quality of learning can be done with lesson study, Madawati (2015) states the formulation of Lesson Study as one of the models of teaching professional development through the study of collaborative and sustainable learning based on the principles of collegiality and mutual learning to build learning communities.
There are some previous studies taken by some researchers around the world related to the use of Lesson Study to help the teacher to conduct the class in the learning activity.
The first study was conducted from Nashruddin (2016).
The researcher conduct the research in a private senior high school in Malang, East Java, Indonesia with the title “The Implementation of Lesson Study in English Language Learning” As this is a case study, it only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia.
In the lesson study there are several stages that must be carried out including the planning stage, the implementation stage and the reflection stage.
At the plan stage, all participants hold discussions regarding the learning activities that will be implemented.
Then at the "do" stage the lesson plan that was created will be implemented by the teacher in the class.
for the next stage is reflection "see", there will be a discussion related to learning activity, Therefore, the researcher conducted Lesson study at SMP IT Insan Mulia Boarding School Pringsewu to see the impact of lesson study especially the effect of reflection The Effect… 110 towards teaching and learning process in English learning, and explain findings that useful in the development of English teaching that will be done collaboratively by the teacher based on the principles of collegiality.
The second previous study was conduct from Andini (2016).
The researcher conduct the research in Introduction to literature class of English Language Educat ion Department FKIP UMM entitle “Implementation of Lesson Study for Improving the Quality of Student Learning Process” it research was conduct in two cycle, with three meeting in the first cycle and four meeting in the last cycle.
In the cyle1, it improve the students enthusiast in learning , the students enjoyed to learning, they could improve their participation in the teaching learning process, and their attitudes toward the learning activity significantly improved.
In the lesson study there are several stages that must be carried out including the planning stage, the implementation stage and the reflection stage.
At the plan stage, all participants hold discussions regarding the learning activities that will be implemented.
Then at the "do" stage the lesson plan that was created will be implemented by the teacher in the class.
for the next stage is reflection "see", there will be a discussion related to learning activity, Therefore, the researcher conducted Lesson study at SMP IT Insan Mulia Boarding School Pringsewu to see the impact of lesson study especially the effect of reflection towards teaching and learning process in English learning, and explain findings that useful in the development of English teaching that will be done collaboratively by the teacher based on the principles of collegiality.
2.
RESEACH METHOD The design of this study was descriptive analysis in form of Descriptive Qualitative Research about analysis on the effect of reflection in lesson study.
The researcher took from Creswell’s note that the descriptive research attempts to describe, explain and interpret conditions of the present the purpose of a Imaniar… 111 descriptive research is to examine a phenomenon that is occurring at a specific place and time.
This study was conducted at SMP IT Insan Mulia Boarding School Pringsewu, which is located on Pringsewu, Pringsewu district, Pringsewu regency, Lampung province.
This school has 4 classes for the elevengrade students.
In this research, the researcher takes 8 Th B class students of SMP IT Insan Mulia Boarding School Pringsewu, This class had 29 students.
To achieve the objectives of this study, data were collected in several techniques, namely interview and questionnaire containing about the implementation of lesson study, it was given to the model teacher, colleague teacher, English lectures and the students, and also observation class.
In this study, the researcher used technique of data analysis based on Miles and Huberman cited Sugiyono (2014) which is involving three steps: reduction data, displaying data, and conclusion drawing/verification.
Those components of analysis are interrelated during research process.
3.
FINDINGS AND DISCUSSION According to Lewis (in Ibrahim 2011) explained that Lesson Study is a way effective that can improve the quality of teacher teaching and student learning activities.
Lesson Study is not a method or learning strategies but lesson study activities can apply methods for learning strategies that are suitable for situations, conditions, and problems faced by the teacher.
In this research lesson study can improve the teacher teaching and learning quality in English language.
The reseracher provides an analysis of the findings in each lesson study cycle on the teacher and students.
Those findings would be anayze as follow: a.
Learning method and media According to the research result, teachers did not use variations method and media in their teaching leaarning but after implementing lesson study, There were various inovation in developing the learning method and media, lesson The Effect… 112 study Lesson Study helped teachers in developing the teaching and learning method b. Teacher’s teaching ability in overcoming the learning practice and students activity in class In this research found that, Most of time Teacher’s ran the learning activity without structured planning, and teacher was not accustomed to reviewing the process and activity in learning, but after implementing lesson study, teacher’s teaching and learning pracice was better and stuctured based on lesson plan, and teachers was accustomed to reviewing the learning process and activities during open class, so it conclude that Lesson study improved the ability of teacher’s teaching practice.
c. Cooperation and coordination between allied teachers From the result of interview and questionnaire data, teachers has never been involved in each other class and there was never been collaboration between allied teacher in handling the learning acitivity.
But teachers were involved in allied teacher teaching learning activities and created a collaboration in teaching and learning practice with allied teacher during lesson study implementation.
Lesson study provide the opportunity for teachers to share their experience, insight, information and ideas.
d. Teacher’s learning evaluation Based on the research result the teacher tend not to conduct learning evaluation regularly in their daily teaching and learning practice, but Learnig evaluation was carried out by teachers during implementation of lesson study after open class, so by implementing lesson study there is an inovation to evaluate the learning activity.
Based on the data description above, it can be concluded that there are a positive effect of Lesson Study on the imrovement of teacher's teaching quality in English class, through lesson study teachers could use various methohd in Imaniar… 113 their teaching practice in order to make the learning activity more interesting, Lesson Study also establish good cooperation and mutual learning between allied teacher.
Furthermore, the students also made significant progress in learning after the implementation of Lesson Study.
The progress could be seen as follow: a.
Students Response In this research, the students response in cycle 1 was not really good but there were students who responses toward the learning activity,students answered the teachers question aout kinds of greeting card, but there were a students showed a low response and answered randomly, and in cycle 2 they had a low response toward learning activity at the beginning of the lesson, there were students looked not interest in following the lesson, there were some students put their head on table, and answered the teacher’s question limply.
But they became more active as the lesson goes on.
The students responses was preety good improve in the last cycle.
b. Student’s comprehending In first open class the students comprehending about the material was good for the first meeting, but there were a few Students had low comprehension about the kind of greeting card.
Students comprehending about the material was improved in second open class.
All students could make an outline When teacher asked them to make it and some of students had already made it in form of actual greeting card.
The students comprehending about the material was imroved each meeting, in third open class student could make a full greeting card and design it by themselve.
c. Students dessire in learning Based on the research observation, in first open class, there were students had less desire in learning teaching activity, there was a student slept during the learning process at the beginning, but awakened in the middle of lesson, there The Effect… 114 was also students who chitchatted and make a noise with their friends.
But there were students who had enthusiast in following the lesson.
In second open class the students desire in learning looked weak at the beginning, they tend to be quiet when teacher entered the class but at the last open class Students looked more passionate in following the lesson there was a sense of competitive between each group, and all students tried to make the best greeting card.
There was a sense of competitive between each group, and all students tried to make the best greeting card d. Students concentration in learning In first open class students paid attention on the teachers explanation and they looked concentrate when teacher displayed the kind of greeting card on projector screen, and in second open class there was a lowering concentration at the beginning of lesson, but their concentration lived up when teacher asked them to make an outline, there were students who asked to the teachers when they found difficulty, and there was student who opened the book and dictionary during outlining process.
Students also could answered when teacher asked about part of greeting card that been showed before in projector screen, but their concentration was improved in the open class, students concentration was good, all students tried to design the greeting card.
Some students translating the sentence into English, creating trinkets, drawing the paper and writing the greeting card.
e. Students awarness Based on the research observation during lesson study implementation, in first open class only one group had chance to presenting their discussion result, the rest could not presented their disscusion related to the greeting card because the time was not enough, and there was no studnets awarness abou time.
Students awarness when completing the lask was improve in second open class all group could finish their outline on time.
And in last open class students collected their Imaniar… 115 greeting card to the teachers on time, only two group was ingnoring the time and late.
Based on those explanations, there were some benefits of the implementation of Lesson Study in teaching-learning process.
For the teacher, lesson study had made the leraning-teaching qulaity improved and more structural.
For the students, lesson study had made the students more understanding the material, and lived up their enthusiasm in learning.
The result of lesson study implementetation in SMP IT Insan Mulia Boarding School Pringsewu showed an improvement in each open class.
4.
CONCLUSION Based on the descricption of reasearch result and disccussion, it could be conclude that Lesson Study helped the teachers to improve their teaching learning quality, and through reflecting the lesson study implementation, the lesson study provides a positives impact on the English teaching and learning including : 1.
The the learning implementation became more structured because teachers had made the lesson plan in chapter design acitivity, although there were some obstacles in each meeting, but it could be resolve in reflection stage.
Teacher’s teaching ability improved during lesson study implementation, because all the weakness in teaching practice discussed it reflection stage, so the further teaching practice be better than the pevious meeting, and lesson plan for next meeting made based on the various ideas from lesson study participants that concidered the result of reflection.
2.
Lesson study generate the positive manner where the teacher accustomed to have maximum preaparation before learning in class.
The teacher’s habit in designing and preparing lesson plan has been formed.
The Effect… 116 3.
Through lesson study the comunication between allied teachers is quite good and it tends to improve the way teachers model teach, because there was no discussion about the learning practice between the allied teachers before.
4.
Lesson study can help teachers in solving the learning problem because lesson studty provide the teacher to discussing and sharing the information together, and teachers became more inovative in using the method/strategy in learning practice, through lesson study teacher beacome more esier to understanding the student’s behaviour and needs during the learning process.
5.
Lesson Study implementation increased the students enthusiasm in learning English because there was a significant progress in each open class during Lesson study implementation, students enthusiasm improved step by step as the lesson goes on, and it affect students learning outcomes, due to the increasing of studnets score.
Students enthusiasm was improved because in Lessson Study teacher solve the problem and discussing about the learning strategy that appopirate to students need.
According to Kurniati & Wulandari (2019) implementation implementing peer tutor in lesson study activities can make the process of learning to be organized, and can be exploiting an critical idea and it rise collaborative in group in anticipate out of condition in learning process.
5.
REFERENCES Andini, T.M (2016).
Implementation of Lesson Study for Improving the Quality of Student Learning Process.
Thesis.
Malang: FKIP UMM.
Chichibu T., (2013).
How Japanense Schools Build a Profesional Learning Community by Lesson Study?
International Journal for Lesson Studies.
Emeral Group Publishing Limited.
Vol 2: 12-25 Doig, B & Grover S. (2011).
Japan Lesson Study: Teacher Professional Development trough Communities of Inquiry.
Mathematics Teacher Imaniar… 117 and Development 13(1), 7793.
January 24, 2020. https://files.eric.ed.gov/fulltext/EJ960950.pdf.
Hendayana, Sumar, et al.
(2006).
Lesson Study, Suatu Strategi untuk Meningkatkan Keprofesionalan Pendidik (Pengalaman IMSTEPJICA).
Bandung: UPI Press.
Indika, Norma.
(2017).
A Descriptive Analysis on Lesson Study Program Used by English Teacher in Seventh Grades of Smp Muhammadiyah Al-Kautsar Program Khusus Kartasura.
Thesis.Surakarta :IAIN Surakarta.
Nashruddin, W & Nurrachman, D., (2016).
The Implementation of Lesson Study in English Language Learning.
Thesis.
Cirebon : Syekh Nurjati State Institute.
Pratiwi, I.A; Utaminingsih, S.; & Murtono (2018).
Effectiveness of Lesson Study Learning Community Models to Improve Learning Quality.
Thesis.
Central Java: Muria Kudus University.
Richards, J. C. and Renandya, W. A.
(2002).
Methodology in Language Teaching: an Anthology of Current Practice.
Cambridge: Cambridge University Press.
Kurniati & Wulandari.
(2019).
Peer Tutor in Lesson.
Jurnal SMART.
5(2): 108-118.
Sudaryono.
(2019).
Metodologi Penelitian Kuantitatif, Kualitatif, dan Mix Method (2 nd Ed).
Depok: Rajawali Pers.
Sugiyono.
(2013).
Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D).
Bandung: Alfabeta.
Yoshida, M. (1999).
Lesson study: A Case Study of a Japanese Approach to Improving Instruction Through School-Based Teacher Development.
Disertasi Ijazah Kedoktoran, The University of Chicago.
https://files.eric.ed.gov/fulltext/EJ960950.pdf
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
19-27 p-ISSN: 2356-2048 e-ISSN: 2356-203x 19 THE STUDENTS RESPONSE OF USING GOOGLE CLASSROOM FOR ONLINE CLASS Novita Eka Tristiana1, Rahmatika Kayyis2 1,2 English Education Department, University of Muhammadiyah Pringsewu Email Correspondence: kayyis@umpri.ac.id Abstract This research aim is to know the students' response in using the platform Google Classroom for an online class.
This research used the qualitative method and took students of Universitas Muhammadiyah Pringsewu as a sample of research.
In-depth interviews, questionnaires, and observations were used as data collecting techniques.
The result is the students felt confused because the situation is different from the classroom.
The student’s opinion of the platform Google Classroom is a good platform but they need to have a good internet connection to access it and some students have problem with it.
They also mentioned that this platform is effective for teaching as long as the teacher can maximize the function of Google classroom.
Keywords: Google Classroom, ICT, Online Class, Pandemic Era ‘ INTRODUCTION 2020 is the year when everything in the world should change into a new paradigm.
It can be called the technology paradigm where every side of life is taken and controlled by technology.
People in the ’90s would be so wondering about life that does not need to be face to face but still can have meaningful communication.
This can happen because in 2020 all humans in this world are facing the pandemic that is named coronaviruses 2019 ( COVID-19).
It is a new type of coronavirus disease that has never been identified in humans before.
The first infection and death case caused by this novel coronavirus was first found in Wuhan, China and later it spreads all over the world.
According to A Spinelli & G Pellino (2020), COVID-19 has been declared a pandemic by the World Health Organisation (WHO) as confirmed cases approach 200 000 patients with what will exceed 8000 deaths across over 160 countries1.
After the initial description in Wuhan and China, Italy was hit first in Europe and the impact has been immense2.
The virus spread very rapidly such that 2 weeks after the first cases were diagnosed 1000 patients tested positive.
One week later the number of positive cases exceeded 4600, mailto:kayyis@umpri.ac.id The Students Response... 20 reaching over 30 000 patients and 2500 deaths on 18 March 2020.
The common symptoms of COVID-19 infection include symptoms of acute respiratory disorders such as fever, coughing, and shortness of breath.
The average incubation period of this virus is 5-6 days with the longest incubation period of 14 days.
Due to its transmission through physical contact, the virus can spread rapidly from one person to another person, from one place to another place, and from one country to another country.
On March 2nd, 2020, Indonesia officially reported its first COVID19 case, which involved 2 positively infected citizens.
Within only three months, the case has significantly expanded to much terrible number.
According to data from the Ministry of Health of the Republic of Indonesia’s official COVID-19 response website, up to Auguts31st 2020, there have been174.796 citizens tested positive and 7.417 death cases occurred.
Due to the emergency, the Indonesian Government through the Ministry of Education and Culture made the regulation in the form of Surat Edaran No.
4 March 24th, 2020, explaining that the teaching and learning process for all educational institutions in Indonesia must be carried out at home through online learning.
At this point, the term “online learning”, “distance learning”, or “remote learning” has become a common word to be used by people all around the world to describe such a system, but it is then argued that these terms are not quite appropriate.
In a recent study, it is concluded that there is a difference between online learning, which delivery is wellplanned and designed to be online, and the unprepared temporary shift of instructional delivery to an alternate delivery model due to crisis circumstances, which then suggested to be newly called as Emergency Remote Teaching (ERT) (Hodges C. et al, 2020).
ERT itself is new for Indonesian teachers and also students.
At this time teachers should have a better solution to do the teaching-learning process without having to meet students in the classroom face to face.
A virtual classroom is a choice for teachers who are still capable to teach without having physical contact with the students.
A virtual classroom here by means an online classroom that allows the teacher to present the materials in the form of videos or presentations and this also enable students and teacher to have interaction.
One of the recent virtual classrooms is Google Classroom.
Google Classroom is considered one of the best platforms out there for enhancing teachers' workflow.
It helps to keep classes organized.
It is also completed by a free suite of productivity tools including Gmail, Drive, and Docs.
There are several benefits of using Google classroom that is mentioned by Janzen (2014), those are easy to use, save time, cloud-based, flexible, free, and mobile-friendly.
While Keeler Novita Eka.... 21 (2014) also mentions the other benefits of using Google Classroom such as ensuring streamlined counseling only by posting an announcement and encouraging collaboration between students.
Furthermore, Crawford ( 2015) states that Google Classroom facilitates collaborative learning.
Here teachers can upload materials and can give feedback to students.
Students also can upload materials and make a personal comment.
Moreover, students can collaborate.
They can share their documents and assignment and thus they can produce the best assignment.
According to Sukmawat& Nensia (2019), “Google Classroom is to offer a platform of blended learning in schools to simplify creating assignments and getting the grade out to the students in a paperless way.
There are many facilities provided by Google classroom, they are: it will make it easier for teachers to carry out learning activities, the intended learning is not only in class but also outside the classroom because students can learn wherever and whenever by accessing google classroom online.
A subject that relating to discuss as in the mobile that emphasizes the acquisition of observational skills; and allow students to see the concept of teaching and learning material.” This is in line with the result of a study conducted by Almio Susetyo Harjanto and Sri Sumarni in 2019 with the research’s entitled Teacher’s Experiences on the Use of Google Classroom found that teachers mostly use it as a facilitation tool for managing students’ tasks, organizing the classroom, and accommodating students’ interaction.
However, the teacher’s perception is not always the same about it.
Google classroom with all the best benefits that it can bring still has some lackness in the use.
Based on the previous study by Kaukab Abid Azhar and Nayab Iqbal entitled Effectiveness of Google Classroom: Teacher’s Perception 2018 state that teachers perceive it as only a facilitation tool that can be used for document management and basic classroom management, without having a significant impact on teaching methodologies.
It also indicates that the lack of a user-friendly interface that becoming a reason for inefficiency.
However, those are from the perspective of teachers.
Need more investigation about exactly the student’s response toward Google Classroom.
Further, it is also believed that some students experienced more than just technical problems such as the loss of internet connection, the physical and mental tiredness students might have to endure in utilizing Google Classroom, the number of emotional burdens students might bear, the motivational struggles, the stress, the tasks, and many other challenges.
How do students respond?
How do these affect students?
What do students think about the current situation, ERT, the government, the school, the parents, and the policy?
The Students Response... 22 METHOD The Muhammadiyah University of Pringsewu was chosen as the site of research.
The population was taken from the students in Language and Art Faculty especially in English Education Program who experience utilizing Google Classroom as a teaching-learning process during Emergency Remote Teaching (ERT).
This research is categorized as a case study.
Experts have consistently described case study as a versatile form of qualitative inquiry most suitable for a comprehensive, holistic, and in-depth investigation of an issue (phenomena, event, situation, organization, program, individual, or group) in context, where the boundary between the context and issue is unclear and contains many variables (Harrison H. et al, 2017).
Harrison also mentions that case study is primarily exploratory and explanatory, it is used to gain an understanding of the issue in real-life settings and recommended to answer what, why, and how research questions.
The data was collected by using interviews, questionnaires, and documentation.
The validation used data triangulation by verifying from the investigation of phenomenon or fact from a different outlet.
To analyze qualitative data, it used content analysis and narrative analysis.
For getting the real data, in the interview processor, the researchers interviewed 6 students from different faculties.
Namely, 2 students from FKIP, 2 Students from FKes, and 2 Students from FEB. the questionnaire was given by using google form with the total respondents were 113 students, and documentation was taken from the process of google classroom.
RESULT The result of respondents’ education department background that completed the questionnaire with the total respondents were 113 students of the University of Muhammadiyah Pringsewu, who have different education department backgrounds, such as; Management, PGSD, Nursing, English Department, Indonesian Department, and Mathematics Department.
Based on the data obtained from the research on the students’ responses on the utilization of Google Classroom, how these affect students, and students’ opinions about the current situation, ERT, the government, the school, the parents, and the policy.
The researchers got five main issues.
The findings in this section were based on the data taken from the interviews, questionnaire, and observation.
Novita Eka.... 23 a.
The students’ first impression on Google Classroom The first questions are on what are the students’ first impressions when they should Google classroom in the teaching and learning process they should study from home.
A small number of students feel confused because this is the first time they study using Google Classroom, so bad because they do not have good connection internet, need to adapt, feel boring, and difficult to follow.
On the other hand, the majority of the students have a positive impression on the utilization of Google Classroom, following answers were cited; challenging, pretty good, challenging, excellent, helpful in studying, Google Classroom can record all of the teaching and learning process, modern, fluent, more simple, easy to be used, easy in submitting the task, and fun.
The finding is relevant to the previous research conducted by Haber, J, and Tesoriero (2018) that the study would lead to a more effective teaching style that aligns educational goals and criteria with desired student impressions.
b.
The students’ personal opinion on Google Classroom Having experience teaching and learning process by using Google Classroom, the students have different opinions both positive opinions and negative opinions.
The positive one is Google Classroom is a good platform in online learning since it provides complete facilities, such as; room for a presentation, discussion, giving tasks, and test.
The other effectiveness of Google Classroom is easy to use, saves data, and is not economical.
This result is in line with the research finding investigated by harjanto, A.S.& Sumarni, S (2019) which asserted that most students, amounting to up to 56,8 %, agree that within the factor of using this Google Classroom is useful.
While the experience of easiness when using, 61,22 of them agree that the application is easy to use.
The negative opinion on Google Classroom is in the technical and conditional aspects.
Such as; the bad internet connection, bad signal and the lecturers do not use Google Classroom maximally.
The lecturers only give the tasks not teaching.
c. The effectiveness of the Utilization of Google Classroom in Learning Process In responding to this question the students have a different point of view.
The first group of students said that this is effective as long as both the lecturer and the students follow the procedure well.
That is supported by a good internet connection and well structure of the teaching and learning process.
Furthermore, the students also mention The Students Response... 24 that Google classroom is more effective than other applications like WhatsApp.
Meanwhile, the second group asserts that Google Classroom is not effective for some reasons, such as the bad internet connection and Google Classroom only used to check the students’ attendance, giving the task and submit the task.
The finding of the research conducted by Alim, n, et.al (2019) also mentioned that Google Classroom is very useful in improving the abilities and skills of each student.
Students can learn by themselves and through guidance.
So, both teachers should have well interaction by using Google Classroom.
d. What should the lecturer do in improving the performance using Google Classroom In this session, the students give various criticism and suggestion, such as; the lecturer should give extra time for the students in submitting the task, the lecturer should be more creative in teaching, and in each new discussion should create new room chat, the lecturer also should be balanced in giving the material and tasks, the lecturer would be better giving video than PPT in teaching, the lecturer should increase the ability in ICT, the lecturer should be more responsive in answering the students’ question and the lecturer should build a good interaction with the students.
Moreover, the students also suggested the lecturer use the facilities in Google Classroom for giving directed feed bask to the students.
This is similar to the finding of the research conducted by Shaharance, I.N.M., et.al the respondents strongly agreed that in terms of the usefulness of the Google Classroom, the feedback provided by the lecturer is very useful.
e. The advantages and disadvantages of the utilization of Google Classroom The students mentioned that Google Classroom is a good platform that helps the students to learn the material in this pandemic era.
All of the application of technology brings its benefit and also weaknesses.
According to students, Google Classroom is easy to use, this virtual classroom provides the facilities for the teacher to share the material by giving instructional teaching process, it has specific room for doing the interaction, also has the facilities to give the portfolio task and quiz with the specific storage.
The Previous Research conducted by Okmawati (2020) found that Google Classroom is an effective platform for teaching in the pandemic era.
Harjana (2003) mentioned in measuring the effectiveness of Communication, several aspects should be considered, such as the message recipients, contents, communication, media, format, source, and timing.
Google Classroom full fill that requirement.
The disadvantages of the utilization Novita Eka.... 25 of the Google Classroom mentioned by the students are it consumes so much internet data, the students need to increase the cost for studying.
For the students who live in a remote area they face difficulty accessing it because of the bad internet connection, and the students can not study maximally.
The previous research by Iftakhar (2016) found that low internet speed also bars to implementation of Google Classroom Effectively.
DISCUSSION The changing situation force both the lecturer and student to be able to adapt and think faster to choose good platforms in learning.
In this pandemic era, Google Classroom is like oases in the desert that help the students to reduce their knowledge.
As mentioned by Izenstark& Leahy (2015), there are so many advantages of using Google Classroom as one of Learning Management Systems (LSM), such as; Quick and convenient setting, Time Saving, Increase in cooperation and communication, Centralized data storage, and quick and sharing of resource.
This platform allows the lecturers to give make the virtual classroom where the students can learn effectively.
As a result of the research, the students have a good impression and opinion of the utilization of Google Classroom in the teaching and learning process.
Of course, all application brings not only advantages but also disadvantages as mentioned by the students.
They need a good internet connection and the ability in using the technology.
Moreover, this platform is beneficial for the virtual classroom as long as the lecturers can teach the students attractively, for example; bringing the video with the detailed explanation for each material, various kinds of tasks and tests, and also having good interaction with the students.
For the improve the quality of utilization Google Classroom for an online class, the students suggest the lecturers prepare the material well by making the interactive video of the teaching and learning process, be more disciplined in starting and ending the classroom, the lecturers should not only give the tasks but also the material, and increase the ability to manage the Google Classroom.
REFERENCES Alim, N, et.al (2019) The Effectiveness of Google Classroom As An Instructional Media: A Case of State Islamic Institute of Kendari Indonesia.
Humanities & Social Sciences Reviews.
SSN: 2395-6518, Vol 7, No.2,/2019,pp 240246.https://doi.og/10/18510/hssr.2019.7227 The Students Response... 26 A. Spinelli & G. Pellino.
(2020).
COVID-19 Pandemic: Perspectives on an unfolding Crisis.
The British Journal of Surgery.
Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7228411/ Azhar, K.A.,&Iqbal, NN.
(2018).
Effectiveness of Google Classroom: Teacher’s Perceptions.
PRIZREN SOCIAL SCIENCE JOURNAL, 2(2), 52-66.
Retrieved from https://www.prizrenjournal.com/index.php./PSSJ/articel/view/39 Almio, S.H.
& Sri S. (2019).
Teacher’s Experiences on the Use of Google Classroom.
English Language and Literature Conference (ELLic) Proceedings.
Vol 3 (2019).
Retrieved from: http://103.97.100.145./index.php/ELLIC/article Crawford, .A.R.
(2015).Google Classroom.
Retrieved from acrawf41.weebly.com/…3/7/ acrawford_emerging technology.
Google Classroom.
(2015).
Everything Teachers Need to Know about Google Classroom.
Retrieved from www.educatorstechnology.com/.../everything-teachersneed-to-know-ab... Haber, J & Tesoriero .
(2018).
Student Impression Management in the Classroom.
Global Research in Higher Education.
Vol.1,No.1,2018.www.scholink org/ojs/index.php/grhe Hardjana, Agus M.(2003).
Komunikasi Interpersonal dan Interpersonal, Yogyakarta: Kanisius.
Harjanto,A.S,& Sumari, S. (2019).
Teachers’ Experiences on the Use of Google Classroom.
33rd English Language and Literature International Conference (ELLiC) Proceedings-(ELLiC Proceedings Vol.3,2019) Harrison, H., Birks, M., Franklin, R., Mills, J.
(2017).
Case Study Research: Foundations and Methodological Orientations.
In Forum: Qualitative Sozialforschung, 18(1).Retrieved from http://www.qualitativeresearch.net/index.php/fqs/article/view/2655/4079 Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A.
(2020, March 27).
The difference between emergency remote teaching and online learning.EDUCAUSE Review.Retrieved from https://er.educause.edu/articles/2020/3/thedifference-between-emergencyremote-teaching-and-online-learning.
Iftakhar (2016).
Google Classroom: What Works and How?.
Journal of Education and Social Science, Vol.3, (Feb) ISSN 2289-9855.
Izenstark, A., & Leahy, K.L (2015).Google Classroom for Librarians; features and opportunities.
Library Hi Tech News,32(9), 1-3 Janzen, M. (2014) Hot Team: Google Classroom.
Retrieved from tlt.psu.edu/2014/12/04/hotteam-googleclassroom.
http://103.97.100.145./index.php/ELLIC/article http://www.educatorstechnology.com/.../everything-teachers-need-to-know-ab http://www.educatorstechnology.com/.../everything-teachers-need-to-know-ab Novita Eka.... 27 Keeler, A.
(2014).
"15 More things you can do with Google Classroom".
Retrieved from http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-withgoogle-classroom/ Kemendikbud.
(2020a).
SE Mendikbud: PelaksanaanKebijakanPendidikandalamMasaDaruratPenyebaran Covid-19.
KementrianPendidikandanKebudayaan Republik Indonesia.
Retrieved from https://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbud-pelaksanaankebijakan-pendidikan-dalam-masa-darurat-penyebarancovid19 Kemendikbud.
(2020b).
SE Mendikbud: PembelajaransecaraDaringdanBekerjadariRumahuntukMencegahPenyebaran Covid-19.
KementrianPendidikan dan Kebudayaan Republik Indonesia.
Retrieved from https://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbudpembelajaransecara-daring-dan-bekerja-dari-rumah-untuk-mencegahpenyebaran-covid19 Okmawati, M.(2020).
The Use of Google Classroom During Pandemic.
Journal of English Language Teaching.
http://ejournal.unp.ac.id/index.php/jelt.
Shaharance,I.N.M.,et.al (2016).
The Application of Google Classroom as a Tool Teaching and Learning.
The Application of Google Classroom as Tool for Teaching and Learning.
ISSN:2180-1843 e-ISSN:2289-8131Vol.8.No.10 Sukmawati, S& Nensia, N. (2019) The Role of Google Classroom in ELT.
International Journal for Educational and Vocational Studies.
Vol.
1, No.2 (2019).
Retrieved from https://ojs.unimal.ac.id/index.php/ijevs/article/view/1526 http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-with-google-classroom/ http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-with-google-classroom/ http://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbudhttp://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbudhttp://ejournal.unp.ac.id/index.php/jelt
SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 75 ACTION RESEARCH : IMPROVING STUDENTS’ SPOKEN INTERACTIONS THROUGH POSTER SESSION Seftika English Department, STKIP Muhammadiyah Pringsewu email: seftika@rocketmail.com Abstract Spoken interaction is beneficial in learning a language.
In fact the classrooom interaction did not take place well.
Due to the lack of students’ interaction, this study aimed to improve students’ spoken interaction through Poster Session.
A classroom action research was carried out at the English major students at the fourth semester of STKIP Muhammadiyah Pringsewu Lampung.
In collecting the data the researcher used observation, test, and documentation.
The data collected were analyzed and synthesized both qualitatively and quantitatively, and then meaning and interpretation were built to know clearly the process which was occurred during the research.
The results indicate that there is improvement of Students’ spoken interaction using Poster Session.
Poster Session facilitates students to practise English spoken interaction, it enhances them to be involved in learner-learner interaction.
Due to the fact that their interaction is great, it influences their speaking skill.
Key Words: Interaction, speaking, Poster Session 1.
INTRODUCTION For English foreign language (EFL) learners, English does not play important role in social life, it is widely acquired in school instead and learned to gain insight and technology.
Students do not use the foreign language much outside the classroom, except perhaps on holiday, with tourists to their country, and when using computers (Cameron, 2001).
It implies that EFL learners usually use English for certain purposes.
In addition not all of them could use English since for the foreigner, mother tongues prefer to be used because they still face difficulty in English.
As Cameron (2001: 241) stated “to get the abilities of learning a foreign language, it is different from learning the first language.” Considering that phenomenon, spoken interaction should be built for facilitating learners in learning English.
It is supported by Cameron (2001: 18) who stated that for English Foreign learners, spoken language is the medium through which the new language is encountered, understood, practiced and learnt.
New language is largely introduced orally, understood orally and aurally, practiced SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 76 orally.
Due to the fact that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information (Nunan, 2003).
In other words speaking is a complex skill which is crucial to be mastered for communication.
Moreover Nunan also stated that for most people especially English learners, speaking a foreign language has often meant a difficulty (2003).
Whereas the major goal of teaching speaking is communicative efficiency.
Language learners should be able to make themselves understood by using their current proficiency (Bahrani & Soltani, 2012).
In order that students can develop communicative efficiency, the teacher have to use appropriate activities that support students learning.
Then in order to assist learners to speak English, oral interaction proposed to be implemented in speaking activities.
As Tuan & Nhu (2010) stated that classroom interaction is a key to reach that goal.
It is the collaborative exchange of thoughts, feelings or ideas between two or more people, leading to a mutual effect on each other.
Tuan & Nhu (2010) explain two types of classroom interaction : Firstly, non-verbal interaction is related to behavioral responses in class such as head nodding, hand raising, body gestures, and eye contact.
Secondly, verbal interaction, contains written oral interaction.
Written interaction is the style of interaction in which students write out their ideas, thoughts.
While oral interaction occurred when students interact with others by speaking in class, answering and asking questions, making comments, and taking part in discussions.
Then, they explain form of oral Interactions namely teacherlearner interaction and learners-learners interaction.
Teacher-learner interaction is commonly happened in the classroom in which the teacher ask question and the students respon it.
While learner-learner interaction occurs among learners.
In this form of interaction, the teacher plays a role as a monitor and learners are the main participants.
Learner-learner interaction occurs in groups called learner-learner interaction, in pairs called peer interaction.
Furthermore the improvement of students interaction leads to the achivement of students’ speaking skill.
Wang & Castro (2010) have proven that classroom interaction and the language output may activate learners to learn English and have a positive effect on SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 77 improving the learning of a foreign language.
For these reasons, it is necessary to introduce, learn, and practice English in the classroom, mainly for college students who take English major.
However many students in English major got difficulty in mastering English.
For instance they found problem in productive skills such speaking.
That problem is caused by their lack of interaction both teachers-learners interaction and learners-learners interaction.
It implies that spoken interaction have to be built in learning English as foreign language.
Hall (2011) also noted that much applied linguistics research now places interaction of one sort or another at the centre of language teaching and learning.
The indentified problem is also experienced by the research subject, English major students at the fourth semester of STKIP Muhammadiyah Pringsewu Lampung.
Having observed the students, the writer found that learners faced difficulties to interact with others in English.
Actually, students at the fourth semester had learnt speaking 1, speaking 2, even language components such as grammar and pronunciation.
But they still got difficulty to use English in classroom interaction.
They were nervous to say something.
Then the leanerslearners interaction was still low.
Students were affraid to make a mistake.
Whereas from that mistakes, they could learn more.
Then Classroom interaction does not take place well.
The interaction is dominated by the more outgoing learners.
Some students know the language rule, but they could not practice it in spoken interaction.
Based on the problems above, it can be assumed that the students need a lot of practices in spoken interaction, the more they interact in English, the more they get fluency in English.
That is why the lecturer have to think creatively, how to facilitate students in order to interact with their friends and lecturer.
It is an urgent need to implement a teaching technique that can attract students to talk more.
To solve the problems, the researcher conducted a classroom action research.
In this study, the writer tried to implement the interesting teachnique of teaching speaking.
Then the appropriate one that was be chosen is poster sessions.
It is one of strategies that can be applied in the class by the lecturer in order to encourage the students to speak up.
Then it conducted in a group, where students SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 78 students write ideas in form of poster and share the displayed poster to others.
Meng (2009) states” group work provides more language practice opportunities for conversations, where students can work together to produce language through speaking and given appropriate materials to work with or problems to solve, they can engage in the creative language use and develop communicative competence in the English language.
That is why group work encourages learners to practice English orally and it also can decrease students’ shyness in speaking because in a group students have an opportunity to work together and use visuals to enhance their motivation in speaking.
In poster session activity, the students do mobile activity where they walk around to show all the posters which is displayed in the wall of classroom.
Previously, McNamara at all (2010) have investigated the use of poster presentations as assessment of work integrated learning to examine how poster presentations can be used to authentically assess student learning during work integrated learning.
It found that it was an innovative approach to the assessment in the humanities where posters were used as one way that universities can overcome the substantial challenges of assessing work integrated learning.
Then Aziz (2009) in his research found that Poster is an alternative strategy or method in teaching and learning for the higher institution of learning.
The poster serves the purpose of explaining the macro-level of understanding risk management so that students understand the idea that should go beyond classroom onto practice.
From the explanations above, it proves the important of interaction in learning english especially for fostering speaking skill.
Unlike the previous study, the present research focus to improve students’ interaction in order to their speaking would be improved too.
The poster session is applied in college learning and teaching activities as the strategy for the students to be actively interacted in the class in the way how they share or convey their ideas, and deliver information to others.
The researcher also believes that Poster Session is challenging for college students because this strategy facilitiate students to do conversation, to talk what poster is about, and every member of the group has roles to take a turn in speaking, SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 79 that can foster simultaneous interaction during the Poster Session activities.
Therefore this study aimed to know the improvement of students’ spoken interaction through Poster Session.
2.
RESEARCH METHODS The researcher used an action research.
This action research consisted of two cycles.
The series of cycling activities are planning, action, observing, and reflecting.
In collecting the data, the researcher used three research instruments, namely observation, test, and documentation.
Observation was done to watch the process of students’ spoken interaction using Poster Session.
During the observation the researcher also used field notes, observation checklist for students’ interaction and students’ speaking skill.
By making use of observation, the researcher expected that the use of Poster Session to improve students’ spoken interaction could be figured out.
Focus of the observation are: the interaction process of English spoken between students in their group; and students’ speaking performance on task during group work.
Next, in documentation, the researcher used a video camera.
The video taping took place at any kind of activities during the teaching learning process.
It made easier for the researcher to replay and examine the detail of capture.
In analyzing the data, the writer adapted steps of analysing Action Research data which is proposed by Burn (2010).
In the this research the researcher analyzed the improvement of students’ spoken interaction by identifying appropriate data analysis and data interpreting technique.
Firstly, the researcher collected the data by using observation, test, and documentation.
Secondly, the data that had been collected was analyzed and synthesized both qualitatively and quantitatively.
The result of observation and documentation were analyzed qulitatively by categorising and inductive coding.
Inductive coding means that we look at the data from the perspectives of people closely involved in the research context and analyze their opinions and views exactly as we find them.
Then, the data of students’ talk in group was analyzed too.
Thirdly, the researcher built meaning and interpretation.
Fourthly, having interpreted the result of collecting data, the writer employed WHQuestion to SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 80 know clearly the educational process which was occurred during the research.
The last, the researcher reported the outcomes.
3.
FINDING AND DISCUSSION Table 1 Sum up of the improvement of students’ speaking from pre-observation to cycle 2 P re O b se rv at io n • Students were embarrassed to express their opinion or idea • Students lacked vocabulary • It was difficult for students to utter the correct sentences.
• Students’ pronunciations were poor and grammatical errors almost entirely in their utterance C yc le 1 • Students tried to express their opinion • Grammatical Error and inappropriate pronunciation still dominated students’ speaking • Some students had adequate vocabularies but others still lacked vocabulary • A few students spoke fluently • some students interact with other members in simple way C yc le 2 • A few students still made grammatical error and inappropriate pronunciation in their utterance but it did not obscure the meaning • Most of the students spoke fluently • Most of the students used wide of vocabularies in speaking • A few students spoke with much pausing and hesitation • Most of the students could keep the interaction going on Table 2 Sum up of the improvement of students’ interaction from pre-observation to cycle 2 P re -O b se rv at io n • Students were lack of interaction in English • The interaction was dominated by teacher and smart students • Students rarely responded the turns which were given by their teacher.
• Students’ participation was not equal, the more outgoing learners frequently dominated in the class C yc le 1 • Some students were not enthusiastic to interact with their group members.
• Hesitation and pausing dominated students’ interaction • Students could ask and answer the question in their turn • A few students were not motivated in interaction they hesitated in interaction; they spoke soflty; they were nervous to interact with other members in group.
• They were responsible to take the solicit turn but they could not maintain the interaction.
C yc le 2 • All of the students could ask and answer the questions given in their turn • Hesitation and pausing could be reduced in students’ interaction.
• Students took turns proprely • Most of the students involved in spoken interaction actively.
• Students could initiate the interaction • Most of the students could keep the interaction going on The results in table 2 and table 3 show that from the first cycle to the second cycle, it was known that through interaction students have a chance to SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 81 speak in great quantities.
In the first cycle, students worked in group to make a poster, and present it to the audience.
In this cycle only 60 % students were active in group interaction.
It could be seen during the activity.
Some students in the groups were not active while some other students enjoyed learning in group.
Active students interacted with their friends happily, they tried to express opinion to discuss the posters.
When they found difficulty, they did not give up.
They spoke without considering the structure.
Moreover some students did not enjoy learning in group, they were not enthusiastic to interact with their friends.
All of the students took a solicit turn but their interaction was still limited.
They asked and answered questions in his turn but they could not maintain the interaction.
Since their interaction was not good enough, they could not develop their speaking.
They took much pausing and hesitation in interaction.
When they were required to speak, they took much time to think or grope the words.
It was because their lack of vocabularyand they still made grammatical error and used inappropriate pronunciation.
The percentage of students who passed the speaking grade were 46 % (16 students).
Therefore, the teacher had motivated them to be active.
In the second cycle, the students were required to do poster session again.
Since in the first cycle, some students did not maintain the interaction, the researcher decided to prepare the lesson.
In the cycle 2, their interaction was better than the first cycle.
The percentage of students’ active interaction was 74%.
They were more active to be involved in interaction by taking the turns properly.
Most of the students maintained their interaction.
Since their interaction was great, it influenced their speaking skill.
Their speaking was also better than the previous cycle.
They also spoke with appropriate pronunciation and grammatically.They could elaborate their speaking.
Consequently 27 (83%) students passed the speaking grade.
4.
CONCLUSION The research findings lead the researcher to conclude that this study was successfully done.
During the group activity over five sessions, learners were observed by the researcher.
Poster Session was employed effectively in students’ learning.
The observation compared two cycles, and speaking test SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 82 showed that students’ spoken interaction improve.
It could be seen from the development of students’ interaction and speaking skill from the first cycle to the second.
Students took the turns properly.
When they got the solicit turn, they could take it well.
They could ask and answer the question.
Then, they not only could initiate the interaction but also maintain the interaction well.
Students are curious to do interaction in Poster session where they can do mobile activy; walk around the class, look some posters, and discuss the poster.
There is improvement of Students’ spoken interaction using Poster Session.
Poster Session facilitates students to practise English spoken interaction, it enhances them to be involved in learner-learner interaction.
Due to the fact that their interaction is great, it influences their speaking skill.
5.
REFERENCES Aziz, R. H. A., & Jusoff, K. (2009).
Effective Poster Teaching Strategy towards Risk in Studying Fraud.
International Education Studies, 2(1), p158.
Bahrani, T., & Soltani, R. (2012).
How to Teach Speaking Skill?
Journal of Education and Practice, 3(2), 25– 29.
Burns, A.
(2010).
Doing action research in English language teaching: A guide for practitioners.
Routledge.
Retrieved from https://www.google.com/books?hl =id&lr=&id=s3SMAgAAQBAJ& oi=fnd&pg=PP1&dq=Burn,+Ann e.+2010.+Collaborative+Action+ Research+for+English+Language +Teachers&ots=9kxoRKxKUe&s ig=N8JgEc9n5dYJZHeb63lZLZU viy0 Cameron, L. (2001).
Teaching Language to Young Learners.
New York: Cambridge Univ Press.
Nunan, D. (2003).
Practical English Language Teaching: Speaking.
New York: McGraw-Hill Companies, inc. Hall, G. (2011).
Exploring English language teaching: Language in action.
Taylor & Francis.
Retrieved from https://www.google.com/books?hl =id&lr=&id=ZyGZhjYPaHQC&o i=fnd&pg=PR3&dq=Hall,+Graha m.+2011.+Exploring+English+La nguage+Teaching+Language+in+ Action&ots=JlL8bya8S9&sig=h8 fyVXPGmWxi2w7vK4zPssgsYlc McNamara, J., Larkin, I. K., & Beatson, A.
(2010).
Using poster presentations as assessment of work integrated learning.
In Proceedings of the Australian Collaborative Education Network National Conference, Perth, 2010.
Australian Collaborative Education Network (ACEN) Incorporated.
Retrieved from http://eprints.qut.edu.au/38093/ SMART Journal Volume 1 No.
2, August 2015 Hlm.
75-83 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 83 Meng, F. (2009).
Encourage learners in the large class to speak English in group work.
English Language Teaching, 2(3), p219.
Tuan, L. T., & Nhu, N. T. K. (2010).
Theoretical review on oral interaction in EFL classrooms.
Studies in Literature and Language, 1(4), 29–48.
Wang, Q., & Castro, C. D. (2010).
Classroom interaction and language output.
English Language Teaching, 3(2), p175.
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
1, January 2021 Page.
15-20 p-ISSN: 2356-2048 e-ISSN: 2356-203x 15 USING INFORMATION TRANSFER DIAGRAM ACTIVITY IN TEACHING LISTENING COMPREHENSION Aswadi Jaya English Education Study Program, Universitas PGRI Palembang Email Correspondance: aswadijaya@yahoo.com Abstract The reason to use the information transfer is because the students not only focus to listen but also to transfer the point what they hear.
The main problem of this study was“Is it effective to teach listening by using information transfer diagram activity to the seventh grade students?” The method of the research used in this study was preexperimental method.
Based on the result of the data analysis, it was found that teaching listening by using information transfer diagram activity to the seventh grade students.
Key words: Teaching, listening, information transfer diagram activity .
INTRODUCTION Now English is being important, especially for the collegians to help them in communication, science and also technology with other countries in the world easier.
In Indonesia, English has been chosen as the first foreign language to be taught from the elementary school up to the college students.
The students should master four language skills that should be owned by students, namely reading, listening, writing and speaking which relate to each other.
According to Brown (2006), listening is a complex activity, and they can help students comprehend what they hear by activating their prior knowledge.
Actually, Listening is the first stage to students to comprehend and improve their reading, writing, and speaking skill.
In practice listening, the students acquire new vocabulary, pronunciation of word unconsciously.
Actually, listening as a receptive skill is one of difficult English skill.
Many reasons why the students thought listening is difficult skill.
However, Ningsih (2014) Listening is one of the skills that should be learned and mastered, but the students still have problem about it.
Based on the writer’s observation and also after the writer interviewed with the students of the state Madrasah Tsanawiyah Sakatiga of Indralaya about the process of teaching listening Aswadi… 16 comprehension in their classroom, the writer found the problems.
Low motivation of the students, it made the students is not interested in listening.
They got problem to listen well, especially when they heard English native speaker.
Additionally, when the speaker spoke quickly, the students felt hard to identify words because of different stress, rhythm, and intonation pattern of native speaker.
The students cannot get the point what speaker say, even they cannot remember what they heard.
It made them bored to learn.
Monotone lessons, of listening skill is always disregarded in teaching and learning process especially in junior high school, whereas listening has important role to master English.
In teaching, the teachers just give listening material to students listen and write the answer correctly without knowing whether they understand the content of text.
According to Wilson (2008), many of the differences between reading and listening illustrate just why listening is considered a difficult skill.
The difficulties can be grouped into four general categories: characteristics of the message, the delivery, the listener and the environment.
Jaya et al (2018) mention that in teaching English especially listening, teacher should apply an effective strategy, thus the students would be easily understanding the material.
In this problem, it was the great duty for English teacher to describe that listening in English is different from listening in mother tongue normally, and the teacher should be smart to find a suitable technique to teach listening.
Talib (2014) to overcome the problem in teaching listening the writer will apply the strategy of information transfer diagram activity.
The reason to used information transfer technique is because the students not only focus to listen but also to transfer the point what they hear in their group from loudspeaker or the teacher’s sound.
This technique made the students have the way to get information what they heard, where the students will try to transfer information what they heard in a diagram, picture, or graph.
According to Wilson (2008), information transfer is the students complete a diagram or drawing based on what they hear.
Here is a simple, low-level information transfer activity: the students each have an illustration of an empty plate.
In pairs, they take turns to describe what they ate for lunch that day while their partner attempts to draw the food on the plate.
According to a research result, conducted by Palmer (1982) It was mentioned that using transfer diagram activity was effective in teaching listening.
thus, the Using… 17 writer conducted a research entitled “Teaching listening by using information transfer diagram activity to the seventh grade students of High School” RESEARCH METHOD In this research, the writer used a pre-experimental method (the one group pre-test and post-test).
In the one-group pre-test-post-test design, a single group measured or observed not only after being exposed to a treatment of some sort, but also before (Frankel, Wallen and Hyun, 2012).
Population is the larger group to which one hopes to apply the results.
Population is all the subject of the research.
The writer took the population from all of the seventh grade students of the state Madrasah Tsanawiyah Sakatiga of Indralaya in academic year of 2019/2020.
There were consist of 9 classes and the total number of the population is 309 students.
The test was used to collect data on subject’s ability or knowledge.
According to Brown (2004), a test is a method of measuring a person’s ability, knowledge, or performance in a given domain.
Test is any series of questions or exercise and other means which is used to measure competence, knowledge, intelligence, and ability or talent which is possess by individual or group.
In collecting data, the writer will use written test with test type multiple choice and true/false questions that consist of 20 multiple choices and 20 true false questions.
Each multiple choice questions has four options and the test consists of 40 items.
The students are asked to answer the questions after listen descriptive text from the teacher two or more times.
In this research, the writer conducted two tests to the students.
There are pre-test and posttest.
Pre-test will give before the writer teaches the new material by using information transfer, the writer does the test relate in the materials to the students.
state that an assessment instrument is to have a good quality if the instruments has or accomplishes two things, namely accuracy or validity and consistency or reliability.
Meanwhile, Post-test will be given after the writer does experiment or gives treatment by using information transfer technique in teaching materials Aswadi… 18 FINDING AND DISCUSSION The findings of the study showed the result of pre-test, post-test, and matched t-test in doing the research.
Based on the result, the writer found that teaching listening by using information transfer diagram activity to the seventh grade students of the state Madrasah Tsanawiyah Sakatiga of Indralaya was effective.
Talib (2014) claims that teaching listening would be good if the teacher applies information transfer technique.
Thus is is suggested that in doing the activity, the writer got progress the ability of students in studying listening of descriptive text by using information transfer diagram activity.
It was because the students’ score increased after doing treatment by using information transfer diagram activity.
According to Wilson (2008), information transfer: the students a complete diagram or drawing based on what they hear.
Palmer (1982) mentions that information transfer diagram activity is effective , here is a simple, low-level information transfer activity: the students each have an illustration of an empty plate.
Based on the finding of this study, the average score in post-test ( ) was 7 and the average score in pre-test ( ) was 5.38.
It showed that the ability of students’ score in pretest was low ability level and after doing treatment the students’ score in post-test was good enough level.
The students got progress the ability of students in studying listening of descriptive text by using information transfer diagram activity, where the students could focus and has known the technique to interpret the message of audio descriptive text.
It indicated that the students get better skill through information transfer diagram activity and it motivates the students to explore their listening ability, where the average score in the post-test was higher than the average score in the pre-test.
Meanwhile, the result of matched t-test was 8.53 exceeding 1.692 as its critical value at significant levels of 5% or .05 with df (33), for one tailed test.
Based on the result of matched t-test, the null hypotheses (Ho) was rejected because of tobtained of 8.53 exceeded 1.692 and consequently the alternate hypothesis (Ha) was accepted or successful.
It means that teaching listening by using information transfer diagram activity to the seventh grade students of the state Madrasah Tsanawiyah Sakatiga of Indralaya was significantly effective.
Using… 19 CONCLUSION Based on the finding of this study, the average score in post-test ( ) was 7 and the average score in pre-test ( ) was 5.38.
It showed that the ability of students’ score in pretest was low ability level and after doing treatment the students’ score in post-test was good.
Thus, the students got the progress in studying listening of descriptive text by using information transfer diagram activity, where the students could focus and has known the technique to interpret the message of audio descriptive text.
Talib (2014) delivers that the students get better skill through information transfer diagram activity and it motivates the students to explore their listening ability, Information Transfer Diagram Activity in teaching listening descriptive text was helpful and made the students and the teacher interest in teaching and learning listening skill.
Wilson (2008) states that transfer diagram would be effective in teaching listening.
Thus, it could be seen through the result of the pre-test and post-test scores of the students’ test.
The post test score was higher than the result of pre-test score.
The students’ average scores in pre-test was 5.38.
The students’ highest scores in pretest was 7.75 and the students’ lowest scores in pre-test was 3.0.
After being taught listening descriptive text by using Information Transfer Diagram Activity, the students’ average scores in the post-test increased to be 7.0.
The highest score in post-test was 8.75 and the lowest score in post-test was 4.75.
The result calculation in the matched t-test was 8.53.
The t-obtained was higher than critical value (1.692).
The writer concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.
Thus, the finding is relevant to the finding by Palmer (1982) that also claims that information transfer diagram activity is effective to be used in teaching listening.
Finally it is concluded that teaching listening by using information transfer diagram activity was effective to the seventh grade students of the state Madrasah Tsanawiyah Sakatiga of Indralaya.
Aswadi… 20 REFERENCES Arikunto, S. (1997).
Prosedure Penelitian Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta.
Brown, H. D. (2000).
Principles of Language Learning and Teaching.
San Francisco: Wesley Longman, Inc. Brown, S. (2006).
Teaching Listening.
New York: Cambridge University Press.
Chambers.
& Gregory.
(2006).
Teaching and Learning English Literature.
London: SAGE Publications.
Etman,.
Djodi.
& Nur, Z.
(2009).
Teaching Listening.
Jakarta: Ministry of National Education.
Fraenkel, J.R. & Norman, E. (2012).
How to Design and Evaluate Research in Education.
New York: Mc Graw-Hill, Inc. Jaya, A., Hermansyah,.
& Mortini, A.
(2018).
The Effect of Crawford Series Teaching (CST) on the Students’ Writing Achievement.
ESTEEM Journal of English Study Program.
1(1).
Hatch, E., Hossein & Farhady.
(1982).
Research Design and Statistics for Applied Linguistic.
Cambridge: Newbury House Publishers.
Mursyid, M. P.W.
(2012).
Learning Descriptive Text.
Pekalongan: SMPN 1 Karangdadap.
Ningsih, W (2014) .
Teaching Listening by using “Filling Gap” to the eighth grade students of State Junior High School 35 of Palembang.
Unpublished Thesis.
PGRI University.
Palmer, D. M. (1982).
Information Transfer for Listening and Reading .
English Teaching Forum.
Vol.
20, (1), 29-33, retrieved from http://downloadd/Information-transferPalmer-1982.htm (Access on 5 th January 2016).
Richard, J.C. (2006).
Communicative Language Teaching Today.
New York: Cambridge University Press.
Sudjana, N. (1989).
Penilaian Hasil Proses Belajar Mengajar.
Bandung: PT Remaja Rosdakarya.
Talib, R. (2014).
The technique of information transfer for teaching English in EFL classroom based on authentic material.
Yogyakarta: Gorontalo State University.
Wilson, J.J. (2008).
How to Teach Listening.
England: Pearson Education.
http://downloadd/Information-transfer-Palmer-1982.htm http://downloadd/Information-transfer-Palmer-1982.htm
SMART Journal , Volume 6, No.
2, August 2020, Page 127 -135 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X 127 DEVELOPING RUBIK’S CUBE VOCABULARY FOR ELEMENTARY SCHOOL Widya Saraswati 1) , Rahmatika Kayyis, M.Pd 2), Kurniati, M.Pd 3) 1) 2) 3 English Education Department of FKIP UMPRI Email Correspondence: widyasaras28@gmail.com Abstract The Research and Development aimed to find out the target needs and the learning needs and develop appropriate English learning materials especially for using media in learning process for Grade 5 students at Elementary School of Muhammadiyah Gisting.
The purpose of this study is to increase and develop the students’ vocabulary in daily activity.
The product of this study is using two different types of rubiks, 2x2 and 3x3 rubik.
In each rubik has a worksheet.
Based on the material evaluation and implementation, the students can increase their vocabulary using these rubik and the rubik is so useful for learning process.
Keywords: Vocabulary, Rubik, Worksheet 1.
INTRODUCTION Materials take an important part in teaching and learning process.
To conduct English learning material means aimed at support the students’ competence in English study program, so it should be based on the learners’ needs, and they should represent the material in a good way.
The materials are not using specific English vocabulary, whereas English vocabulary and the materials in every unit which is needed by the students in their future occupation will be different.
Vocabulary is one of the core components of language proficiency and determines how well learners speak, listen, read, and write (Richards & Renandya, 2002).
The problems happened of the students at Elementary of Muhammadiyah Gisting.
the problems were most of students did not understand what the native said and they new vocabulary, the students were lack control over the speed at which the speakers or teacher speak and also some of student have lack motivation to learn English especially about vocabulary in the class.
English Widya… 128 teachers usually teach their students by using available textbooks, but sometimes the teacher using media that available around the school, for example the teacher was using clock when the material explains about time.
However, the English learning materials which were really suitable with the needs of the students were not always available.
In that school, there were a little bit media to learn English.
The teacher rarely used conventional method and just gave the materials based on the textbooks that available in that school.
The media is important to increase their ability in English learning process especially to help them to get many vocabularies because if they have many vocabularies, so they can learn English easily.
Because it was for the students of elementary school, so the media must be fun, colorful and interesting.
So, the researcher decided to overcome those problems and develop the English materials by using Rubik’s Cube Vocabulary.
In this research, the researcher developed English materials and focused in vocabulary even like a verb or sentence of students.
Vocabulary is needed for comprehension of the language and it also increases fluency in the language (Nunan, 2003).
According to Cameron (2001:73) Vocabulary is about learning words, children are not only expected to know the word but also they have to know what the meaning of that word.
There are some researches related to this study.
Firstly, the research done by Diyah Nur Fadilah, Rahmat Rais and Diana Endah Handayani (2012) entitled “Developing TACTIC (Thematic Box ) Number Head Together at First Grade of Elementary School in Semarang”.
TACTIC is a combination of Exploding / Explosion Box, pop-ups, pictures and rubik as a vehicle for play.
The development of TACTIC (Thematic Box ) comes from media exploding / explosion or explosive boxes developed for thematic subjects, then there are pop-ups, rubik with images and symbols related to my theme sub themes of my body.
Rubik is used as a vehicle for games and evaluation cards so that learning is more fun for first grade students in elementary school.
Developing… 129 Secondly, the study conducted by Syarif Amin Al Habib, Utami Widi Astuti, and Nilam Astari (2018) entitled “REDUCTION (Rubik Education) as an innovation learning media excretion system in humans, (Biology Education, Muhammadiyah University of Surakarta)”.
From research findings, this reduction aims to make biology learning about the excretory system in humans work and achieve well.
In this reduction there is a red rubik consisting of images of the liver, kidneys, lungs and skin.
So this product can help the teacher and also the student to learn about excretion system in humans easily and REDUCTION is effective to be applied as the learning media and can solve several problems in teaching and learning process in the class.
Thirdly, the study conducted by Hilmi Khoirudin Nurul Fata (2017) entitled “Developing of RUBOSAN Media ( Rubik Organ Respiratory) to Improve Student Learning Results of Organ Materials in Animal and Human at the Fifth Grade of Elementary School 1 of Bogosari”.
From research findings, the specifications of the product for the development of learning devices are helped by the Rubosan learning media (Rubik Respiratory Organ) as follows: 1.
Products developed in the form of RUBOSAN learning media when class V students open rubik media can find pictures on each side of the rubik that have been arranged images of animal and human respiratory organs, so that students are easier to understand with the media.
2.
Pictures of animal and human respiratory organs are presented in an interesting and detailed manner so that students become enthusiastic and understand more easily about the material of respiratory organs in animals and humans.
Collins (2017) describes Rubik’s Cube is a puzzle consisting of a cube of six colors, each face of which is made up of nine squares, eight of which are individually rotatable The researcher do need analysis to found information about what are the students need in their language skills.
Some experts defined about need analysis according to Hutchinson and Waters ( 1987:54) define needs as the ability to comprehend and to produce the linguistic features into two categories : target needs are what knowledge and abilities the learner will require in order https://www.collinsdictionary.com/dictionary/english/puzzle https://www.collinsdictionary.com/dictionary/english/cube https://www.collinsdictionary.com/dictionary/english/six https://www.collinsdictionary.com/dictionary/english/nine https://www.collinsdictionary.com/dictionary/english/square https://www.collinsdictionary.com/dictionary/english/eight Widya… 130 to be able to perform appropriately in the target situation.
The analysis of the target needs is divided into three points which are necessities, lacks and wants.
2.
RESEARCH METHODS In this research, the researcher used Research and Development (R&D).
This research was classified into Research and Development (R&D) that adapted the framework of developing English learning materials by Gall, Gall and Borg (2003).
The researcher tried to develop the products related with the aims of the research itself.
Research and Development is a process used to develop and validate educational products.
The objective of this research is to develop appropriate model of English learning materials for Elementary School Program.
Therefore, this research was classified a Research and Development (R&D), because it aims to develop a finished the product.
It can be used appropriately in an educational program (Borg, 2002:772).
The organization of the research procedure adopted from Dick and Carey in Borg and Gall (2003:571).
The steps were (1) Need Analysis, (2) Planning design, (3) Designing the materials, (4) First Validation Product, (5) Expert Judgment, (6) Revising 1, (7) Try out the product, (8) Revising 2, (9) Implementation the product.
In this study, the data was collected through observation and questionnaires.
Firstly, by observe the guide books.
Secondly, the questionnaire consists of kind : (1) The need analysis questionnaire was used to gather the information about the learners and learning needs.
The learners were asked to answer several questions related to their characteristics and needs in learning English by choosing one of several options that provided.
The English teacher and the Headmaster were interviewed to support the data from the questionnaire.
Secondly, the expert of judgment questionnaire.
Opinion and suggestions from the experts are proposed through the expert judgments questionnaire to find the appropriateness of the designed materials analysis by arranging its goodness as proposed by Suharto (2006: 52-53).
Thirdly, test contain of some assignment that related to the material in the Developing… 131 product.
The purpose was to know the score of the students when used the product.
2.
FINDINGS AND DISCUSSIONS a.
The Results of the Needs Analysis A need analysis was conducted to assess the students’ target and learning needs.
The questionnaire was distributed to the students in 12 November 2019.
Target needs cover a number of important distinctions which included necessities, lacks , and want ( Hutchinson and Waters 1987 : 54)The results are described below: Table 1 Students’ Necessary Items The students necessities in learning English A The reason of the students need media in their learning process because it can help them to memorize and improve their vocabulary B Students need media to learn English that can bring everywhere C Students need other source in English learning, not only from book D Students need learning vocabulary list and the meaning in English learning process E Students need to show picture or other media to help them in English learning process N 23 F 1792 Percentage 78% The table shows that the most of students consider that they need media for learning English to help them to improve and memorize new vocabulary in English learning process, need source to learn not only form book, and they also need the media that show the picture and can bring everywhere.
The need analysis from 23 of students grade five in Elementary School of Muhammadiyah Gisting they almost give the score 3-5 in the analysis questionnaire.
Here the researcher take the frequency in general score, after the researcher analysis the students necessities the researcher sum the score into Widya… 132 general frequency.
So here the researcher found the score in necessities learning English vocabulary materials for students in Elementary School of Muhammadiyah Gisting is (78%).
Table 2 The Result of Students’ Lacks Items The students lack in learning English A Students difficulties to memorize new vocabulary B Students difficult to understand what their teacher say if the teacher using English language C Difficult to express some words using English D Difficult to learn English E Sometimes students feel bored when they learn English N 23 F 1244 Percentage 54% The table shows about the students lack in learning and teaching process.
In need analysis questioner the lack from learning English they give score 1-5.
The difficulties that students in learning English materials is the students’ lacks in memorizing, difficult to express words or sentences, difficult to learn English because they do not understand the meaning of words or vocabulary.
From 23 respondent the researcher get general frequency is get score 1244 it means that they less in English vocabulary materials is ( 54%) Table 3 The Result of Students Wants Items The students want in learning English A Students like the learning process more fun B Students are more enjoy for learning if there is media C Students like learning English vocabulary with pictures and colorful D Students like media that can be use to learn while play E Students like learning vocabulary using their own skills N 23 F 1948 Percentage 85% The table shows the analysis questioner the students want about learning English get score frequency 1948, it means that they want learning English more fun , they also want a media when they learning English, and when they Developing… 133 learning English vocabulary they can see about the pictures and also colorful, they also want in the media it is making they have fun in learning process.
From their want in analysis questionnaire they almost give score from 3 until 5.
From the result above, it can be conclude that the students’ wants in learning English are being able to master in vocabulary is (85%) .
b. Syllabus The syllabus is used as the guideline to develop the learning materials.
The design of the syllabus based on the results of the needs analysis questionnaire.
The developed syllabus consist of the identify of the syllabus , core competence and basic competence , the number and names of the each units.
The analysis syllabus to help researcher make the product for the students of Elementary School.
Syllabus in second semester in Elementary School is about vocabulary of daily activity c. Drafting Material The draft of materials consists of two rubik.
The first one is 2x2 rubik’s and the second one is 3x3 rubik’s.
There are worksheets to supported the implementation of the Rubiks d. The expert judgment After the writer draft of the materials was developed, the materials were then evaluated by expert judgment.
The evaluation was conducted by providing a questionnaire to the expert.
The questionnaire consists of four aspect, there are: appropriateness of content, presentation, language and graphic and using Likert Scale to collect the data e. Revisions of the materials Overall the media of Rubik’s Cube Vocabulary for Elementary School are adequate, there are some suggestion from two experts judgment about the materials Widya… 134 3.
CONCLUSION The result of implementation of Rubik’s Cube Vocabulary and also the worksheet are the student understood about the materials that has given from the researcher and the students have good score in each part of the worksheet that consist of four activity, and they very enjoyed with the Rubik’s Cube Vocabulary and the worksheet.
So the Rubik’s Cube Vocabulary and the worksheet that has used in this research can help the students in English learning process.
The suggestion is related to the input of the materials.
Based on the results of need analysis, the students of Elementary Student Grade 5 want to use more media in learning process, that the media should be make the student more interest to learn.
It is suggested to provide the media more colorful and insert some pictures for the need of material’s presentation.
The pictures may help the students to acquire the materials well and motivate students in the learning process.
4.
REFERENCES Al Habib, S.A., Astuti, U.W., Astari, N. (2018).
Rubik Education as an Innovation Learning Media Excretion System in Human.
Biology Education.
University of Muhammadiyah Surakarta.
Cameron, L. (2001).
Teaching Language to Young Learners.
Cambridge: Cambridge University Press.
Collins Dictionary.
(2017) Retrieved from https://www.collinsdictionary.com/dictionary/english/rubik-cube at November, 23, 2018 at 13:53.
Fadilah, D.N., Rais, R., Handayani, D.E.
(2012).
Developing Thematic Box Number Head Together at First Grade of Elementary School in Semarang.
(Journal).
Semarang : University of PGRI Semarang.
Fata, H.K.
(2017).
Developing of Rubik Organ Respiratory to Improve Student Learning Results of Organ Materials in Animal and Human at the Fifth Grade of Elementary School 1 of Bogosari.
(Thesis).
University of PGRI Semarang.
https://www.collinsdictionary.com/dictionary/english/rubik-cube Developing… 135 Gall, Meredith.
D., Gall, Joyce.
P., and Borg, Walter.
R. (2003).
Educational Research: An Introduction (7 th ed).
Boston : Allyn and Bacon.
Hutchinson, T and Waters, A.
(1987).
English for Specific Purposes.
Victoria: Cambridge University Press.
Khalifah.
(2018).
Designing English Vocabulary Materials for Teknik Sepeda Motor(TSM) Program.
Thesis.
English Education Department.
Lampung: UMPRI.
Nunan, David.
(2003).
Practical English Language Teaching.
New York: McGraw Hill Company.
Richard, Jack.
C and Renandya, Willy.
A.
(2002).
Methodology in Language Teaching.
Cambridge : Cambridge University Press.
Suharto, G (2006).
Pengukuran Hasil Belajar Bahasa Inggris.
Yogyakarta: P3B, UNY.
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 1 THE CORRELATION BETWEEN STUDENTS’ FREQUENCY OF LISTENING TO ENGLISH SONGS AND THEIR LISTENING ACHIEVEMENT Elvira Rosyida M. R. English Department of STKIP Muhammadiyah Pringsewu email: elvirarosyida@ymail.com Abstract This study is aimed at investigating whether there is a significant correlation between students’ frequency of listening to English songs and their listening achievement This study was conducted at the first year students of State Senior High School 9 Bandarlampung, Lampung.
A descriptive quantitative was employed in this study which used ex-post facto design and the data were taken from questionnaire, semistructured interview, and listening test.
The data were analyzed by using Statistical Package for Social Science (SPSS) version 16.0.
The hypothesis was tested by using Pearson Product Moment Correlation Coefficient.
The test result showed that there is a significant correlation between students’ frequency of listening to English songs and their listening achievement.
From the result of interview, it showed that most of the students believe that by having high frequency of listening to English songs, it helps them in recognizing the spoken language and get high score in listening ability.
Keywords: listening to English song, listening ability, frequency of listening 1.
INTRODUCTION Listening, as one of the basic skills of language, plays an important role in the language learning.
By listening to sound or spoken language, people are able to produce language.
Listening is dominantly used in everyday life.
Listening is not only the process of hearing, but also identifying, understanding, and interpreting spoken language as the first step of successful communication.
In other words, before someone understands and starts to speak, he or she has to hear the sound, words, and speech pattern first.
Therefore, in the language learning, the first step will be listening while speaking, reading, and writing come later.
In learning language one should be a good listener, to be able to focus to what is demonstrated, remember what is shown or told, and then practice speaking to gain functional skill in active communication.
In daily activities, people spend most their time to listen to things, such as world news programs (BBC, CNN, VOA), music, movie, talk show, speech and lectures.
Morley (1991) states that mailto:irenebrainnita@yahoo.com SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 2 listening is the most common communicative activity in daily life; we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.
Thus, there can be no doubt that every time we do the listening activity.
Actually, the listeners need not only to understand what is being said, but also to select the important and relevant information and reduce it to a form that can be taken down quickly in writing and remain understandable for intake later.
As a result, the mastery of listening ability is crucial for English foreign language learner, and it should play an active role in activities and focused tasks.
Therefore students need more listening exercises in the classroom even outside of the classroom, so that they are used to listen a target language and could have enough of real world exposure.
According to Orlova (2002) song is short musical work set to a poetic text with equal importance given to the musical and in the words.
It may be written for one or several voices and it is generally performed with instrumental accompaniment.
It is noticed that students will often recite the words of the song while singing it; it makes the students unconsciously understand the content of the songs.
It will eventually develop their active understanding of the songs.
It makes students’ ears accustomed to listening either to English song or dialogue or monologue.
Listening to song, for most students are enjoyable experiences.
Through listening to English songs, students are exposed to authentic example of the target language, because simple and repetitive songs often contain a resurgent grammatical pattern and listening to song also can improve students’ motivation and general morale, and show the language not only as a subject of study but also as a source of enjoyment and entertainment.
Orlova and Wonho (2002) have observed that listening to song can develop listening ability.
According to them, songs contextually introduce the feature of supra-segmental (how rhythm, stress, intonation, and pronunciation affect students in English context).
They believe that students from any language background can take advantage of using songs as an input for their language learning, especially for improving their listening ability and of course their’ listening achievement.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 3 Particularly this research is proposed to investigate whether there is significant correlation between students’ frequency of listening to English songs and their listening achievement There are some reviews of related literature in this research: review of theory which include listening and song.
In defining what is meant by listening, some experts have their definitions.
Burton (1997) cited in Basaran (2002) states that many people spent 7080% of their waking hours in some of communication as follows: 9% writing, 16% reading, 30% speaking, and 45% listening.
From the statement above, it can be seen that listening is mostly done by people in communicating.
Nunan (1991) states that listening, along with reading, as receptive skill.
That is, it requires a person to receive and understand incoming information rather than produce.
As people listen, they process not only what they hear but also connect it to other information they already know.
In other words, listening is not same as hearing (Rixon, 1986).
It is since the former requires whole hearted concentration, readiness and awareness in recognizing what is being heard, especially in spoken language, as there are listening characteristics that should be taken into account.
According to Morley (1991), listening is the most common communicative activity in daily life, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.
Because it is the first skill when we learn a language, listening is considered as the first step in learning a language.
It means that learning a language is started from listening.
That is why listening becomes important to be investigated in this research, listening comes first into human life than the other skills.
Types and process of listening activities have been observed by Boyle (2005) and Rost (2002).
They argue that there are three types of listening activities that can be used to help improve listening skill; first is no overt response activities.
Students do not have to do anything in response to the listening text.
Often students’ facial expression and body language will betray what they have understood.
Activities of this type include storytelling, listening to songs or watching movies and videos.
Second is a short response activity.
Students do not only have to give responses verbally but SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 4 can also respond by performing a task in response to instructions, ticking off items on a worksheet as they hear them being said, ticking off true/ false answers in response to statement or writing down missing words from cloze exercises.
The last is long response activities.
Students can engage in answering questions verbally about a listening text, taking notes from a mini-lecture by rewriting what being said in different words to the ones being used or writing a brief summary of a listening text (Boyle, 2005; Rost, 2002).
In line with the explanation above, there are top-down and bottom-up processing in listening.
There are two processes involved in listening, and both can be utilized when songs are used as the practice of the target language.
The activity which is selected for a particular song will determine which of these processes is active.
According to Nunan (1991) bottom-up processing is where the listener builds up the sounds into words, sentences and meaning while top-down processing is where the listener uses background knowledge to understand the meaning of a message.
Practicing both of these processes is essential for developing listening comprehension.
This kind of process is what Flowerded and Miller (2005) called as “interactive process’.
In this process the listeners use the combination of both top-down and bottom-up process to comprehend the spoken language.
Furthermore, song is defined by Hornby, (1993) as short poem or verses set to music and intend to be sung.
Song, which belongs to genre including both lyrics and music, can be added to list.
They are marked by richness of content, poetical metaphor and symbol that emotionally reflect the world we live in.
Songs can motivate a positive emotional influence on listener.
From the statement above, we can infer that songs consist of lyrics or poetic text.
The lyrics of the songs that are sung by the singer can be heard by the listener, and actually it is considered good in English language teaching especially in listening.
Because when students are accustomed to listen to English songs they will be easily recognize the utterances of the singer, and that ability can be implied when they have a listening test.
Songs are precious resources to develop students’ abilities in listening, speaking, reading, and writing.
They can also be used to teach a variety of SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 5 language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs.
While the students listen to a song, indirectly they could learn to find new vocabularies, pronunciation, grammar and the implementation of a word in phrase or sentence.
It is effective, because the students could learn and entertain themselves at the same time (Dozer, 2001; Saricoban and Metin, 2000).
According to Lynch (2006), if the students listen to the target language more often, they will improve their listening ability through the experience by listening to songs.
He states that there is a tendency that when the students’ frequency of listening to English song is high, the listening score is high.
Ekowati (2007) also found that the students who often listen to English songs are more able and easier recognize the spoken language from the native speakers.
The writer assumes that if students listen to English songs more often, they will have better achievement in listening.
A large amount of time or high frequency in time of listening to English songs can help develop listening mastery.
Thus, the writer is interested in investigating the students’ frequency of listening to English songs and their listening achievement.
However, listening to English songs more often is not the only factor that gives contribution in listening achievement.
Factors such as wide vocabulary, good learning strategies, good oral language skill, background knowledge and any other factors also can influence learning achievement.
Nevertheless, the writer still believes that frequency of listening to English song correlates with listening achievement.
Based on the problems statements and the theoretical description which are related to research, the hypothesis of this research can be formulated as follows: There is a significant correlation between students’ frequency of listening to English songs and their listening achievement.
2.
RESEARCH METHODS This study was conducted at the even semester of the tenth grade of State Senior High School 9 Bandarlampung, in academic year of 2011/2012.
This study was conducted from April 2012 to June 2012.
This study used quantitative approach which used Ex post facto SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 6 research design since there was no treatment on the subjects of the research but the data was collected by seeing the correlation between cause and effect that may happen (after the fact).
Ex post facto design involve only one group and does not use control class.
Hatch and Farhady (1982) state that ex-post facto design is used when the writer does not have control over the selection and manipulation of the independent variable.
Co-relational study focuses on the relationship among variables that exist naturally.
It does not involve the manipulation of independent variables.
By this reason, the researcher looks at the type and or degree of relationship between two or more variables rather than the cause-effect relationship (Hatch and Farhady, 1982).
In this study the population were all students at the tenth grade of State Senior High School 9 Bandarlampung.
There are nine class at tenth grade.
In this research, the writer determined the sample by using simple probability random sampling class by using lottery.
The writer wrote nine classes in rolled papers and put into a glass.
Then, the writer shook the glass twice and one class that came out was selected as the sample.
Therefore, the sample of this research was class X.9, consisting of 30 students and the try out class of this research was class X.6 consisting of 30 students.
They were selected since they were reputed have the same level of ability with the sample of this research.
For purpose of this study, the data was gathered by using some data collecting techniques consisting of questionnaire, semi-structured interview, and listening test.
To ensure that the items have good quality, the writer used Pearson Product Moment Correlation, Spearman Brown, and Cronbach’s Alph.
The data were analyzed by using Pearson Product Moment Correlation Coefficient, through SPSS to determine whether there is correlation between two variables or not.
If there is a correlation, it is significant or not by using t formula (Coolidge, 2000).
After determining the correlation coefficient, it was necessary to find out whether the hypothesis is accepted or not.
The null and accepted hypothesis for Pearson Product Moment Correlation as follows: H0 : there is no significant correlation between students’ frequency of listening to English songs and their listening SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 7 achievement.
We cannot accept this hypothesis if r value is lower than r table.
H1 : there is significant correlation between students’ frequency of listening to English songs and their listening achievement.
We can accept this hypothesis if r value is higher than r table.
3.
FINDINGS AND DISCUSSION The findings on correlation between students’ frequency of listening to English songs and their listening achievement are based on the data gathered through written and oral interview.
The correlation coefficient (rxy) of the two variables was .782 at the significant level of 0.05.
It means that there was a positive and high correlation between students’ frequency of listening to English songs and their listening achievement.
Positive correlation means that low scores in one variable tend to go together with low scores in another variable; high scores in one variable tend to go together with high scores in another variable (Sugiyono, 2007).
The obtained correlation coefficient then needs to be calculated to find out whether the correlation is significant or not by using t formula.
The result of calculation showed that significance of correlation coefficient or t obtained is 6.615 in which the t table was determined as 2.048 at level significance of 0.05 and df= 28 (see Appendix 17).
It was then found out that the correlation coefficient is significant and the correlation is applied to every student in this research, since t obtained is higher than t table (6.615>2.048).
This research proves that students who have high frequency of listening to English songs tend to have high listening score, and students who have low frequency of listening to English songs tend to have low listening score.
Coefficient of determination is also conducted to investigate the degree of the contribution frequency of listening to English songs toward the students’ listening achievement.
the coefficient determination of the correlation is 0.61.
It means that frequency of listening to English songs contributes 61% of the students’ listening achievement.
In other words, it can be said that frequency of listening to English songs explains approximately 61% of the students listening achievement.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 8 The students who have high frequency of listening to English songs are accustomed to the pronunciation of the native speaker.
It makes them improve their listening achievement since they could recognize easily some new words and expressions in context that is uncommon.
The students who have high frequency of listening to English songs can also find many new words or vocabularies from the English songs they listened.
For example, the students who chose love as the topic of songs, they could get new words such as, soul, closer, heartbeat, and bring from song A Thousand Year by Christina Perry.
By listening to English songs more, it helps the students to use their background knowledge to understand the meaning of the words or message from the English songs they listened.
It is proved when the students got the meaning of words or message by understanding contextually while listening to English songs, top-down processing becomes selected strategy (Nunan, 1991).
Besides top-down processing, bottom-up processing is also selected when the students listen their favorite English songs.
By listening to English songs, the students are used to use kind of process what Flowdered and Miller (2005) called as “interactive process” which is the combination of topdown and bottom up processes.
In addition, from the result of the research, it can be seen that the students who have high frequency of listening to English songs, indirectly they are used to use top-down and bottom up processes.
Therefore, when the listening test, they can get the better achievement in each components of listening test, such as determining the main idea, finding details information, making inferences and references, and also vocabulary.
In relation to the facts describe above, it can be summarized that there is a significant correlation between the students’ frequency of listening to English songs and their listening achievement.
This is so because by having a high frequency of listening to English songs, it helps the students to have a good listening achievement.
4.
CONCLUSION From reseach findings, it can be concluded that: (1) There is a significant correlation between students’ frequency of listening to English songs and their SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 9 listening achievement; (2) The correlation between students’ frequency of listening to English songs and students’ listening achievement was positive with the determination coefficient (r 2 ) value .61.
In other words, the correlation between them was 61%.
It can be conclude that students’ frequency of listening to English songs has influence on students’ listening achievement; (3) Interview analysis in this study shows that the students believe that by having high frequency of listening to English songs help them in recognizing the spoken language.
There is a tendency that when the students’ frequency in listening to English songs is high, the listening score is also high or it can be said that the students’ frequency of listening to English songs higher help improve the students’ listening achievement.
It is therefore recommended that the English teacher should motivate their students to listen lots of English songs to enrich them with the variety of linguistic signals (vocabulary, idiom, etc), pronunciation, background knowledge, etc., and to make them ready when confronting the spoken language; by native speaker or native like speakers of English.
It is better for the students to make listening to English songs as a habit at least 30 minutes in a day.
If the students listen to English songs more and more, it could help students to improve their listening achievement because they can practice to listen to the target language well all the time indirectly.
5.
REFERENCES Boyle, E. R. (2005).
An Alternative Approach to Improve Listening Skills.
Burean of Educational and Cultural Affairs: Office of English Language Programs.
English Teaching Forum, March 31.
(http://exchanges.state.gov/education /engteachingo, accessed on February 19 th , 2012).
Burton, J. and Burton, L. (1997).
Interpersonal Skills for Travel and Tourism.
Essex: Addison Wesley Longman Ltd. Dozer, C. V. (2001).
Improving ESL Learners’ Listening Skill: At the Workplace and Beyond.
(http://www.applycollage.com/study help/Improving Listening Skill.pdf, accessed on January 30 th , 2012).
Ekowati, Y.
(2007).
The Influence of Frequency of Listening to English Songs on the Listening Ability of the Third Year Students of SMU Purusatama Semarang.
Semarang: Universitas Pendidikan Semarang, Unpublished Script.
http://exchanges.state.gov/education/engteachingo http://exchanges.state.gov/education/engteachingo http://www.applycollage.com/studyhelp/Improving%20Listening%20Skill.pdf http://www.applycollage.com/studyhelp/Improving%20Listening%20Skill.pdf SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
1-10 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 10 Flowerdew, J. and Miller, L. (2005).
Second Language Listening: Theory and Practice.
Cambridge: Cambridge University Press.
Hatch, E. and Farhady, H. (1982).
Research Design and Statistic for Applied Linguistic.
Massachusetts: Newbury House Publisher Inc. Hornby, A. S. (1993).
Oxford Advanced Learner’s Dictionary of Current English.
Oxford: Oxford University Press.
Morley, J.
(1991).
Developing Listening Comprehension and Complementary Activities.
Toronto: University of Toronto.
Nunan, D. (1991).
Language Teaching Methodology.
London: Prentice Hall.
Orlova, N. 2002.
Songs in the Foreign Language Teaching Process.
(http://www.wsipnet.pl/kluby/angiels ki.html?id=4904&kl=175, accessed on January 19 th , 2012).
Rixon, S. 1986.
Developing Listening Skill.
London: Macmillan Publisher Limited.
Rost, M. 2002.
Teaching and Researching Listening.
London: Longman.
Saricoban, A. and Mettin, E. 2000.
Song, Verse and Games for Teaching Grammar.
The Internet TESL Journal.
(http://iteslj.org/tecniques/Saricobansongs.html, accessed on January 19 th , 2012).
Wonho, I. Y.
(2002).
Focused Listening with Songs.
American Language Center at UCLA Extension (California, USA).
The Internet TESL Journal, Volume VIII.
(http://iteslj.org/techniques/Yoosongs.html, accessed on January 15 th , 2012).
http://www.wsipnet.pl/kluby/angielski.html?id=4904&kl=175 http://www.wsipnet.pl/kluby/angielski.html?id=4904&kl=175 http://iteslj.org/tecniques/Saricoban-%09songs.html http://iteslj.org/tecniques/Saricoban-%09songs.html http://iteslj.org/techniques/Yoo-songs.html http://iteslj.org/techniques/Yoo-songs.html
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
28-32 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 28 THE USE OF ENGLISH MOVIE IN TEACHING AUSTIN’S ACT Rahmatika Kayyis English Education Departmen of STKIP Muhammadiyah Pringsewu email: middlenigtrain@gmail.com Abstract The purpose of this research is to investigate and describe the finding about the use of English movie in teaching Austin’s act in the fifth semester.
This research is categorized as descriptive qualitative research.
It means that the writer would describe the data gain as naturally as possible.
The writer used this method in order to get specific, factual, and meaningful data.
In this research, the writer used observation, interview, and documentation to collect the data.
The population of the research was the students of fifth semester of STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2014/2015.
The writer could conclude that the use of English movie in teaching Austin’s act has good response.
the use of movie in teaching Austin’s act based on attention and particioation reached “good” scale.
Keywords: Austin’s act, English movie, descriptive qualitative 1.
INTRODUCTION Realize it or not, watching English movies has impacts on students English behaviour.
Why it is behaviour?
Because the way people act is completely alike what they seen in movie.
For example: when someone is watching English movie entitled Terminator.
Directly, they feel so attracted with the way of actor in saying “I’ll be back!”as soon the utterance becomes a style, from a style becomes habitual.
That is the way how they “meet and greet” with English.
Once again, English movie also has the heart of its audiences, so whatever the inside of movie the audience may follow and imitate.
A movie is media audio-visual can be used in teaching and learning process.
It is the advantage of a movie because when it is used as a media in learning English, it brings not only sounds but also pictures.
Harlow and Muyskens (1994) assert that the audiovisual medium is an effective way to bring authentic speech in to the foreign language classroom, thus exposing students to native speakers using English in authentic cultural context.
By watching movie, students can learn cross-cultural different in language use and body language.In other words, movie is an authentic.
It is a copy of real life.
It can SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
28-32 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 29 be used as medium of observation, to observe any values of life.
In this research, the main topic is not about life, but the use of mean to make life becomes alive, that is called as language.
It is an open wide for everyone who wants to learn and teach about language from it.
As it is can be seen in movie, every people or actors uses language for some reasons.
They use language for every mean to get meaning and become a meaning to others.
They use language in every capacity and functions.
Sometimes the utterance is polite to be used under some circumstance, but somehow it is not.
Somehow, there is a rule of building conversation that cannnot be banned in order to build relationship or somehow people ruin and break the rule in order to get the conversation meaningful.
It is quite unique and it happens.
The dicipline which concern on those aspects is pragmatics especially the topic of speech act.
Speech act deals with falls short of constituting a complete proposition, i.e.
something truthevaluable.
In contrast, both 'what is said' and 'what is implicated' are context-dependent and propositional.
The difference between 'what is said' and 'what is implicated' is that the former is constrained by sentence meaning in a way in which the implicatures aren't.
What is said results from fleshing out the meaning of the sentence (which is like a semantic 'skeleton') so as to make it propositional (Grice, 1957: 24).
As Austin (1963: 13) recognizes, these "illocutionary acts" are often, or usually, performed in the issuance of a sentence, and thus in saying something; but Austin emphasizes that they are themselves not just acts of saying something.
In order to work out both the differences and the relations, he makes an analysis of the mere act of saying, giving it the technical name "locutionary act".
Moreover, Austin recognizes certain acts which, like "illocutionary acts", are often performed when people say something, are, like illocutionary acts, not just acts of saying something, but are to be distinguished from the "illocutionary act".
Austin calls them "perlocutionary acts".
Thus he ends up with the famous trichotomy of what is nowadays called "speech acts", of the "locutionary", the "illocutionary", and the "perlocutionary act".
Why it is like throw back time by using Austin’s theory?
Because the owner of trychotomy copyright is Austin.
Finally, the descrption above leads to investigation of the use of movie in teaching Austin’s acts.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
28-32 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 30 2.
RESEARCH METHOD The purpose of this research is to investigate and describe the finding about the use of movie in teaching macropragmatics in the fifth semester.
This research is categorized as descriptive qualitative research.
It means that the writer would describe the data gain as naturally as possible.
The writer used this method in order to get specific, factual, and meaningful data.
In this research, the writer used observation, interview, and documentation to collect the data.
The explanation are as follows: a.
Observation Riduwan (2006:76) states that observation is by doing direct investigation to analyse object deeply.
Observation means that the writer observed every activity happened in the class and record it by using observation instrument.
b.
Interview Cohen et al (2007: 349) state that interview is a flexible tool for data collection, enabling multi-sensory channels to be used: verbal, nonverbal, spoken, and heard.
Interview.c.
Documentation.
According to Arikunto (2010: 77), documentation is get the direct data from research place such as activity report, pictures, video, etc.
In short, the writer uses the digital camera as an instrument to collect the data to strengthen the research.
3.
FINDINGS AND DISCUSSION a.
The Result of Observation In collecting the data, the writer employed observation.
It is used to measurerespondents’ activity in discourse analysis class.
The observation was in the form of table that contains of the aspects that was measured.
They are respondents’ attention and respondents’ participation.
The details of the aspects that have been observed are: 1) Attention It was used to measure the attention of the respondents, whether they pay attention or not.
2) Participation It was used to measure respondents’ participation during discourse analysis class.
There are some examples of respondents’ participation during learning process such as asked the questions to the teacher related to the material, showed their ability in discourse analysis, and answered the teacher’s question.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
28-32 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 31 Observation was conducted to observe respondents.
In observing respondents, writer prepared an observation sheet.
The observation conducted in the discourse analysis class in five meetings.
Table 1 The Result of Observation No.
Aspects Score I II III IV V 1.
Attention C B B B C 2.
Participat ion B B B B B Scales: A (Excellent) B (Good) C (Fair) D (Poor) E (Very Poor) The respondents’ attention and respondents’ participation in observation sheet showed the activity during discourse analysis class.
Based on the scale their attention and participation, they got “good”.
b.
The Result of Interview The writer did the interview with 5 respondents about their ability, their motivation and their experience about the use of movie in learning discourse analysis.
From the result, overall students said that the use movie helps them to understand the illocutionary.
c. The Result of Documentation The documentation including taking icture of the activity, filming the teaching and learning process, recording the interview.
From those, it can be concluded that students felt enjoy in their way learning Austin’s Act by usiing Movie.
4.
CONCLUSION Based on the previous chapter, the writer could conclude that the use of movie in teaching Austin’s act has good response.
the use of movie in teaching Austin’s act based on attention and particioation reached “good” scale.
Considering all data gathered from the research, the writer has made some conclusions, as follows: 1.
Through movie, students can learn that language used can have its implicature.
2.
By watching movie, students can learn about the way of how to use proper act based on context.
3.
Illocutionary act can be learnt by observing the conversation in real life, but because the real life of using English in conversation is rare, movie can be used as an alternative way.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
28-32 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 32 5.
REFERENCES Arikunto Suharsimi (2010).
Prosedur Penelitian Suatu Pendekatan Praktik.
(revision) Jakarta: Rineka Cipta.
Austin, John L. (1963).
"Performative– Constative".
In Searle (1971), 13–22.
First published in Philosophy and Ordinary Language, ed.
Charles E. Caton, Urbana: University of Illinois Press 1963, 22–23.
Cohen, L., Manion, L., Morrison, K. (2007).
Researsh Methods in Education.
New York: Routledge.
Grice, Paul (1957): "Meaning".
In id., Studies in the Way of Words.
Cambridge, MA /London: Harvard University Press 1989, 213–223.
First published in The Philosophical Review LXVI (1957), 377–388.
Harlow, L., & Muyskens, J.
(1994).
Priorities for intermediate-level language instruction.
Modern Language Journal, 78, 141-154 Riduwan, Dr., M.B.A. (2006).
Belajar Mudah Penelitian.
Bandung: Alfabeta.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
8-18 p-ISSN: 2356-2048 e-ISSN: 2356-203x 8 PERCEPTION TOWARDS ENGLISH WEBINAR AMONG COLLEGE STUDENTS IN ASSISTING ENGLISH LEARNING DURING PANDEMIC COVID-19 Devanny Patricia Inkiriwang 1, Marlin Steffy Marpaung 2 .
1 Faculty of Teachers Training and Education, Universitas Advent Indonesia 2 Faculty of Teachers Training and Education, Universitas Advent Indonesia Correspondence author Marlin2: marlin.marpaung@unai.edu Abstract The purpose of this study is to find out colleges’ perceptions towards English webinars held during the pandemic to assist their English learning.
The population included some colleges from random subjects in a private and stated university who had attended an English webinar and the sample of the population was taken using purposive sampling which focuses on seventh and eighth-semester colleges.
The collected data were analyzed using thematic analysis.
The result demonstrates that English webinars can assist colleges in learning English during the pandemic however, they also face some challenges while learning English through English webinars.
Keywords: Perception, English language webinar, English learning, Covid-19 INTRODUCTION The Covid 19 phenomenon, which started in late 2019 and has continued until now, has impacted a vast number of people all across the world (Pustika, 2020).
Many facets of life have changed as a result of this pandemic.
Similarly, considerable changes are occurring in the educational system.
Many schools have been forced to close temporarily, and face-to-face teaching has been discontinued.
Returning to traditional education will be challenging shortly (Dhawan, 2020).
Minister of Education and Culture Nadiem Makarim issued a circular letter outlining the transition from face-to-face to online learning to combat the spread of Covid-19 in Indonesia.
As a result, the internet has become the primary medium for learning (Oktaria & Rahmayadevi, 2021).
Universities are also abiding by government policies by implementing an online learning system.
An online learning system, according to Mukhtar et al.
(2020) is a webbased program that allows students and teachers to distribute, search, and organize courses over the internet.
Even though they are learning online, students still require comprehensive learning elements to assist learning and to attain their learning objectives.
This pandemic according to Laili & Nashir (2021) represents new defiance in the education sphere, notably for colleges.
Due to this, universities are interested in looking for the most effective Perception towards.... 9 and efficient way during the pandemic to share course content, engage students, and conduct assessments in online systems (Mukhtar et al., 2020).
This pandemic is also having an impact on technology advancements, as evidenced by the rising popularity of learning applications as well as numerous online learning events.
Even if students do not meet in person, the numerous learning applications and learning events available on the internet can aid the college students to gain knowledge as Oktaria & Rahmayadevi (2021) have stated.
Technology improvements, which are getting increasingly advanced throughout this pandemic, have an impact on English language learning as well.
Because of the many free learning resources available to college students especially, during the pandemic, they have many opportunities to improve their English skills.
Students may study anywhere, by anybody, and at any time (Lowerison et al., 2006; Safitri & Khoiriyah, 2017).
One of the resources available that can help colleges to learn English during the pandemic is the webinar.
Covid-19 has given a tremendous possibility for a webinar to spread throughout the educational sphere.
A webinar is a term that combines the words "web" and "seminar.
", and it refers to a seminar delivered via the internet.
It has recently gained popularity.
The webinars have gained a lot of traction in the business sector, and now they are also making their way into the educational sphere.
Students can benefit from webinars to learn or train using video conferencing technology (Srinivas Rao, 2019).
Besides, Gupta & Sengupta (2021) explain that Webinars are essentially online seminars.
However, in a broader sense, the term "webinar" refers to more than only online seminars.
The category now includes meetings, conferences, demonstrations, training or teaching, and events that provide information and learning in a one-way or interactive manner.
Webinars offer a variety of features to help college students to learn even when they are not in the same room as Verma & Singh (2010) stated that webinar has features to discuss and share information, a webinar also has some characteristics such as a sharing application, a chat window, session recording, and questionnaires, all of these are highly useful in the learning process.
Colleges will be able to develop their English language skills more readily using the characteristics of the webinars, especially during the pandemic.
As we know this pandemic allows us to meet and communicate with people from another Devanny Patricia … 10 country, Webinars help us to share knowledge, meet and communicate with people from all over the world (Gupta & Sengupta, 2021).
An example is an English webinar, which helps college students to learn English and improve their English skills by interacting with a native speaker or a non-native speaker who is fluent in English.
As Srinivas Rao (2019) said that English webinars have proven to be useful for students and teachers.
Several organizations and people have created English webinars in the ELT and ELL environments to assist teachers in the development of their teaching abilities and to assist students in the improvement of their English skills.
The goal of this study is to find out college student perceptions about English webinars conducted by native or non-native speakers throughout the pandemic in terms of assisting students in learning English during this pandemic.
There are some studies related to this research.
The first is research entitled "Leveraging Skype-based Webinars as an English Language Learning Platform" by Hidayati et al.
(2021).
As the frequency of ELT webinars has increased throughout the corona pandemic situation in 2020, so has the use of various online platforms to enable the activities.
Skype is one of the platforms utilized to host webinars, as well as one of the applications that spread during the pandemic.
A qualitative study of 30 undergraduate students was undertaken by the researcher.
The results showed that Skype-based webinars boost students' eagerness to learn, broaden their viewpoints, and provide a stimulating learning environment.
Aside from the benefits, there are also drawbacks, such as a lack of subject comprehension, which causes learning anxiety, and technical challenges with signal stability issues.
Furthermore, Budiana & Yutanto (2020) undertook a study entitled “Webinar: A Strategy to Enhance Speaking Skill of Non-native English Speakers”.
This study looked at the impact of using webinars to teach speaking to non-native English speakers in Surabaya business schools.
In this study, three classes were observed.
According to the findings, posttest scores improved in two of the three classes studied.
As a result, it has been demonstrated that English webinars improve students' speaking ability, and based on the findings English webinars, can assist students in improving their communication skills.
Perception towards.... 11 Another comparable study was done by Alifah & Jumrah (2021) entitled "American Corner Webinar and Its Impact on Indonesian English Teachers' Professional Development."
The goal of this study was to investigate the elements of webinars, the characteristics of webinar professional development activities, also the attitudes of English professors and lecturers toward webinars and professional development.
Five webinar sessions of Muhammadiyah University of Yogyakarta's American Corner were used to collect the data.
The findings show that online presentations, live chat, Q&A sessions, and sharing sessions were used to supplement the webinar sessions.
The webinar's professional development activities, which included topic concentration, coaching and expert support, group participation, and long duration, benefited English teachers and lecturers, also they were enthusiastic about the webinars and their professional development, according to their perceptions.
Furthermore, the findings revealed that participants' reactions to the most influential aspect of the webinar on their teaching abilities were varied.
Webinars have been shown to raise students' enthusiasm in learning English, improve their speaking skills, and assist English teachers to improve their teaching abilities.
Based on the studies done previously, the researchers are eager to know about the college student’s perception of English webinars that were held during the pandemic in terms of assisting them in learning English.
This study intended to find out the answers to the following questions in their opinion, can English webinars assist college students in learning English during the pandemic?
What challenges do students face when learning English through webinars?
RESEARCH METHOD The researchers employed a qualitative descriptive study, which describes a phenomenon to investigate and explain social happenings (Nassaji, 2015).
The population of this study consisted of some college students who had attended an English webinar from random subjects in a private and stated university and the sample of the population was taken using purposive sampling which focuses on seventh and eighth-semester students at public and private universities.
In this study, 11 people were chosen as the respondents of this study.
This research data was gathered through interviews using semi-structured Devanny Patricia … 12 interviews as the interview guide with open-ended questions, the researchers gave the respondents the freedom to express their opinions.
Due to the ongoing pandemic, the interview was conducted via WhatsApp to reduce face-to-face meetings.
The interview was conducted in two languages, English and Indonesian, to ensure that all respondents understood the questions and could answer accurately and clearly.
The researchers transcribed the data collected from all respondents and analyzed it through thematic analysis.
Instead of using statistical procedures, the words are examined by the researchers to be classified into larger meanings such as codes, categories, or themes.
(Allo, 2020) FINDINGS AND DISCUSSION The table below shows the demographics of the 11 respondents who took part in this study.
The results of this study were categorized into several themes using thematic analysis after the researchers asked two questions to the respondents based on the study’s research questions.
Table 1.
Demographics of participants Respondents ID Gender Semester Affiliation R1 Female 7 Universitas Advent Indonesia R2 Female 6 Universitas Advent Indonesia R3 Female 6 Universitas Advent Indonesia R4 Male 7 Universitas Advent Indonesia R5 Female 7 Universitas Tarumanegara R6 Female 6 Universitas Sultan Ageng Tirtayasa R7 Female 7 Universitas Pelita Harapan R8 Female 7 Universitas Bunda Mulia R9 Female Universitas Bonosowa R10 Female 7 Universitas Indonesia R11 Female 7 Universitas Airlangga 1.
In your opinion, can English webinars assist you in learning English during the pandemic?
The researchers divide the results into three themes based on the findings that some respondents have the same perception.
1.1 Learn and discover new things Perception towards.... 13 Through webinars, students can interact with people from all over the world, both native and non-native speakers.
This opportunity encourages students to learn new things and gain new knowledge, which can help them to enrich their English knowledge during the pandemic.
College students who are not from the English department find this English webinar to be very beneficial because it allows them to broaden their English knowledge, especially during the Covid-19 pandemic.
Also, according to their statements, they not only learn and discover new things through English webinars, but they also feel motivated, and they find webinars to be a fun way to learn English.
As stated by Wang & Hsu (2008) Through the webinar, speakers can motivate participants by making the atmosphere exciting by joking, encouraging participants to express their opinions, and extending the discussion.
The following statements substantiate the ideas: “By attending an English webinar, I can learn new things in English and motivate me to be even more active in learning, especially during the pandemic”.
(R3) “Yes, because learning through webinars is fun and it helps me to learn English more since I’m not from the English department”.
(R8) “Yes, it’s helpful, because the webinar allows me to learn new things about the English language during the pandemic”.
(R9) “Yes, because it is a great opportunity to get new knowledge from a great speaker”.
(R11) 1.2 Practice English skills Based on the data collected, The English webinar allows students to practice their English skills during the pandemic.
They can practice their listening skills by listening to the speaker when delivering the material, and they can practice their speaking skills by interacting with the speaker.
This statement is in line with Srinivas Rao (2019) who said that webinars provide opportunities to practice their English skills, particularly their teaching, speaking, and listening abilities.
As in the following quotation: “Yes.
English requires more than just grammar and vocabulary, it also requires hands-on practice.
During the pandemic, I rarely met people who could be invited to speak English, but the availability of webinars, particularly interactive ones, enabled me to practice my English skills”.
(R5) Devanny Patricia … 14 “I think it's quite helpful because listening to the speakers itself will improve our ability to learn English.
The reason is that I'm the type who learns foreign languages, especially English by listening”.
(R6) “Yes, because with the English language webinar I can practice my English skills during the pandemic".
(R10) 1.3 Broaden Vocabulary According to the data collected, some of the respondents said that participating in English webinars help them to expand their vocabulary during the pandemic.
This is also supported by Zhao & Li (2018), who claims that children can increase their vocabulary outside of the classroom by using media technology because it is a creative vocabulary teaching way that helps students expand their vocabulary amid a pandemic.
“I learn new words that I don't hear in everyday conversation, and as an economics student, taking English webinars helps me to expand my vocabulary”.
(R1) "By attending an English webinar, I learned new vocabulary that I had not heard before".
(R2) “Through English language webinar, I can get new vocabularies that can make it easier for me to speak in English.”.
(R4) 2.
Are there any difficulties or obstacles that make it tough for you to expand your English knowledge while participating in an English webinar?
The researchers divides the results into three themes based on the findings that some respondents have the same perception.
1.1 Network issues Signal stability is critical for generating high-quality webinars, therefore when students have a poor signal, it can be a barrier to their online learning.
This statement is supported by Hamid et al.
(2020) who claimed that poor internet connections inhibit students from learning, particularly in rural areas.
“I hate it when my signal goes out unexpectedly, especially when the material is very interesting”.
(R1) “Because we have different areas with different network speeds, I think the signal is the most common issue that I encounter when joining webinar”.
(R3) Perception towards.... 15 “There were times where my internet connecting was really bad and it’s quite annoying because I can’t hear the speaker”.
(R5) 1.2 Lack of information Some respondents said that getting information about the English webinars was difficult for them, either because they were from a non-English major or because they were not up to date on English webinar information, which caused them difficulty in finding information about the English webinar and learning from it.
“The issue is I am not very up to date on information about English webinars, and the people around me are not particularly interested in English webinars, so that’s the reason why am I kind of difficult to know the information about English webinars”.
(R6) “Lack of information about the English learning webinars, especially the free ones for students”.
(R8) One respondent stated that she found it difficult to find information about free English webinars because she frequently found paid English webinars, and it made him hesitant to participate in the English webinar.
“I rarely find free English webinars, but I often find paid English webinars, which makes me hesitant to participate in English webinars because I prefer the free one”.
(R11) English webinar is extremely beneficial for students to learn English during the pandemic.
Aside from being easily accessible, the webinar also helps students to learn new knowledge from outside or within the country, helps them to practice their English skills, and adds vocabulary that they did not know before.
However, webinars have some drawbacks that are difficult to avoid, one of which is a network issue.
Networking is an important component for achieving a good quality of online learning, but networks are unpredictable and can suddenly change depending on the circumstances (Rohleder et al., 2008) as well as lack of information about the existence of English webinars.
According to the data gathered, some respondents said that they do not receive much information about the existence of English webinars, which is an impediment for them to learning English through webinars.
Gunasekaran et al.
(2002) supported the statement, Technology, and information assist students in learning, particularly during online learning.
It will be able to help students to improve their learning and provide more learning opportunities if adequate Devanny Patricia … 16 and disseminated information is available.
People learn more when they have access to information.
This finding supports a study conducted by Hidayati et al.
(2021) who discovered that Internet capacity and accessibility have an impact on student learning engagement in online learning.
CONCLUSION The covid-19 pandemic is still going on, and some universities are continuing to implement online learning.
Colleges need online learning that provides both beneficial and engaging ways.
Webinars can assist students in learning by providing them with useful and interesting learning.
For example, students can broaden their knowledge of English and increase their vocabulary by interacting with native or non-native speakers during the English webinars.
They can also practice their skills through webinars.
In learning English through webinars, students find several challenges or difficulties, such as network issues and lack of information about English webinars among college students, particularly colleges who are not from the language department.
In this case, providers are expected to improve their signal quality (Hidayati et al., 2021), particularly in areas where the signal is frequently poor, to facilitate online learning, especially through English webinars, and lecturers are expected to share availability information more frequently about English webinar with colleges, particularly those with majors other than English, to assist them in learning English through English webinars.
However, webinars are still useful for students to help them in learning English during the pandemic.
REFERENCES Alifah, N., & Jumrah, A.
(2021).
American Corner Webinar and Its Impact on Indonesian English Teachers to Their Professional Development.
International Journal of Innovative Science and Research Technology, 6(1), 281–287.
http://repository.unhas.ac.id/id/eprint/3681/ Allo, M. D. G. (2020).
Is online learning good amid Covid-19 Pandemic ?
The case of EFL learners.
Jurnal Sinestesia, 10(1), 1–10.
https://www.sinestesia.pustaka.my.id/journal/article/view/24 Perception towards.... 17 Budiana, K. M., & Yutanto, H. (2020).
Webinar: A Strategy to Enhance Speaking Skill of Non-native English Speakers.
JEES (Journal of English Educators Society), 5(1), 31– 37. https://doi.org/10.21070/jees.v5i1.354 Dhawan, S. (2020).
Online Learning : A Panacea in the Time of COVID-19 Crisis.
Journal of Educational Technology Systems, 49(1), 5–22.
https://doi.org/10.1177/0047239520934018 Gunasekaran, A., Mcneil, R. D., & Shaul, D. (2002).
E-learning: Research and applications.
Industrial and Commercial Training, 34(2), 44–53.
https://doi.org/10.1108/00197850210417528 Gupta, S. K., & Sengupta, N. (2021).
Webinar as the Future Educational Tool in Higher Education of India: A Survey-Based Study.
Technology, Knowledge and Learning, 1– 20. https://doi.org/10.1007/s10758-021-09493-7 Hamid, R., Sentryo, I., & Hasan, S. (2020).
Online learning and its problems in the Covid19 emergency period.
Jurnal Prima Edukasia, 8(1), 86–95.
https://doi.org/10.21831/jpe.v8i1.32165 Hidayati, A. N., Ramalia, T., & Abdullah, F. (2021).
Leveraging Skype-based Webinars as an English Language Learning Platform.
AL-ISHLAH: Jurnal Pendidikan, 13(1), 10– 20. https://doi.org/10.35445/alishlah.v13i1.420 Laili, R. N., & Nashir, M. (2021).
Higher Education Students ’ Perception of Online Learning during Covid-19 Pandemic Abstrak.
Edukatif: Jurnal Ilmu Pendidikan, 3(3), 689–697.
https://doi.org/https://doi.org/10.31004/edukatif.v3i3.422 Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006).
Students perceived the effectiveness of computer technology use in post-secondary classrooms.
Computers & Education, 47(4), 465–489.
https://doi.org/10.1016/J.COMPEDU.2004.10.014 Mukhtar, K., Javed, K., Arooj, M., & Sethi, A.
(2020).
Advantages, limitations, and recommendations for online learning during the covid-19 pandemic era.
Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31.
https://doi.org/10.12669/PJMS.36.COVID19-S4.2785 Nassaji, H. (2015).
Qualitative and descriptive research: Data type versus data analysis.
Language Teaching Research, 19(2), 129–132.
https://doi.org/10.1177/1362168815572747 Oktaria, A.
A., & Rahmayadevi, L. (2021).
Students’ perceptions of using google classroom during the covid-19 pandemic.
International Journal of Educational Management and Innovation, 2(2), 153–163.
https://doi.org/10.12928/ijemi.v2i2.3439 Pustika, R. (2020).
Future English teachers’ perspective towards the implementation of eLearning in the covid-19 pandemic era.
Journal of English Language Teaching and Linguistics, 5(3), 383–391.
https://doi.org/10.21462/jeltl.v5i3.448 Devanny Patricia … 18 Rohleder, P., Bozalek, V., Carolissen, R., Leibowitz, B., & Swartz, L. (2008).
Students’ evaluations of the use of e-learning in a collaborative project between two South African universities.
Higher Education, 56(1), 95–107.
https://doi.org/10.1007/s10734007-9091-3 Safitri, N.
., & Khoiriyah, I.
(2017).
Students’ Perceptions on the Use of English Vlog (Video Blog) to Enhance Speaking Skill 1 Nailis Sa’adah Safitri, 2 Ianatul Khoiriyah.
The 5th AASIC, 240–247.
http://103.216.87.80/index.php/selt/article/view/7980/6083%0Ahttp://ejournal.usd.ac.id/index.php/LLT Srinivas Rao, P. (2019).
Webinars and their effective use in English language teaching international e-journal for research in ELT.
International E-Journal for Research in ELT, 5(1), 73–97.
Verma, A., & Singh, A.
(2010).
Webinar Education through digital collaboration.
Journal of Emerging Technologies in Web Intelligence, 2(2), 131–136.
https://doi.org/10.4304/jetwi.2.2.131-136 Wang, S. K., & Hsu, H. Y.
(2008).
Use of the webinar tool (Elluminate) to support training: The effects of webinar-learning implementation from student trainers perspective.
Journal of Interactive Online Learning, 7(3), 175–194.
Zhao, Q. Y., & Li, H. L. (2018).
Application of new media technology in college English vocabulary teaching.
Kuram ve Uygulamada Egitim Bilimleri, 18(6), 3591–3598.
https://doi.org/10.12738/estp.2018.6.271
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 11 AN ANALYSIS OF “WORK OF MIRACLES IN HELEN KELLER” FROM SOCIAL PERSPECTIVE AND MORAL VALUE Ardayati FKIP English Education Study Program, STKIP PGRI Lubuklinggau.
email: Ardayati470@yahoo.com Abstract This study was carried out based on the problems faced by the writer as a English teacher.
Most of students have no motivation when they found difficulties especially in learning English.
Furthermore, the reasons why the researcher used The Miracle worker film to be investigated: Firstly, this movie was made based on the true story.
Secondly, it transferred moral values.
Thirdly, it told efforts of a teacher, Annie Sullivan.
The research problems were “What are social perspective of Helen Keller and what are moral values found in The Miracle Worker film?” The study employed a qualitative research which was intended to analyze Helen Keller’s social life, social life at the society illustrated in that movie, and moral values found in the movie.
The research instrument was investigator triangulation which referred to the use of more than one audience in the field to gather and interpret data.
In conclusion the Miracle Worker was an inspirational movie because it told about a blind deaf woman to reach her goals.
It delivered Helen Keller’s experience detailing her early life.
Moral values of the film were motivation, kindness, responsibility, honestly, empathy, and respect.
Key words: Social perspective, the Miracle worker, moral value 1.
INTRODUCTION Literature is a crucial part in learning English.
Students can get more complete knowledge through literature.
The purposes of literature for students are to express their ideas and to convey a message from works of art.
A Literature consists of some forms.
A literature has been divided into five forms.
They are a short story, a poem, a play, a novel and an essay (Burton, 1967:1).
In literature, a play is one of interesting scopes and one of the examples of a play is a movie.
In fact, Films are everywhere now.
Teachers of English can use a film as a media to teach English and give motivation for their students.
Films not only take us through experiences with character we come to care about, but films might also develop an idea and values which are useful for students.
Besides, Vassilou (2006:7) states that a film, otherwise known as a movie, moving picture and motion picture.
A film brings to a story based on some experiences that will engage our minds and emotions.
A film tells a story and mailto:Ardayati470@yahoo.com SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 12 events.
According to Makamani (2007:1), A Film is a source of information and entertainment in the modern world.
Consequently, our life styles have increasingly been associated with the film in one way or the other.
Indeed, there are so many good films and gives us many values of life.
One of wonderful films is The Miracle Worker.
The Miracle Worker movie was made based on the true story of Helen Keller and Annie Sullivan.
It is a wonderful film because it gives us moral and education values.
Besides, it also gives us experiences and big motivation to learn and to get the successful.
In fact, Most of students have no motivation when they found difficulties especially in learning English.
Students need motivations, interesting ways of learning English, and they also need an interesting media.
The Miracle worker is one of films which give motivation and education message for students.
Furthermore, there are three attractiveness of The Miracle Worker movie.
That is why; they make the writer choose this movie to be investigated.
Firstly, this movie was made based on the true story.
It was made based on Helen Keller’s life story and it is real.
Keller’s life story is well known, inspirational, and well documented.
It tells about Helen Keller’s effort to know and understands about languages and meanings.
It can be experienced by the other people.
Consequently, from this movie everyone can learn how to reach something although there are some struggles and problems.
Secondly, this movie was made to give motivation for people.
It transfers moral values through The Miracle Worker film.
The film tells about a woman that is blind and deaf, like Helen, can be taught so she can be independent and do not depend on others.
Thirdly, this movie tells efforts of a teacher, Annie Sullivan.
Although her student got difficulties in learning languages and meanings, faced many problems but Annie Sullivan did best to make her student, Helen Keller, could learn language and how to behave.
Annie Sullivan showed both intelligent and emotional control.
She was a kind teacher and had a very big responsibility to guide Helen to learn.
She was still spirit and confident to make Helen know about languages and meanings.
The film gives moral message for everyone who wants to reach their ideals.
SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 13 This research is focused on analyzing The Miracle Worker, a film of Helen Keller.
2.
RESEARCH METHODS This study is a qualitative study with descriptive method because the object of the research is a film.
According to Donald (2010: 440) descriptive method is used to describe events as they naturally occur.
In line with the definition above, this research described about social perspective of Helen Keller and moral values found in the Miracle Worker, a film of Helen Keller.
Data and Source of the Data Data Data in this research are classified in two primary and secondary data source.
Primary data source is the play of The Miracle Worker movie directed by Nadia Tass.
The secondary data source consists of other data related to the research such as some books of sociological Perspective theory, movie script, internet and other relevant information.
Source of the Data Main source of the data of this research is The Miracle Worker, a film of Helen Keller.
Beside, the researcher used books which has purpose to collect data and information from various materials about The Miracle Worker, a film of Helen Keller.
It helps the researcher to find out the moral values of The Miracle Worker, a film of Helen Keller.
Technique for collecting data Data is descriptive information.
It describes the facts naturally.
In this research, the descriptive data was gotten from words, sentences in every actions of The Miracle Worker, a film of Helen Keller so that the researcher found out moral values of The Miracle Worker, a film of Helen Keller.
Technique for analyzing data This research was focused on social perspective of Helen Keller, social life of the society illustrated by the film and moral values found in the Miracle Worker, a film of Helen Keller by using qualitative study with descriptive method.
Furthermore, Junus (1986:19) cited in Endraswara (2003:94) states that a literary can be influenced by social condition such as racial group, time and environment.
In line of the explanation above, the steps of analyzing are: a. Constructing a structural theory.
SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 14 b.
Watching The Miracle Worker, a film of Helen Keller and writing the elements of the film.
The film was watched by the researcher and her friends.
Then, the researcher asked her friends to find out the meaning of the film.
c. Determining the theme of the film.
Theme is a soul of a literary which will flow other elements of the film (Endraswara, 2003:53).
d. Connecting the social life of the author and social life of the society illustrated by the film.
e. Concluding the elements of the film and get the message of the film.
f. Connecting literary components in analyzing moral value of the Miracle Worker.
3.
FINDINGS AND DISCUSSION Helen is a daughter of Kate and Arthur.
Helen lived in a high level family.
In sociology, Social stratification is a concept involving the classification of people into groups based on shared socio-economic conditions, a relational set of inequalities with economic, social, political and ideological dimensions."
When differences lead to greater status, power or privilege for some groups over the other it is called Social Stratification.
It is a system by which society ranks categories of people in a hierarchy.
Social stratification is based on four basic principles: (1) Social stratification is a trait of society, not simply a reflection of individual differences; (2) Social stratification carries over from generation to generation; (3) Social stratification is universal but variable; (4) Social stratification involves not just inequality but beliefs as well.
Helen Adams Keller was born a healthy child in Tuscumbia, Alabama, on June 27, 1880.
On her father's side she was descended from Colonel Alexander Spotswood, a colonial governor of Virginia, and on her mother's side, she was related to a number of prominent New England families.
Helen's father, Arthur Keller, was a captain in the Confederate army.
The family lost most of its wealth during the Civil War and lived modestly.
After the war, Captain Keller edited a local newspaper, the North Alabamian, and in 1885, under the Cleveland administration, he was appointed Marshal of North Alabama.
At the age of 19 months, Helen became deaf and blind as a result of an unknown illness, perhaps http://en.wikipedia.org/wiki/Sociology SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 15 rubella or scarlet fever.
As Helen grew from infancy into childhood, she became wild and unruly.
By age seven, Helen had developed nearly 60 hand gestures to communicate with her parents and ask for things.
However, she was often frustrated by her inability to express herself.
With the help of her teacher, Anne Sullivan, Helen learned the manual alphabet and could communicate by finger spelling.
Within a few months of working with Anne, Helen's vocabulary had increased to hundreds of words and simple sentences.
Anne also taught Helen how to read Braille and raised type, and to print block letters.
By age nine, Helen began to learn to speak and read lips, skills she continued to develop over her lifetime.
As she so often remarked as an adult, her life changed on March 3, 1887.
On that day, Anne Mansfield Sullivan came to Tuscumbia to be her teacher.
Anne was a 20-year-old graduate of the Perkins School for the Blind.
Compared with Helen, Anne couldn't have had a more different childhood and upbringing.
The daughter of poor Irish immigrants, she entered Perkins at 14 years of age after four horrific years as a ward of the state at the Tewksbury Almshouse in Massachusetts.
She was just 14 years older than her pupil Helen, and she too suffered from serious vision problems.
Anne underwent many botched operations at a young age before her sight was partially restored.
Anne's success with Helen remains an extraordinary and remarkable story and is best known to people because of the film The Miracle Worker.
The film correctly depicted Helen as an unruly, spoiled but very bright child who tyrannized the household with her temper tantrums.
In 1890, when she was just 10, she expressed a desire to learn to speak; Anne took Helen to see Sarah Fuller at the Horace Mann School for the Deaf and Hard of Hearing in Boston.
Fuller gave Helen 11 lessons, after which Anne taught Helen.
Throughout her life, however, Helen remained dissatisfied with her spoken voice, which was hard to understand.
Helen's extraordinary abilities and her teacher's unique skills were noticed by Alexander Graham Bell and Mark Twain, two giants of American culture.
Twain declared, "The two most interesting characters of the 19th century are Napoleon and Helen Keller."
In 1904, she graduated cum laude from Radcliffe and became the first deaf blind person to earn a Bachelor of Arts SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 16 degree.
Later, Helen was the first woman to be awarded an honorary degree from Harvard University.
She also received honorary degrees from Temple University and the Universities of Glasgow, Scotland; Delhi, India; Berlin, Germany; and Witwatersrand and Johannesburg, South Africa.
Helen was an avid reader and follower of politics and world events.
Among her favorite books were philosophy texts and volumes of poetry.
She also enjoyed studying history and economics as well as foreign languages including French, Latin and German.
Helen used her education and influences to help improve the lives of others.
She published several books and essays about her own life and views and spent much of her time lecturing and lobbying for important social issues including women's suffrage and assistance for people who were blind and deaf blind.
Helen also performed vaudeville and had a taste of Hollywood, making two movies about her life, "Deliverance" and "The Unconquered."
Much of Helen's later years were spent traveling around the world, raising money and awareness for the blind and other social issues.
While still a student at Radcliffe, Helen began a writing career that was to continue throughout her life.
In 1903, her autobiography, The Story of My Life, was published.
This had appeared in serial form the previous year in Ladies' Home Journal magazine.
Helen saw herself as a writer firsther passport listed her profession as "author."
It was through the medium of the typewritten word that Helen communicated with Americans and ultimately with thousands across the globe.
Helen Keller was as interested in the welfare of blind persons in other countries as she was for those in her own country; conditions in poor and warravaged nations were of particular concern.
Helen's ability to empathize with the individual citizen in need as well as her ability to work with world leaders to shape global policy on vision loss made her a supremely effective ambassador for disabled persons worldwide.
Her active participation in this area began as early as 1915, when the Permanent Blind War Relief Fund, later called the American Braille Press, was founded.
She was a member of its first board of directors.
SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 17 In her social life, one of the most popular film was made to appreciate her effort to reach her ideal.
The title of the movie is The Miracle Worker.
The movie was made based on the true story of Helen Keller and Annie Sullivan of book, The Story of My Life that is written by William Gibson.
The screenplay for The Miracle Worker was written by Monte Merrick.
The Miracle Worker was a gripping and inspiring story of the battle to solve impossible obstacles and the struggle to communicate.
The Miracle Worker movie tells about the life of family that was set in Keller’s house in Tuscumbia, Alabama (Southern of USA).
C. Moral value found in the Miracle Worker Morals pervade every aspect of our lives.
Thus, moral value holds important roles for everyone.
Moral values include motivation, kindness, responsibility, honestly, empathy, and respect.
Firstly, Helen took a key from a door, left Miss.
Sullivan and locked the door.
Helen lived in a kind family; her family loves her so much.
They always guide Helen about everything at home.
In her social life, she is a little girl that is always communicating with everyone at home.
She has a respectable mommy who always cares of her.
That is why Helen grows to be a clever girl until one day it is so easy for her to lock Miss.
Sullivan in a room because she can memorize everything at home include a key in a door.
From the second dialogue, moral value that we can get is kindness.
Helen is success in learning a language because everyone around her is kind and respectable.
Secondly, Helen ate sup by using a spoon, a napkin, and sit down well.
It is showed briefly that blind deaf people are able to be better if there is someone who guide them well .Here, Helen is guided by her beloved teacher, Miss.
Sullivan.
Helen could not eat by using a spoon, sit down in a seat but step by step she is able to be a sweet girl and know how to have a good attitude.
From the third dialogue, we can get moral value from a teacher, Miss.
Sullivan.
Because of her responsibility to her student, consequently Helen is able to have a good attitude although she is blind and deaf.
Thirdly, Helen arranged her doll and all things properly into her bag before she went home.
When a blind deaf girl is able to arrange all things properly, it SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 18 means that the girl is clever and has a high motivation to learn about everything.
Helen is not only a genius girl but she is also motivated to memorize what her teacher has taught to her.
As the result, motivation becomes moral value that we can reach from this movie.
Values and morals can not only guide but inspire and motivate you, giving you energy for living and for doing something meaningful.
There are also the differences expressions and meaning found in The Miracle Worker when four audiences watched the film.
Firstly, the second audience tells that in the film, Step by step Helen becomes a calm girl and she always comes to Miss.
Sullivan to ask the language of everything she touches.
The meaning of the expression is life is a struggle.
We are able to master everything if we want to learn.
Besides, our environment also influences us in learning a language and the meaning.
It is difficult for blind deaf people to master a language if they are not serious to learn a language.
Secondly, the fourth audience found that in the film, Helen can use her finger to express things around her except “water”.
It is very difficult for her to use her finger when she wants to express the word “water”.
But in the last part of the film, it is showed that Miss.
Sullivan let her to a pump and she put the water into a kettle and Helen feels the water.
That is the beginning process for her to learn language.
It is showed that blind deaf people will be easy to memorize a language if they are so close to the object that they want to understand.
Besides, a responsibility from a teacher also helps them to learn and understand language.
Consequently, they will be able to be better in learning and understanding language.
Thirdly, the third audience tells that Helen learn from a horse.
It means that it will be easy for blind deaf people to learn by using realia.
Although Helen does not only learn from a horse but she also learns from everything around her but the researcher agrees that it will be easy for deaf blind people to learn by using realia.
Besides, Moral value is also gotten from Miss.
Sullivan’s character.
The way her teaching to Helen also influence Helen’s successful in learning and understanding languages.
There are some similarities in getting the expressions and the meaning from The Miracle Worker.
Firstly, When Miss.
Sullivan said: “She must have a SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 19 language, Language is more important to the mind”.
It is showed that a deaf blind girl should have a language to make her to be able to communicate and learn everything.
Language is the key.
It is stated clearly that Miss.
Sullivan is optimistic about Helen’s ability although she did not know Helen yet at that time.
Secondly, Miss Sullivan said: “Doll, will be your first word, it is as good as any, D-O-L-L, doll.
A teacher holds crucial role for her student.
In society, a teacher holds an important role for students.
Students are strongly influenced by teachers' love and compassion, character, competence, and his moral commitment.
A teacher becomes the model for his students.
The students tried to follow their teacher in their behavior, dress, etiquette, conversational style, and he woke up.
4.
CONCLUSION Based on the result of the research, it can be concluded that The Miracle Worker is an inspirational movie because it tells about a blind deaf woman to reach her goals.
It delivers Helen Keller’s experience detailing her early life.
This study has explored and described the intrinsic analysis of The Miracle Worker.
The intrinsic elements are theme, plot, characterization, setting, and message.
The theme of the film is the miracle of life because the film tells about the miracle worker, someone’s effort to reach her goal.
Plot of the film is linear because the story continues from the start to the end of the story.
In this movie, we can understand what the main topic in the movie because the scenes run continuously.
There are four characters in the film.
The movie was made in 2000 in Tuscumbia, Alabama, Southern of USA.
Furthermore, this research also has explored and described moral value.
From The Miracle Worker, it can be concluded that moral values of the film are motivation, kindness, responsibility, honestly, empathy, and respect.
Helen motivates all audience through her experience.
Helen is successful in learning language because of Annie’s kindness, her parents’ responsibility and empathy.
Annie is a respectable teacher.
She teaches Helen from all her heart.
This film also transfers a character from a kind teacher, Annie Sullivan.
She is an honest teacher.
It is not easy to teach a blind deaf girl but she promises to teach SMART Journal Volume 1 No.
1, Januari 2016 Hlm.
11-20 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 20 Helen until she is able to master language and meaning.
5.
REFERENCES Burton, A.
(1967).
Film, History and Cultural Memory.
Nottingham: The University of Nottingham.
Donald, A.
(2010).
Introduction to Research in Education.
New York: Nelson Education, Ltd. Endraswara, S. (2003).
Metodologi PenelitianSastra.
Yogjakarta: FBS UniversitasNegeriYogjakarta.
Makamani, Rewai.
(2007).
Television and Film as Popular Culture.
Zimbabwe: Zimbabwe Open University.
Vassiliou, Andrew.
(2006).
Analysing Film Content: A Textbased Approach.
Surrey: University of Surrey.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
1 7 p-ISSN: 2356-2048 e-ISSN: 2356-203x 1 THE UTILIZATION OF ‘ONLINE DICTATION’ CONTENT TO INCREASE STUDENTS LISTENING ABILITY IN STIKES MADANI YOGYAKARTA Surip Haryani1, Miftahul Zuhro2 1Lecturer of S1 Nursing Program, Sekolah Tinggi Ilmu Kesehatan Madani Yogyakarta 2Student of S1 Nursing Program, Sekolah Tinggi Ilmu Kesehatan Madani Yogyakarta Email Correspondence: sharyani81@gmail.com Abstract Listening is one of the skills considered hard for the students in learning English.
Rapid listening practice can be used to overcome this.
This is experimental research aimed to find out the effect of online listening dictation content using pre and post-tests design.
15 students were taken randomly.
Paired T-Test shows an increase in the value of the pre and post-test results of all study participants with a p-value of 0.003 and <p value 0.05 means there is an influence of online listening content on the website to improve students' listening skills.
Keywords: English, Listening Ability, Online Dictation INTRODUCTION In learning English there are 4 (four) basic abilities that must always be given to students.
The 4 (four) skills in question are the ability to listen, read, write and speak.
The final point of the goal of learning English is to speak fluently.
These abilities are given on an ongoing basis and are related to each other supported by grammar.
One of the skills that are considered hard for the students to be easily understood is listening to skill.
During the years of teaching in STIKES Madani Yogyakarta where the students are non-English department students, listening is considered as a hard session in English learning activities.
One of the activities in listening is dictation.
(Richards & Schmidt, 2010) state that dictation is “a technique used in both language teaching and language testing in which a passage is read aloud to students or test-takers, with pauses during which they must try to write down what they have read as accurately as possible”.
The students have to write down what they listen to from the audio or spoken passage accurately which means it indicates the ability to recognize the vocabulary.
The spoken passage or sentences can be in the audio mailto:fatmaery@ymail.com The Utilization of.... 2 format which is read by English native speakers or spoken by the teacher in the class.
Of the 4 English skills that are felt difficult by students, especially the class of 2019/2020 is listening to ability.
This can also be seen from the results of the value of listening practice activities.
Students tend to be more difficult to get the maximum value if it is related to listening practice.
By still being one of the skills that are still a scourge in English courses, the author wants to get a solution related to it.
But the problem is still limited listening resourc es in teaching for some reasons, especially for teaching listening materials.
As (Nurjannah, 2019) findings in her research Meningkatkan Kemampuan Listening Siswa Dengan Running Dictation Strategy, researchers tried to find another dictation teaching technique online.
The study used free dictation online teaching materials available on the website www.englishclub.com There are some resources of listening materials as (Alzuhdy, 2014) mentions in his article that online resources are abundant for improving listening skills.
The materials are provided on the websites and students are free to practice the listening skills provided on the websites such as British council, syllabi, Englishteens, ryndal, etc.
During covid -19 pandemic distance learning or online learning is widely used all over the world, online or web-based materials are helpful to help teachers in providing teaching materials for the students.
For those who have limitations in providing media for the material development of teaching materials, online materials are helpful for helping the learning-teaching process.
Any Farikhatul Maghfiroh, (2016) finds that the dictation technique is effective to teach listening to the students.
The author has the same insight with this finding and is trying to use the dictation method for improving the students listening ability.
The dictation method was chosen for improving the listening ability as it is taken for the resources where the audio is spoken by the English /native speakers.
This study is focused on the listening content of a website named englishclub.com.
The content of “online dictation” can be used as one of the ways to improve the students listening ability.
The audio on the content is provided at normal speed and slow speed of sentence reading.
The students can practice the dictation especially in the slow sentence reading mode while the normal speed ones listen at the beginning of the number.
http://www.englishclub.com/ Surip Haryani.... 3 METHODS This is a quantitative experimental research using one group pre-test and post-test design.
The results of the listening pre and post-test listening ability scores were presented and measured quantitatively using dependent T-test analysis with SPSS application.
If the significant value of Sig (2 Tailed) T-test <0.05, it shows a significant difference between the pre and post-test values.
The population in this study were first-semester students of STIKES Madani Yogyakarta.
Sampling was conducted using random sampling techniques to 15 students representing students of the 2019/2020 STIKES Madani Yogyakarta.
The researchers took 5 Respondents for each program; 5 students from the Nursing Bachelor Program, 5 from the D III Midwifery program, and 5 students from the D III Pharmacy program.
The design of this study uses pre-experimental and true experimental designs.
The steps were observation, pre-test, application, and post-test.
Data collection techniques with primary data use observation and interviews to find out problems related to student listening skills.
The treatment or experiment was given by providing material in the dictation online content to be done especially at the level that matches the screening results.
The content was downloaded first with the consideration that the research participants did not do cheating or be dishonest in doing listening exercises.
Then to find out how the listening ability, the students were given pre and post-tests.
Analysis of the listening test results is analyzed using the T-test.
RESULTS AND DISCUSSION The content chosen by researchers was elementary level.
This was because the results of screening indicate the level of student ability, especially for listening ability, were mostly at the basic level.
On the observation stage, the author found that most of the student’s scores in the listening activities in the classroom tended to be below.
In the interview, the author only gave a few simple questions related to their previous listening experience in their previous school because the research samples are 1st-semester students.
Most of them explained that seldom had they done listening in their high school before but more exercise for other skills.
On the pre-test stage, the score gained by the students tended to be below : The Utilization of.... 4 Tabel 1.
Pre-Test result Name Program Pretest Numbers of Correct Answers score (%) Respondent 1 D III Midwifery 25 15.43 Respondent 2 D III Midwifery 37 22.84 Respondent 3 D III Midwifery 60 37.04 Respondent 4 D III Midwifery 50 30.86 Respondent 5 D III Midwifery 48 29.63 Respondent 6 D III Pharmacy 16 9.88 Respondent 7 D III Pharmacy 68 41.98 Respondent 8 D III Pharmacy 50 30.86 Respondent 9 D III Pharmacy 34 20.99 Respondent 10 D III Pharmacy 81 50.00 Respondent 11 Nursing 25 15.43 Respondent 12 Nursing 13 8.02 Respondent 13 Nursing 16 9.88 Respondent 14 Nursing 31 19.14 Respondent 15 Nursing 62 38.27 The post-test results indicate the improvement of the score Tabel 2.
Post-Test results Name Program Post-test Numbers of Correct Answers score (%) Respondent 1 D III Midwifery 152 93.83 Respondent 2 D III Midwifery 63 38.89 Respondent 3 D III Midwifery 92 56.79 Respondent 4 D III Midwifery 70 43.21 Respondent 5 D III Midwifery 58 35.80 Respondent 6 D III Pharmacy 131 80.86 Respondent 7 D III Pharmacy 78 48.15 Respondent 8 D III Pharmacy 70 43.21 Respondent 9 D III Pharmacy 48 29.63 Respondent 10 D III Pharmacy 135 83.33 Respondent 11 Nursing 39 24.07 Respondent 12 Nursing 20 12.35 Respondent 13 Nursing 38 23.46 Respondent 14 Nursing 44 27.16 Respondent 15 Nursing 72 44.44 Surip Haryani.... 5 As findings in (Nurjannah, 2019) show that students gained good results for dictation activity after some repetitions, the researchers conducted the dictation process in some steps of repetitions.
Researchers played listening audio at normal speed, then repeat at a slow speed according to the audio downloaded from the website.
The researcher repeated the audio sound with normal speed once then followed by audio with slow voice speed several times until the students understood.
This type of dictation falls into the category of type of dictation for mixed class.
As mentioned by (Newton & Nation, n.d.) that there are some types of dictation namely Running Dictation, One Chance Dictation, Dictation of Long Phrases, Guided dictation, Dictation for Mixed Class, Peer Dictation, Completion Dictation, Perfect Dictation, Sentence Dictation, Unexploded Dictation, and the author took mixed class dictation to be used for the research.
Students were allowed to write in the form of a draft first, then after the audio playback according to the theme is complete, students copy the draft writing into neater copies.
This activity was carried out several times with different themes.
The level taken is the element level.
This is because when given training in special classes for listening in general the results show an average at elementarytary or elementary level.
The pre and posttest results are given below: Table 3.
The Effect Of The “Online Dictation” Content Application On The Website Www.Englishclub.Com To Improve Listening Skills No Variable Pre-test Post-test p-value 1 The effect of the “Online Dictation” content application on the website www.englishclub.com to improve listening skills 26.66±12.12 45.67±23.80 0.003 Standard Deviation values of the Pre and post-test indicate an increase in value.
Analysis of the pre and post-test scores using SPSS 16 and the results of the T-test results show a Sig value of 0.003 which means there is a significant difference in value between the pre and post-test results.
Utilization of the ‘Online Dictation” content on the website www.englishclub.com influences improving the English listening ability of students in the 2019/2020 grade in STIKes Madani Yogyakarta.
The Utilization of.... 6 Based on the data results, the author proved that the dictation method using online dictation content on englishclub.com can improve the students listening skills.
It is in line with (Yonezaki, 2014) who states that dictation is an effective method in improving a learner’s listening ability in the sense that it develops several competencies necessary.
The competence gained by the activities held by the author is listening and writing.
The process of writing the words for some students needed some repetition.
The audio was played 3-5 times and the students should write what they listen to.
Some students made mistakes in writing the words even though they know what the words meant by the speakers in the audio.
CONCLUSION TThe data analysis concludes that the student’s scores improved after the given treatment.
It indicates the good effect of the “Online Dictation” content in www.englishclub.com website on their listening skill ability.
It means that the problems of difficulties in listening practice can be solved by giving them online dictation content.
The fact that almost all students have their audio player which is at least on their smartphone will make it easier for teachers to continue to give opportunity for students to have their practice of dictation from the “online dictation” content of the englishclub.com website.
The common situation where education uses remote learning as the pandemic of Covid – 19 is still becoming an issue can make the use of online dictation as one of the best ways to selflearning for improving the students listening ability.
The web-based online dictation can be one of the alternative ways in teaching-learning materials during the pandemic situation.
Further research on listening skills can be developed to create students’ habits in listening practices through online media.
Research related to listening skills can be continued especially in improving the listening skills using selected topics that are appropriate with the students’ major such as pharmacy, nursing, midwifery, etc.
The authors appreciate the management of STIKES Madani Yogyakarta for supporting and funding the research.
Appreciation is also given as the institution had allowed the authors to research the institution for grade one students of Pharmacy, Nursing, and Midwifery Programs.
Surip Haryani.... 7 REFERENCES Alzuhdy, Y.
A. M. H. (2014).
Meningkatkan Keterampilan Listening Lewat Sumber-Sumber Belajar Online.
Http://Staff.Uny.Ac.Id/Sites/Default/Files/Pengabdian/Yosa-AbduhAlzuhdy-Ss-Mhum/Artikel-Ppm-Belajar-Listening-Lewat-Online.Pdf Any Farikhatul Maghfiroh, 2813123042.
(2016).
The Effectiveness Of Dictation Technique On Listening Ability Of The First Grade Students In Mtsn 2 Tulungagung.
Newton, J.
(Jonathan), & Nation, I. S. P. (N.D.).
Teaching Esl/Efl Listening And Speaking.
295.
Nurjannah, S. (2019).
(Pdf) Meningkatkan Kemampuan Listening Siswa Dengan Running Dictation Strategy | Siti Nurjanah Academia.Edu.
Https://Www.Academia.Edu/32817830/Meningkatkan_Kemampuan_Listening_Siswa_ Dengan_Running_Dictation_Strategy Richards, J. C., & Schmidt, R. (2010).
Dictionary Of Language Teaching And Applied Linguistics.
In Proceedings Of The 21st Asian Pacific Weed Science Society (Apwss) Conference, 2-6 October 2007, Colombo, Sri Lanka.
Http://Search.Ebscohost.Com/ Yonezaki, H. (2014).
Effectiveness Of Dictation In Improving English Listening Ability Of Japanese High School Students.
50, 21–30.
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 67 THE ANALYSIS OF STUDENTS’ TEXT IN COOPERATIVE LEARNING ON THE STUDENTS’ RECOUNT TEXT MASTERY Fitri Wulandari English Education Departmen of STKIP Muhammadiyah Pringsewu, Lampung.
email: adwaafaf@yahoo.co.id Abstract This study investigated the effects of students’ text in cooperative learning on students’ recount text mastery, and on their perfomance in their fisrt year classes at college.
Seventy first year students of English Education Department STKIP Muhammadiyah Pringsewu Lampung (STKIP-MPL) in the academic of year 2014/2015 and a lecturer in the English Education Department of STKIP-MPL participated in this study.
The data of this study came from two sources: a structured questionnaire and a set of semi-structured interviews.
Descriptive statistics were used for analysis of the data coming from the questionnaire.
Results indicated that students’ text in cooperative learning has some positive effects on students’ reading comprehension and on their perfomance in their first year classes at college.
Keywords: students’ text, cooperative learning, recount text, reading comprehension 1.
INTRODUCTION Nowadays, the government policy is using genre approach in teaching and learning English.
Swales (1990: 33) states that genre refers to a distinctive category of discourse of any type, spoken or written, with or without literary aspiration.
Because of the reason above, the main material that has to be delivered to the students is a text.
As what Canale and Swan in Richards and Rodgers (1993: 71) say, there are four dimensions of communicative competence.
They are grammatical competence, sociolinguistics competence, discourse competence, and strategic competence.
One of the communicative competence dimensions is discourse competence.
Related discourse competence, in teaching and learning English the students must be able to interpret massage element in terms of their interconnectedness and how meaning is represented in relationship to entire discourse text.
Harmer (1998: 68) states that an English teacher has an important job that is teaching students to read English text.
He says that it is important part of teacher’s job because many of the students want to be able to read texts in English either for mailto:adwaafaf@yahoo.co.id SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 68 their careers, study purposes, or simply pleasures.
Reading texts provides good models for English writing.
When a teacher teaches the writing skill, he or she will need to show students a model of what she is encouraging them to do.
Reading text also provides opportunities to study language including vocabulary, grammar, and punctuation, and to study the way of constructing sentences, paragraph, and texts.
In line with the theories above, in the buku panduan akademik for English department of STKIP-MPL, one of the program of teaching and learning English as a Foreign Language is focused on objectives to develop students’ skills in listening, speaking, reading, and writing.
The students are expected to achieve competencies to communicate orally and written by using suitable language variation, fluently and accurately in interaction or monologue in the form of descriptive, recount, narrative, procedure, and report.
The focus of learning English is to achieve the ability to communicate meaningful, purposeful within form of oral or written text.
To raise the goal, the students must understand the text, its purpose and features.
The purpose of this study was to examine the effect of students’ text in cooperative learning on the students recount text mastery in reading class.
Students’ text means that the text discussed in teaching process is coming from the students.
The students are allowed to find their own favorite text to be a main discussion in the class; therefore they will be interested in the discussion.
The students will have good motivation to learn if their needs are fulfilled.
Maslow in Elliot and friends (2000: 335) mentions that there are five basic needs.
One of them is that people in this case students need for selfactualization.
Tendency (in spite of the satisfaction of lower needs) feel restless unless we are being all that we can be.
Encourage students to recognize their potential and guide them into activities that will enable them to feel both competent and fulfilled.
Major problems of students in comprehending reading text were as follows: first, the students have difficulty in finding the main idea of the text.
It means that the students do not understand the whole idea of the text; second, the students have difficulty in finding the supporting ideas; third, the students have SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 69 difficulty in getting meaning of the word, phrase, and sentence.
It causes students’ difficulty in getting the messages of the text so it is difficult for students to find the main idea of the text; fourth, the students have difficulty in understanding the text organization.
Those problems caused by the texts are not interesting.
Texts are only from the students’ books as the source of material to find the text in teaching process.
The lecturer seldom asks the students to get or to choose their own text to be discussed in teaching process.
By investigating the students and lecturer perception related to the students’ text in cooperative learning, this study aimed at shedding light on the effects of students’ text in cooperative learning on students’ recount text mastery, and on their perfomance in their fisrt year reading class at college.
The study addressed the following research questions in particular:What are the perceptions of the first year students of English education department related to the effect of students’ text on their recount text mastery and on their perfomance in their first year reading class at college?
What are the perceptions of the lecturer teaching at English Education Department of STKIP-MPL related to the effects of students’ text on students’ recount text mastery and their perfomance in the reading class they took in their first year at college?
2.
RESEARCH METHOD Participants The participants of this study were 70 (62 females and 8 males) first year students of English education department STKIPMPL and 1 lecturer who lecturing at reading class at English Education Department of STKIP-MPL.
Instruments and data collection The data of this study came from two sources: a structured questionnaire and a set of semi-structured interviews.
The questionnaire used in the study was developed by the researcher.
In the development process of the questionnaire, to ensure the validity and reliability, first of all, the researcher review the relevant literature and examined the questionnaires designed for similar purposes.
Then, the first draft was sent to two experts to be reviewed in order to ensure the content validity of the questionnaire.
Following the suggestions from the experts, the first draft of the questionnaire was revised and the SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 70 necessary changes were made in the second draft.
The second draft of the questionnaire was piloted on 30 students.
Those 30 students who were administered the second draft of the questionnare were not included in the group of 70 who were given the final version of the questionnaire.
The main purpose of piloting the second draft of the questionnaire was twofold: (a) to test the internal reliability of the instrument, (b) to foresee the possible problems that can be encountered in the administration process do to the wording of the items.
For the first purpose, Cronbach’s alpha coeficient was calculated to see the internal reliability of the questionnaire The coefficient was found to be 77, which indicates a good internal reliability for the questionnaire.
For the second purpose, in order to ensure the clarity of the questionnaire items, some minor changes in the wording of the items were made considering the problems encountered during the pilot study.
The final version of the questionnaire focused on the participants’ opinions related to the effect of the students’ text in cooperative learning on their recount text mastery and their perfomance in their first year class at college.
The questions in this section were answered on a fivepoint scale of agreement, from 1 (Strongly Disagree) to 5 (Strongly Agree).
The final version of the question is given to 70 participants.
The interview questions used in this study were developed by using similar procedure with the development of the questionnaire items.
Data Analysis Descriptive statistics were used for analysis of the data coming from the questionnaire.
Namely, participants’ answers to each question were calculated in term of frequency and procentages.
To aid analysis of the data and interpretation of the results, points 1 and 2, and points 4 and 5 of the five-point Likert-scale were combined during the data analysis procedure.
Statistical Sciences (SPSS) was used for computing all the descriptive statistics and Cronbach’s alpha coefficient.
Regarding the data from the interviews, all the interview sessions were audio recorded and transcribed.
Transcriptions were analyzed and categories in the light of the research questions of the study.
First, the main categories were defined in the transcribed data, and then, the data were read and reSMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 71 read for the further analysis and categorization (Mackey & Gass: 2005).
3.
FINDINGS AND DISCUSSION Following the order of research questions given at the end of the first section, this section of the paper presents the results of the study.
Result from the questionnaire are reported in terms of frequencies and procentages.
All the interview extracts used in this section were translated into English by the researcher.
Students’ perceptions related to the effects of students’ text in cooperative learning on them The second research question of this study asked students’ perceptions about the effects of students’ text in cooperative learning on their recount text mastery, and their perfomance in the reading class they took in their first year at college.
The result presented the frequencies and procentages of the answers given to the questionnaire items regarding the second research question.
Being consistent with the answers given in the section on recount text mastery and areas empasized in the learning process , results in in the table appear to indicate that the majority of the students think that their learning in their last year at high school sharpened their recount text mastery.
Also, again, the majority of the students Agree or Strongly Agree with the idea that the learning process using students’ text in cooperative learning helped them a lot with their recount text mastery in their reading class of the first year at college.
Furthermore, most of the participants Strongly Agree or Agree with the idea that students’ text in cooperative learning helped them in understanding the text in the first year at college.
Interviews with the students revealed similar result.
Students generally think that the using and the learning process using students’ text in cooperative learning have had some positive effects on their reading skill, especially, on recount text mastery.
The following extracts from two different interviewers demonstrates how they see the effects of students’ text in cooperative learning on their recount text text mastery in their first year at college: I think I can say that students’ text had some good effects in term of finding specific information, main idea, communicative purpose, language feature, and generic SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 72 structure of language feature of recount text....however, The learning process using cooperative learning was a valuable learning experience in my first year at college.
The learning process using students’ text in cooperative learning had a lot impact in the reading class and my social life positively in my first year at college.....reading class become very enjoyable with students’ text in cooperative learning...
The result showed that most of the students do not think that using students’ text in cooperative learning was a valuable learning experience for them and that it affected their reading skills, especially, in recount text positively.
In addition, a great majority of the students (70,6)% Strongly Disagree or Disagree with the idea that students’ text affected their ability in finding meaning of the word in recount text.
Furthemore, 72% of the students Strongly Disagree/Disagree with the statement that learning process using students’ text affected their social life and their perfomance in their first year at college.
Lecturer’s Perception related to the effects of students’ text in cooperative learning The research question of this study also asked the perception’s of the lecturer who lecturing reading of the students in the first year at English department of STKIP-MPL related to the effects of using students’ text in cooperative learning on students’ recount text mastery and their perfomance in their perfomance in the reading class of the first year at college.
The data to answer this question collected through interviews with one lecturer who lecturing at reading class.
Regarding the effects of the students’ text in cooperative learning on students of the first year at English department STKIPMPL, the lecturer stated that the students’ text in cooperative learning has a positive impact on students’ recount text mastery.
In general, she said that since the learning process places a great emphasis on facilitating the development of interest, lecturer should structure their classroom around goals such as inviting students to participate in meaningful projects with connections to the world outside of the classroom, providing activities that involve students needs and provide them developmentally appropriate challenges, SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
6773 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 73 allowing students to have a major role in evaluating their own work and in monitoring progress, facilitating the integration and use of knowledge, and learning to work cooperatively with other students.
Following is an extract from the interview with the lecturer: Generally, the activity using students’ text gave great facilities of the development their interest...because it was very challenging for them.
They were really enjoy in doig their projects.... students’ text in cooperative learning also integrated the use of knowledge and learning...students had much time to evaluate their own work and monitoring their progress... 4.
CONCLUSION In light of what has been discussed above, the results of this study indicate that students’ text in cooperative learning has some positive effects on students’ recount text mastery and their perfomance in their first year reading class at college.
5.
REFERENCE Elliot, et al.
(2000).
Educational Psychology: Effective Teaching Learning.
Boston: Mc grawhill.
Harmer, Jeremy.
(1998).
How to Teach English.
London: Pearson Education Limited Mackey, A.
& Gass, S.M.
(2005).
Second Language Research: Methodology and Design.
Mahwah, NJ: Lawrence elrbaum Richards, C. Jack.
Rodgers, S. Theodore.
(1993).
Approaches and Methods in Language Teaching.
Cambridge: Cambridge University Press.
Swales, M. John.
(1990).
Genre Analysis.
Cambridge: Cambridge University Press.
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
2, August 2021 Page.
92-99 p-ISSN: 2356-2048 e-ISSN: 2356-203x 92 OVERCROWDED CLASSROOMS AT YEMENI BASIC SCHOOLS: TEACHERS’ PERSPECTIVES Layali Amer Yahya Amer1, Yuni Sari Amalia2 1,2 English Linguistics Department, Faculty of Humanities, Airlangga University Email Correspondance: amerlayali2020@ yahoo.com Abstract The purpose of this study is to recognize the causes of overcrowding in primary schools in the north of Yemen, from the viewpoint of Yemeni teachers.
The researcher took a qualitative approach.
An online semi-structured interview was used for collecting the data.
This research was conducted on teachers from Yemen's various primary schools.
They were questioned about overcrowding in classrooms and the factors that contribute to it.
Findings revealed that lacking infrastructure such as classrooms is one of the causes of such overcrowding.
Other causes are having only one school in some areas and not having enough teaching staff.
Keywords: Primary Education, Overcrowded Classrooms, Teachers INTRODUCTION Education is the cornerstone of every nation's growth and the key to its prosperity, particularly primary education, which is critical because it serves as the basis for all levels of education.
According to Ajayi and Adeosun, (2004), education cannot be an excellent tool for national growth if primary education is not well-managed to achieve its objectives.
As a result, paying close attention to the educational atmosphere is critical to producing educated, competent generations capable of contributing to society's overall and long-term growth.
As a result, at all levels of education, especially at the primary level, facilities are critical.
Classrooms, hostel accommodation, labs, furniture, leisure equipment, and other facilities were listed by Babatunde, (2015).
In addition, according to Ogundipe, (2003), infrastructural amenities such as schools, libraries, labs, a play area, and a school farm garden must be of adequate standard and quantity.
Due to community and individual participation in education, the number of pupils in primary schools has increased dramatically in Yemen, especially in the north.
according to Ministerial Resolution No.
(648) released by the Ministry of Education on the issuance of the School Regulating Bylaw, the overall recommended learner-educator ratio for Yemen primary schools is 40:1 and for secondary schools is 35:1.
Educators in some schools, on the Overcrowded… 93 other hand, do have to teach overcrowded classrooms.
In certain schools, overcrowding is a frequent occurrence.
This provides a hurdle in the classroom teaching and learning process, as well as the accomplishment of instructional goals.
As learners in the same environment reach a required number, the class is supposed to be defined as overcrowded, which can further obstruct teaching and learning processes (Siddiqui, 2018).
According to Matshipi et al., (2017), the size of the classroom and how well it is fitted, as well as the teacher's efficiency, are all factors that contribute to overcrowding.
According to the New York Independent Office (2010), an overcrowded classroom is one in which the enrolment exceeds the capacity by 2.5%.
An overcrowded classroom, according to Buchanan & Rogers, (1990), is one with 80 or more students.
When it comes to public schools in South Africa, the learner-to-teacher ratio is 30:1.
Shirley, (2017) supports the idea by stating that a school is considered overcrowded if the student body reaches its carrying capacity by 5%.
Shirley, (2017) further claims that overcrowding occurs when a school's enrollment exceeds the carrying capacity or the infrastructure available to accommodate the number of students and teachers.
The term "over enrolment" is often used to describe overcrowding of classrooms Shirley, (2017).
This is due to overcrowding, which occurs when a school accepts or enrolls more students than it can handle (Statistics, 1999).
Overcrowding in classrooms is not just an issue in Yemen, according to several reports.
Many educators around the world find themselves employed in overcrowded primary school classrooms Mulryan-Kyne, (2010).
Ojonubah, (2015) stated that overcrowding is one of Nigeria’s educational difficulties.
He also mentioned that Overcrowding in Nigerian classrooms was caused by a lack of public awareness about education and the government's deregulation of elementary and secondary education without the resources to match the dramatic increase in class size.
Educators who teach in overcrowded classrooms would undoubtedly face more difficulties than those who teach in smaller classrooms.
One of the main issues impacting poor learning outcomes in rural schools is overcrowding in the classroom (Nakabugo et al., 2006).
Overcrowded classrooms with more than 40 students tend to be anonymous, meaning that students are mostly attended to as a group rather than as individuals, and individual focus is normally challenging (Nakabugo et al., 2006).
Nearly 205 students are crammed into one classroom in one of the Eastern Cape's schools.
They sit Layali Amer… 94 shoulder to shoulder in a stuffy classroom of five students sharing a desk that is intended to seat two (Savides, 2016).
Teachers' confidence, enthusiasm, and self-esteem have all been seen to suffer as they teach overcrowded classes (Obanya et al., 1998).
While many educators are capable of effectively managing a class of nearly any size, this will also come at the cost of the educators' well-being and the variety of learning opportunities available to students (Nakabugo et al.
2006).
According to Savides (2016), one instructor said, "This class is too large."
Others are making a racket in the back when you are teaching in the center.
You must ensure that you have charge of the room, which is overcrowded to the point that you can't even distinguish the students by name due to a large number of students.” Many classroom teachers believe they spend so much time planning and coordinating class tasks and not enough time addressing the needs of the students.
According to national research undertaken in the United States, decreasing class size will effectively close the performance disparity between underperforming students and those who are performing at or above grade level (Piyaman et al., 2017).
Long-term learning gains, which translate into steady academic success and reduced rates of teenage pregnancy and incarceration, are often accomplished by reducing class size (Piyaman et al., 2017).
Managing an overcrowded classroom is a significant challenge for many educators (Shah & Inamullah, 2012).
An overcrowded classroom can obstruct the advancement of classroom teaching and learning practices.
Overcrowding has a host of negative effects on student conduct (Shah & Inamullah, 2012; Marais, 2016).
Educators devote most of their time to the classroom insisting that students pay attention and concentrate on classroom management practices to properly control students' activities.
Any educator who is interested in a successful teaching and learning environment within the classroom would find that instructing a diverse audience is a difficult challenge (Philips, 2011).
Overcrowded classrooms require educators to handle a student body that is more complex in terms of age, academic capacity, desire, and inspiration.
This, on the other hand, adds to the difficulties faced by educators and places larger and different pressures on their skilled practice.
The majority of the issues with overcrowded classrooms are related to their negative impact on student success.
According to a study published by the United States Overcrowded… 95 Department of Education (US), an increasing body of research shows that students in small classes make more educational improvements throughout the early grades than students in larger classes and that these improvements last throughout their elementary school (Piyaman et al., 2017).
This demonstrates the importance of small classrooms when educating primary school students, as the majority of them would become disoriented in large groups.
The number of students in a class will have an impact on the number of students who graduate, so it would be impossible for an instructor to engage with each student in an overcrowded classroom (Matshipi et al., 2017).
It is simple to determine if the lessons are successful when the number is minimal.
The number of successful teaching strategies for overcrowded classrooms is often referred to as small.
Educators who teach overcrowded classrooms are limited in their ability to use a range of instructional styles, such as higher-order interrogation and other activelearning techniques (Benbow et al., 2007).
In overcrowded classrooms, educators can spend the majority of their time requesting students' attention or focusing on classroom management activities to properly control students' activities.
The entire class, including the instructors, will be uneasy, and educators may want to teach while keeping an eye on the clock to escape the adverse atmosphere of an overcrowded classroom.
With very few copies of textbooks available and the futility of assigning extra work that is not readily available to vast numbers of learners, a shortage of learner-teacher support material (LTSM) may be a challenge (Mulryan-Kyne, 2010).
In an overcrowded school, a lack of furniture becomes a challenge for educators to contend with.
Overcrowding in the classroom has a negative influence on the effectiveness of teaching and learning.
Overcrowding is a global epidemic that affects countries all over the world.
Teachers who are in charge of overcrowding classrooms have difficulty enforcing discipline on their students.
The students are prone to disrupting the class, and the teacher has a tough time bringing them to order.
According to Matshipi et al., (2017), there are exceptions in situations when the instructor has a lot of experience teaching, but mastering such an overcrowded class is challenging.
Owing to a shortage of space to walk through the school, the amount and efficiency of activity in the classroom are likely to suffer (Matshipi et al., 2017),.
Stealing, robbery, property loss, truancy, disobedience, aggression, anger toward authority, inability to make the grade and other types of student misbehavior are all popular in overcrowded Layali Amer… 96 classrooms.
Educators' welfare can be harmed as a result of dealing with any of these types of ill-disciplined conduct.
From the viewpoint of Yemeni teachers, this study aims to recognize the causes of overcrowding in primary schools.
RESEARCH METHOD The Design of the Study The study was used in the descriptive qualitative method because the data collected don't contain numbers or total percentages.
Participants of the Study The participants of this study were Yemeni teachers who teach at primary schools located in different Yemeni areas.
4 Yemeni teachers were purposively selected to be interviewed to achieve the objectives of this study.
They were all teachers who served many years in different Yemeni localities.
They all had bachelor’s degrees in different majors.
Data Collection Data collection was carried out by conducting an online semi-structured interview with four teachers who teach in primary schools.
Those participants were questioned about overcrowding in class and the factors that contribute to it.
The investigator used the interview to illustrate the importance of the participants’ views of the fact.
This interview enables the researcher to gain a better understanding of the investigated phenomenon.
The interview was done in the Arabic Language then translated by the researcher to clarify and serve to achieve the goal of this study.
FINDINGS AND DISCUSSION The collected data relating to the causes of the overcrowded classrooms in Yemeni basic schools were then analyzed.
In this way, most (3) of the participants confirmed that the buildings of the schools are not big enough to accommodate all the enrolled students.
However, participant (2) mentioned that although the building is big, the number of students is so huge.
Some (2) participants also stated that some schools admit a large number of pupils because there are not any other schools in the surrounding areas.
Whereas participant (4) added that some families are not able to send their kids to private schools because of poverty.
Overcrowded… 97 As a result, they have to choose such crowded schools for teaching their kids because the education is free there.
Besides, many (2) participants stated that the shortage of teaching staff is also one of the factors that cause overcrowding.
While participant (3) declared that most of the teachers refuse to teach the students in the primary stage because it is tiring and needs a lot of effort.
The analysis of data given showed that there are many causes of overcrowded classes in Yemen basic schools.
One of these causes is lacking infrastructure.
That’s to say, there are not enough classrooms that can accommodate the whole number of students.
The other reason is that there is only one school that serves one community in some areas, and this is one of the important factors that lead to overcrowded classes in South Africa (Matshipi et al.
2017).
Another reason is that there is not enough teaching staff.
(Ijaiya, 1999 & Matshipi et al.
2017) asserted that the issues which are related to the shortage of teachers and classrooms are interwoven in a very complicated way and when they are combined with large pupil enrolment, it results in over-crowded classrooms.
Figure 1.
Percentages of causes of overcrowded classrooms in Yemeni primary schools 0% 10% 20% 30% 40% 50% 60% 70% 80% Not enough buildings Admiting a large number of pupils shortage of teaching staff cause 1 cause 2 cause 3 Layali Amer… 98 CONCLUSION One of the most crucial challenges that Yemeni teachers face while teaching is the overcrowded classes and that is what has been proved through the interview conducted with some Yemeni educators from different areas of Yemen.
The findings revealed that lacking infrastructure such as classrooms is one of the causes of such overcrowding.
Other causes are having only one school in some areas, and not having enough teaching staff.
Therefore, the researcher suggests that the Ministry of Education should construct more schools in areas with a high population.
These buildings of schools should include a lot of classrooms to accommodate all the students who will get enrolled.
REFERENCES Ajayi, I.
A., & Adeosun, R. O.
(2004).
Towards the effective management of primary education in Ekiti state.
Journal of Contemporary Issues in Education, 2(1), 104–214.
Babatunde, E. G. (2015).
Primary School Environment Trend, Class-Ratio and Head Teachers Overcrowded Classrooms Management Strategies in Northern Senatorial District of Ondo State, Nigeria.
Journal of Education and Practice, 6(22), 4–9.
Benbow, J., Mizrachi, A., Oliver, D., & Said-Moshiro, L. (2007).
Large classes in the developing world: What do we know and what can we do.
New York: American Institute for Research under the EQUIP1 LWA.
Buchanan, R. W., & Rogers, M. (1990).
Innovative assessment in large classes.
College Teaching, 38(2), 69–73.
Ijaiya, Y.
(1999).
Effects of over-crowded classrooms on teacher-students interactions.
Ilorin Journal of Education, 19, 1–11.
Marais, P. (2016).
“We can’t believe what we see”: Overcrowded classrooms through the eyes of student teachers.
South African Journal of Education, 36(2).
Matshipi, M. G., Mulaudzi, N. O., & Mashau, T. S. (2017).
Causes of overcrowded classes in rural primary schools.
Journal of Social Sciences, 51(1–3), 109–114.
Mulryan-Kyne, C. (2010).
Teaching large classes at college and university level: Challenges and opportunities.
Teaching in Higher Education, 15(2), 175–185.
Nakabugo, M. C., Albert, B., & Maani, J. S. (2006).
Investigating Strategies for Improving Teaching and Learning in Large Classes for Basic Education Support in Uganda.
Hiroshima: Hiroshima University.
Obanya, P., Shabani, J., & Okebukola, P. (1998).
Guide to Teaching and Learning in Higher Overcrowded… 99 Education.
Regional Office for Education in Africa (Breda).
URL: Http://Breda-Guide.
Tripod.
Com/New, 5.
Ogundipe, B.
(2003).
Evaluation of inputs of Primary Education program in Oyo State Nigeria.
Journal of Educational Research and Evaluation, 4(1), 19–24.
Ojonubah, J. O.
(2015).
Impacts and Solutions of Overcrowded Mathematics Class on Students’ Achievements in Schools.
Journal of Resourcefulness and Distinction, 11(1).
Phillips, A. M. (2011).
The union claims the highest number of oversize classes in a decade.
The New York Times School Block.
Piyaman, P., Hallinger, P., & Viseshsiri, P. (2017).
Addressing the achievement gap.
Journal of Educational Administration.
Savides, M. (2016).
SA’s most crowded school: 200 pupils in one class.
Sunday Times, 1.
Shah, J., & Inamullah, M. (2012).
The impact of overcrowded classrooms on the academic performance of the students at the secondary level.
International Journal of Research in Commerce, Economics and Management, 2(6), 141–153.
Shirley, M. (2017).
The Effects of Overcrowding on Student Academic Performance in Kentucky High Schools.
Siddiqui, A.
(2018).
Investigating the dilemma of noise within the over-crowded classroom of a public sector school Hyderabad, Pakistan.
English for Specific Purposes World, 56(20), 1–8.
Statistics, N. C. for E. (1999).
National Assessment of Educational Progress.
National Center for Education Statistics, US Department of Education, Office.
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 21 STUDENTS’ ABILITY FOR USING ELLIPTICAL CONSTRUCTION IN SENTENCES Maria Ramasari FKIP English Education Study Program, STKIP PGRI Lubuklinggau Email: mariaramasari@gmail.com Abstract Grammar is a fundamental thing in a language.
The researcher assumes based on her observation that the hardest part of making and writing sentence is to arrange the words in a good sentence.
Students are still confused when they are going to arrange the words in right grammar.
In mastering grammar, students need time, opportunity, exercise and good teaching of grammar.
Unfortunately, grammar skill is still lack attention in teaching and learning process.
This research is intended to investigate and describe students’ ability for using elliptical construction in sentences.
In this research, the researcher used descriptive method.
The data was evaluated and analyzed to find out students’ ability for using elliptical construction in sentences by using percentage formula.
There were 34 of 73 students who were in very low category with percentage 46.5%.
The result of this research showed that students’ ability for using elliptical construction in sentences to the fourth semester students of English Study Program at Muhammadiyah University of Bengkulu was very low.
It meant that the fourth semester English students still had lack knowledge and understanding about grammar: elliptical construction.
Keywords: Students’ Ability, Elliptical Construction,and Sentences.
1.
INTRODUCTION Every human language has grammar indeed without exception.
Grammar is a fundamental thing in a language, because it includes many elements in language itself, such as words, meaning of sentence, and kinds of sentence.
In addition, Bygate (1994:2) supposes grammar is important to help the students in thinking critically and in improving the students’ ability to arrange words into sentences well.
The researcher assumes the hardest part of making and writing sentence is to arrange the words into a good sentence.
Students are still confused when they are going to arrange the words in right grammar.
In mastering grammar, students need time, opportunity, exercise and good teaching of grammar.
Unfortunately, grammar is still lack attention in teaching and learning process.
In interviews, most of students get C for grammar subject.
They assume that grammar was a hard subject for them.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 22 From this phenomenon, teaching grammar must be noticed.
The lecturer should think how to motivate and let the students to learn grammar.
In brief, English teacher or lectures should be creative in developing their teaching learning process to create good atmosphere, improve the students’ grammar ability, and give attention to the grammar elements.
There are many elements in teaching grammar; one of them is about elliptical construction.
Lado (1986:78) explained that elliptical construction is used for avoiding repetition words in a sentence.
In other words, in an elliptical construction a writer omits some words from two sentences and finally they have same meaning.
Based on Lindell (1990:154) there are two kinds of elliptical construction, they are (1) agreement in affirmative sentences with too and so, then negative sentences with either and neither; (2) disagreement with but.
From the observation, the researcher found students were difficult to learn elliptical construction because it has rules which must be obeyed.
In addition, they were asked to write elliptical construction in sentences correctly.
They often made misunderstanding and failed to express their ideas accurately.
In fact, as learners of English they have to use the correct grammar for all elements of English, because grammar plays an important role in writing and speaking.
The reader and listener will understand clearly of someone writing and speaking if the grammar is correct.
Based on the background above, this research was intended to investigate and describe students’ ability for using elliptical construction in sentences to the fourth semester students of English Study Program at Muhammadiyah University of Bengkulu.
2.
RESEARCH METHODS The design of this research was descriptive.
According to Fraenkel and Wallen (1990:368) descriptive method is used to describe events as they naturally occurring settings.
Azwar (2003:77) states that population is defined as a group of subject that has generalization to the result of result.
Therefore, the population of this research was taken from the fourth semester students of English Study Program at Muhammdiyah University of Bengkulu, and it consisted SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 23 of five classes with 146 students.
Table.
1 shows the population of the study: Table 1.
Population Semester/ Class Number of Students IV A 29 IV B 33 IV C 32 IV D 26 IV E 26 Total 146 Source: English Study Program Office of Muhammadiyah University of Bengkulu.
The sample used was random sampling.
Random sampling is the process of selecting a sample in such a way that all individuals in the defined population have an equal and independent change of being selected for the sample (Gay, 1990:104).
The samples were 73 students by putting their names into a glass and then the researcher took their names randomly.
In this research, the researcher used a grammar test.
The test was purposed to determine the students’ ability for using elliptical construction in sentences.
The test was completion test and consisted of 30 items.
The steps in collecting data were: (1) the researcher came to the class; (2) the researcher prepared the students are ready to take the test; (3) the researcher gave the paper of test; (4) the researcher explained to the students how to do the tests; (5) the researcher instructed the students to do the test with 45 minutes for 30 items; (6) the researcher submit the paper test, when they have finished the test.
The techniques in analyzing the data were: (1) the researcher checked the students’ answers; (2) the researcher counted the percentage of students’ correct answers with formula: P = Percentage F = The total number of students’ correct answer N = The total number of students (Herzberg, 1983:20) (3) the researcher determined the criteria of students who got correct answers.
The criterion was classified with the interval that was proposed by Arikunto (2002:245).
Table 2.
The interval Interval Alphabet Classification 80 – 100 A Very High 66 – 79 B High 50 – 65 C Medium 40 – 49 D Low 30 – 30 E Very Low/ Fail P = F x 100% N SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 24 (4) Finally, the researcher made the conclusion.
3.
FINDINGS AND DISCUSSION From the data that has been collected and counted, the researcher found the students’ ability for using elliptical construction in sentences can be described in percentage as follows.
The test was contributed to 73 students, and the percentage was calculated based on the students’ score in the table 4.1.1 below: Table 3.
Students’ Score for Using Elliptical Construction in Sentences Criteria Frequency Percentage Very High 6 8.2% High 21 28.7% Medium 6 8.2% Low 6 8.2% Very Low/ Fail 34 46.5% Total 73 100% From the data that had been calculated in the findings above, it can be discussed further as follows.
The Very High Criteria of Students’ Ability in Using Elliptical Construction The students who were categorized into very high criteria for using elliptical construction in sentences were 6 students with scores: one student got score 92, it means the student could answer 46 of 50 questions correctly; in addition, one student got score 84, it means 42 of 50 questions were answered by the student correctly; furthermore, there were two students got score 82, where the students could answer 41 of 50 questions correctly; finally, two students got score 80, it means there are 40 of 50 questions were answered by the students correctly.
The students had difficulties for using elliptical construction neither or mostly incorrect for using auxiliary verb in this category.
The High Criteria of Students’ Ability in Using Elliptical Construction The students who were categorized into high criteria collected scores in range 68 to 78.
There were eight items which could not be answered correctly by the students; it is known that the students in high category had the most incorrect in using auxiliary for neither, either, so, and too.
They were wrong in putting the auxiliary, and they also did not put the auxiliary verb for some items.
The Medium Criteria of Students’ Ability in Using Elliptical Construction The students who were categorized into medium criteria achieved scores in range SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 25 52 to 64.
There were six items which could not be answered correctly by the students; From the students’ answers, it can be observed that they had many incorrect answers in using neither because they did not change the auxiliary verb into affirmative auxiliary verb when they used neither.
According to Azar (1993:230) the using of and neither: after and neither..., has the auxiliary verb come before the subject; an affirmative auxiliary verb is used to and neither.
The Low Criteria of Students’ Ability in Using Elliptical Construction The students who were categorized into low criteria got scores in range 40 to 46.
There were 14 items which could not be answered correctly by the students; From the students’ answers in low category, it can be concluded that they had many incorrect answers in using neither, either, too and so because they did not use the auxiliary verb for the use of elliptical construction.
The Very Low Criteria of Students’ Ability in Using Elliptical Construction The last, students who were categorized into very low or fail got scores in range 6 to 38.
From the students’ answers it is known that students had difficulties or mostly incorrect in using the elliptical construction too, so, either, and neither.
They did not use the auxiliary verb for stating the elliptical construction.
Lado (1986:78) adds that elliptical sentence is stated by using auxiliary verb.
In this case, the students were not serious and regard that it is not important to study elliptical construction.
It is also common used by them, but in fact they could not answer it correctly.
The student got difficulties how to use the elliptical construction in sentences.
In addition, the researcher interviewed the students to know what are the problems faced in order that they had most incorrect for using the auxiliary when they used neither, either, so, and too.
They said that they were confused to define the using of them in sentences.
They assumed that the explanation was not clear from the grammar discussion class about elliptical construction.
It confused them, because it just explained generally, not in detail as the result they did not understand clearly.
Teaching grammar typically starts with very simple constructions, introducing measured quantities of vocabulary along the way and gives the examples (Hurford, 1994:89).
The phenomena above could SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 26 be caused by the lack of knowledge of the students because the elliptical construction were not habitually by students, and the teaching learning process of elliptical construction was unclear.
It needs more attention and explanation about the using of elliptical construction by giving them many examples and exercises, beside the students also must study hard about it.
4.
CONCLUSION Based on the results of the research, it can be concluded that students’ ability for using elliptical construction in sentences at the fourth semester students of English Study Program of Muhammadiyah University of Bengkulu were categorized into very low.
The most scores are achieved by the students for using elliptical construction in sentences was in range of 6 – 38 with percentage 46.5%.
Then, most of the students were correct for using elliptical construction disagreement but (an affirmative statement with a negative statement in one sentence).
There were 70 of 73 students that answered the question with elliptical construction disagreement but correctly.
However, they were poor in using elliptical construction agreement in negative sentences neither.
There were only 7 of 73 students that answered the questions with elliptical construction neither correctly.
They did not change the auxiliary into affirmative form in using neither, and most of them also did not use the auxiliary for stating the elliptical construction.
5.
REFERENCES Arikunto, Suharsimi.
(2002).
DasarDasar Evaluasi Pendidikan.
Jakarta: Bumi Aksara.
Azar, Betty Zchramfer.
(1993).
Fundamentals of English Grammar.
Jakarta: Binarupa.
Azwar, Saifuddin.
(2003).
Metode Penelitian.
Jakarta: Pustaka Pelajar.
Bygate, Martin.
(1994).
Grammar and the Language Teacher.
Great Britain: Prentice Hall International (UK) Ltd. Fraenkel, Jack R., and Wallen, Norman E. (1990).
How to Design and Evaluate Research in Education.
USA: McGraw-Hill, Inc.
Gay, L.R.
(1990).
Educational Research Competencies for Analysis and Application.
New York: Macmillan Publishing Company.
Herzberg, Paul.
(1983).
Principles o Statistic.
Canada: Jhon Wiled and Sons, Inc. SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
21-27 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 27 Hurford, James.
(1994).
Grammar A Students’ Guide.
USA: Printed in Great Britain at the University Press, Cambridge.
Lado, M.J. (1986).
English.
Jakarta: Titik Terang.
Lindell, Anne.
(1990).
Intensive English for Communication.
England: The University of Michigan Press.
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
2, August 2021 Page.
81-91 p-ISSN: 2356-2048 e-ISSN: 2356-203x 81 DEVELOPING BOOK ABOUT THE POTENTIAL OF TOURISM HISTORY IN PAKU URBAN VILLAGE OF KAYUAGUNG CITY Andika1, Mulyadi2, Hermansyah3, Aswadi Jaya4 1,2,3,4 English Education Department, PGRI University of Palembang Email Correspondence: andika10november@gmail.com Abstract English teaching reading material book currently does not have local content or are still national content and are not very interesting enough.
The purpose of this study was to develop a book about the Potential of Tourism History in the Paku Urban Village of Kayuagung City This study used research and development methods.
The results of the English teaching reading material book based on history and local culture overall obtained an average value of 4.04 with the category was "very good" and the level of feasibility of 80.7% and declared was feasible for use.
Keywords: Development, English teaching reading material INTRODUCTION In this 4.0 industrial revolution, English is increasingly becoming one of the important media for communication, both in a particular place and in a public place, so that someone who can use English effectively is needed in every country.
According to Simaibang, Mulyadi, and Lestari (2017:37), English is a communication tool used as a global language that is not only used by westerners but also by many people around the world including Indonesia.
According to Gani, Fajrina, and Hanifa (2015), English is known as the International Language and is also a second language in many countries in the world.
In language, there are several skills in learning it, one of which is reading.
According to Hermansyah (2021:1), who said that there is one strategy in learning namely the self-talk strategy.
Self-talk strategy is making positive statements like “I can do this” to help oneself get through challenging tasks.
Reading also requires teaching to know how to read properly and correctly.
Currently, teaching reading material does not have local content or is still national, so the book that was developed by the researcher here is a book that contains Developing… 82 local history and culture.
In Agustina, Harahap, and Syahrial (2018), culture is one important element in learning a language.
Language and culture cannot be separated.
Students must master language and culture.
Along with the times, the use of the books as a medium to become teaching material when the teaching and learning process is decreasing due to being displaced by increasingly sophisticated modern technology.
One of the main reasons is that modern technology such as a mobile phone is more attractive than books.
Apart from the form of the book, the content of the book also greatly affects the interest of students in using books as their teaching material.
According to Hermansyah, Jaya, and Maharani (2021:56), interest is an ability that is a strong feeling of something that is considered interesting.
Therefore, there is a need for an improvement or modification of the quality of the book so that it can become an attractive teaching material, both from the form of the book and from the contents of the book so that it can attract the attention of educators or students to use it as teaching material in the learning process.
Book is very important as the main media in learning, especially in learning to read.
If the quality of the book is not immediately addressed, the use of the books as teaching materials will continue to decrease.
Therefore, to improve the quality of the book to attract students to the use of the books as teaching material, it is necessary to improve the quality of the book.
To develop the book as quality teaching material, it is necessary to do research and development.
Several studies have been conducted to reveal the local potential in learning English, such as according to Agustina, Harahap, and Syahrial (2018), the folklore in student books is good but not contextual, there are very many regional folk tales that are suitable for inclusion in student books (Legend of the Menangis Stone, Lalan Belek, and Mining Raib) and the purpose of including local folk tales that fit into an English student book are supplementary reading material.
According to Inharjanto and Lisnani (2019:11), coloring books with the theme of parenting about local culture are good, valid, practical, and have potential effects so they are good for inclusion in English textbooks.
According to Tarigan, Ambarita, and Solin (2019:269), the appropriateness Andika… 83 of reading materials in the school literacy movement for high school students based on local Karo culture qualifies and is suitable for reading material, based on the assessment of material experts and design experts.
Based on the explanation, the researcher is interested in developing an English teaching reading material based on history and local culture of the Kayuagung city in the form of the pocketbook because currently there is no English teaching reading material based on history and local culture of Kayuagung city in Ogan Komering Ilir regency.
In this study, the researcher limited the research to SMP Negeri 1 Lempuing Jaya.
When conducting field observation, the researcher did not find English teaching reading material based on history and local culture in the Ogan Komering Ilir regency.
With this book being developed, they can increase their knowledge of history and local culture in Ogan Komering Ilir regency and improve their reading comprehension in English.
RESEARCH METHOD The research method used to develop the Potential of Tourism History in Paku Urban Village of Kayuagung City book is a research & development method.
Research & Development method is a research method used to research and develops a product to produce a new product that is different from the previous product.
The research model used in this study is Borg and Gall model with the following steps: (1) research and information collecting, (2) planning/product design, (3) develop preliminary form of product/product development, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, and (8) product manufacture.
In this research and development, the sample of data sources in this research was class VIII at SMP Negeri 1 Lempuing Jaya.
In the data collection techniques of this research and development, the researcher used observation, documentation, interview, and questionnaire.
In the research instruments of this research and development, there is observation sheets, document recording sheets, interview sheet, and questionnaire.
In the data analysis techniques of this research and development, there are content Developing… 84 validation and instrument validation.
The contents of the book material were validated by the English material expert and history and local culture expert.
Average score formula According to Nurgiyantoro (2013:219) in Rosita (2015): �̅� = 𝚺𝒙 𝒏 Information: �̅� = Average score Σ𝑥 = Total score n = Number of assessment subjects Guidelines table for conversion of quantitative data to qualitative data: Table 1: Average Score Formula No.
Score Range Percentage Score Category 1. x > 4 81% 100% A Very Good 2.
3 < x ≤ 4 61% 80% B Good 3.
2 < x ≤ 3 41% 60% C Enough 4.
1 < x ≤ 2 21% 40% D Less 5. x ≤ 1 0% 20% E Very Less Sugiyono (2017:165-167).
In this study, the value of eligibility is determined with a minimum value of "C" with enoucategoriesory.
So if the results of the research by experts, teachers, and student responses, the average score gets a final score of "C", then the product developing the Potential of Tourism History in Paku Urban Village of Kayuagung City book as the teaching reading material is considered "worthy of use".
The validation of the instrument was carried out by an English expert and questionnaire expert as well as a history and local culture expert.
FINDINGS AND DISCUSSION Research and Information Collecting Research and data collection of information conducted by the researcher in this study is through field observation, interview, questionnaire, and documentation.
Product Design Andika… 85 Product design serves to design the product to be produced.
Product design needs to be done so that the product to be made can be as desired or as expected.
In this study, the researcher designed a product that was different from the previous product.
The differences are, namely, book cover, book color, characters in the book, and also the contents of the book.
The researcher designed the product after conducting field observations thahaveas been carried out to find out and ensure the latest data available in the book that has been developed.
Through the results of field observation, the researcher can design products with the latest data.
After the product is designed as planned, then the product is developed first.
Product Development Product development is carried out as a continuation of product design.
In this study, the product developed was in the form of a field research book containing a description of the history and local culture of Kayuagung city which was written in two languages which were developed into a teaching reading material book in English.
The book is then developed by making the design first.
As for the parts that are developed in the book, namely, changing the book cover and book color, adding book characters located on the book cover, deleting some book contents such as opening speech, providing vocabulary, questions, answer keys, and references.
Preliminary Field Testing The preliminary field test was conducted to test the product design in the form of a product sample.
This test is equipped with field data collection in the form of a questionnaire given to the English teachers and the student as respondents.
The results of the preliminary field test were then analyzed.
Main Product Revision The main product revision was carried out after the results of the preliminary filed test had been analyzed.
Main Field Testing The main field test is conducted to test the product design after the initial field test improvement.
The main field test is equipped with data collection in the form of Developing… 86 distributing questionnaires to students to find out the product after repairs are made.
The results of the main field test are then analyzed for the manufacture of the final product.
Operational Product Revision The operational product revision was carried out after the results of the main field test had been analyzed.
Product Manufacture The manufacture of the product in this study was carried out after the product designed and developed had been validated by material experts, teachers of English at SMP Negeri 1 Lempuing Jaya, and students at SMP Negeri 1 Lempuing Jaya as respondents through corrections and suggestions given by material experts and teachers of English at SMP Negeri 1 Lempuing Jaya obtained from distributing questionnaires, interview with teachers of English at SMP Negeri 1 Lempuing Jaya and assessments of students at SMP Negeri 1 Lempuing Jaya on a book that have been developed.
Description of Validation Data In this research and development, there are three validation data, namely validation by material experts as expert judgments, by teachers of English at SMP Negeri 1 Lempuing Jaya as educators, and students at SMP Negeri 1 Lempuing Jaya as respondents.
Description of Validation Data by Material Experts Table 2: Average Score of Product Validation Results from English Material Expert Stage 1 and Stage 2 Stage No.
Assessment Aspects Average Value Category 1 1.
Content eligibility 3 Enough 2.
Presentation feasibility 3 Enough 3.
Language eligibility 3 Enough 4.
Graphic feasibility 3 Enough Total 12 Average Score 3 Enough 2 1.
Content eligibility 4 Good 2.
Presentation feasibility 4 Good 3.
Language eligibility 4 Good 4.
Graphic feasibility 4 Good Total 16 Average Score 4 Good Andika… 87 Table 3: Average Score of Product Validation Results From Historical Material Expert Stage 1 and Stage 2 Stage No.
Assessment Aspects Average Value Category 1 1.
Content eligibility 4 Good 2.
Presentation feasibility 4 Good 3.
Language eligibility 4 Good 4.
Graphic feasibility 4 Good Total 16 Average Score 4 Good 2 1.
Content eligibility 5 Very Good 2.
Presentation feasibility 5 Very Good 3.
Language eligibility 5 Very Good 4.
Graphic feasibility 5 Very Good Total 20 Average Score 5 Very Good Description of Validation Data by the Teachers of English at SMP Negeri 1 Lempuing Jaya Table 4: Average Score of Product Validation Results by Teachers 1, 2, and 3 Teacher No.
Assessment Aspects Average Value Category 1 1.
Content eligibility 3,4 Good 2.
Presentation feasibility 3,5 Good 3.
Language eligibility 4 Good 4.
Graphic feasibility 2,6 Enough Total 13,5 Average Score 3,4 Good 2 1.
Content eligibility 4,2 Very Good 2.
Presentation feasibility 4,2 Very Good 3.
Language eligibility 4,8 Very Good 4.
Graphic feasibility 4 Good Total 17,2 Average Score 4,3 Very Good 3 1.
Content eligibility 3,7 Good 2.
Presentation feasibility 4,3 Very Good 3.
Language eligibility 4 Good 4.
Graphic feasibility 4,2 Very Good Total 16,2 Average Score 4,05 Very Good Description of Student Assessment Data Table 5: Average Score of Student Assessment Results in the Initial Field Test Developing… 88 No.
Assessment aspects Average Value Category 1.
Content Aspect 4,1 Very Good 2.
Presentation Aspect 4,1 Very Good 3.
Language Aspect 4,2 Very Good 4.
Graphic Aspect 4 Good Total 16,4 Average Score 4,1 Very Good Table 6: Average Score of Student Assessment Results in the Main Field Test No.
Assessment Aspects Average Value Category 1.
Content Aspect 4,2 Very Good 2.
Presentation Aspect 4,3 Very Good 3.
Language Aspect 4,3 Very Good 4.
Graphic Aspect 4,1 Very Good Total 16,9 Average Score 4,225 Very Good Table 7: Average Score of Material Experts Validation, Teachers of English, and Students’ Assessment at SMP Negeri 1 Lempuing Jaya No.
Assessment Aspects Material Experts Teachers Students Σ 𝐗 % Catego ry 1.
Content Eligibility 4 3,8 4,15 11,95 3,98 79,6% Good 2.
Presentation Feasibility 4 4 4,2 12,2 4,1 82% Very Good 3.
Language Eligibility 4 4,3 4,25 12,55 4,18 83,6% Very Good 4.
Graphic Feasibility 4 3,6 4,05 11,65 3,88 77,6% Good Total 16 15,7 16,65 16,14 Average Score 4 3,9 4,16 4,04 80,7% Very Good Product Revision Andika… 89 Product revisions in this study were carried out in stages three times.
The first stage revision was carried out after being validated by material experts, the second stage revision was carried out based on comments and suggestions and assessments by the teachers of English at SMP Negeri 1 Lempuing Jaya, and the third stage revision was carried out based on the responses and assessments of students at SMP Negeri 1 Lempuing Jaya.
Discussion of this study, the results of the validation of material experts, teachers of English, and student assessments of SMP Negeri 1 Lempuing Jaya on content aspects, presentation aspects, language aspects, and graphic aspects show that the English teaching reading material book developed fall into the category of "very good" or "Feasible".
The average score of all aspects of the validation results of material experts, teachers of English, and student assessments of SMP Negeri 1 Lempuing Jaya is 4.04 with a feasibility level of 80.7% in the category of "very good" or "feasible".
It can be said that because in the previous chapter it has been explained that the percentage of 80-100 is in the "very good" category or this case it is declared "feasible" because what is taken into account is the feasibility level of the book as teaching material for reading English.
The average score obtained from material experts, teachers of English, and students of SMP Negeri 1 Lempuing Jaya is different.
The highest assessment on the content aspect was obtained from students, the highest assessment on the presentation aspect was obtained from the students, the highest assessment on the language aspect was obtained from the teachers of English, and the highest assessment on the graphic aspect was obtained from the students.
However, the overall average assessment score of material experts, teachers of English, and students of SMP Negeri 1 Lempuing Jaya is in the "very good" category.
This shows that the developed English teaching reading material book is at a feasible level, both from the content aspect, the presentation aspect, the language aspect, and the graphic aspect.
Developing… 90 CONCLUSION The average value was obtained for each aspect.
The assessment includes: the content feasibility aspect gets an average score of 3,98 in the "good" category with a feasibility level of 79.6%, the presentation feasibility aspect gets an average score of 4,1 in the "very good" category with a feasibility level of 82%, the feasibility aspect language gets an average score of 4.18 in the "very good" category with a feasibility level of 83.6%, and the feasibility aspect of the graphics gets an average score of 3.88 in the "good" category with a feasibility level of 77.6%.
Based on the results of research and development as a whole, the potential of tourism history in Baku urban village of Kayuagung city revised edition book as the teaching reading material as a whole gets an average score of 4,04 with the "very good" category and the feasibility level of 80.7%.
Thus, the book is declared feasible for use.
REFERENCES Agustina, L. Harahap, A. Syahrial.
(2018).
Developing Reading Material Based-On Local Culture for Junior High School in Kabupaten Rejang Lebong.
JOEL (Journal of Applied Linguistics and Literature.
Vol.
3 (1).
115-128.
DOI.
10.33369/joall.v3i1.6169.
Gani, S. A. Fajrina, D. Hanifa, R. (2015).
Students’ Learning Strategies for Developing Speaking Ability.
Studies In English Language And Education.
Vol.
2 (1).
17-30.
Hermansyah.
(2021).
Self Talk Strategy in Improving the Eleventh Grade Students’ Speaking Ability.
SMART (Journal of English Language Teaching and Applied Linguistics).
Vol.
7 (1).
1-6.
DOI.
https://doi.org/10.26638/js.1331.203X.
Hermansyah.
Jaya, A. Maharrani, D. (2021).
The Influence of Case Building Technique and Learning Interest on the Students’ Learning Achievement.
English Community Journal.
Vol.
5 (1).
54-61.
DOI.
https://doi.org/10.32502/ecj.v5i1.3331.
Inharjanto, A. Lisnani.
(2019).
Developing Coloring Books to Enhance Reading Comprehension Competence and Creativity.
Advances in Social Science, Education and Humanities Research.
Vol.
394.
7-12.
Andika… 91 Rosita.
2015.
Pengembangan Buku Ajar Keterampilan Membaca Berdasarkan Strategi Panduan Antisipasi Untuk SMA/SMK Kelas XI.
Skripsi.
Progam Studi Pendidikan Bahasa dan Sastra Indonesia Fakultas Bahasa dan Seni Universitas Negri Yogyakarta.
Yogyakarta.
Simaibang, B. Mulyadi.
Lestari, W. (2017).
The Correlations among Vocabulary Mastery, Reading Interest and Reading Achievement of the Tenth Grade Students of SMA N 4 of Palembang.
ELITE JOURNAL.
Vol 5 (2).
37-45.
Sugiyono.
(2017).
Metode Penelitian & Pengembangan (Research and Development/ R&D).
Bandung: ALFABETA.
Tarigan, Y. S. Ambarita, B. Solin, M. (2019).
The Development of Reading Materials in School Literacy Movements for Senior High School Students Based on Local Culture of Karo.
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal.
Vol.
2 (3).
269-288 DOI.
10.33258/birle.v2i3.372.
SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 74 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung STUDENTS’ PERCEPTIONS ON THE IMPLEMENTATION OF PROJECT BASED LEARNING IN ENTERPRENEURSHIP CLASS Rahmatika Kayyis English Department, STKIP Muhammadiyah Pringsewu email: jengkayz@yahoo.com Abstract Project based learning is teaching method that offer learner autonomy and freedom to be enggaged with their learning activity.
From that also the learner can learn their language (L2) by doing their project conciously or unconciously.Project-based learning was suceed to be implemented in the class of enterpreneurship class.
In this project, 62 students were divided into 31 pairs and asked to do the project on building their own bussiness.
The bussiness should be based on language skills.
The data were collected mainly from students’ essays, writen at the end of semester, on the advantages and disadvantages of using project-based learning in classroom.
The data were then analyzed both quantitatively and qualitatively.
The quantitative analysis was first used for assessing the responses obtained from the essays; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures.
The results showed that most students appreciated the use of PBL in the classroom because the method made them to be more independent in learning of how to teach using English and use their talent in creating bussiness.Beside this also evoke the students willingness to do their project in creating bussiness, English courses.
Keywords: project, teaching and learning method, enterpreneursihp, bussiness 1.
INTRODUCTION Various curriculums that has been implemented in STKIP, there is one subject that being taught that can not be replaced from the curriculum that enterpreneurship subject.
The objective of teaching learning in this sibject may change, but the essence is still the same.
For students in English education, the enterpreneurship class existed to evoke the willingness of doing bussiness.
Realize it or not, the chance of fresh-graduated to be recruited as a teacher or goverment employees.
The chance should be created by optimalizing the studnts autonomy to create their own bussiness in the class.
Learner autonomy has been a major area of interest in foreign language (FL) teaching for some 30 years.
In aplying the learner autonomy there are some aspects that should be considered.
Sinclair & lamb (2000) similarly suggests 13 aspects of mailto:jengkayz@yahoo.com SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 75 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung learner autonomy which „appear to have been recognized and broadly accepted by the language teaching profession, those are: 1.
Autonomy is a construct of capacity 2.
Autonomy involves a willingness on the part of the learner to take responsibility for their own learning 3.
The capacity and willingness of learners to take such responsibility is not necessarily innate 4.
Complete autonomy is an idealistic goal 5.
There are degrees of autonomy 6.
The degrees of autonomy are unstable and variable 7.
Autonomy is not simply a matter of placing learners in situations where they have to be independent 8.
Developing autonomy requires conscious awareness of the learning process – i.e.
conscious reflection and decision-making 9.
Promoting autonomy is not simply a matter of teaching strategies 10.
Autonomy can take place both inside and outside the classroom 11.
Autonomy has a social as well as an individual dimension 12.
The promotion of autonomy has a political as well as psychological dimension 13.
Autonomy is interpreted differently by different cultures Many researches have been conducted to investigate the benefit of applying the learner autonomy in class.
Camilleri (2007) presents questionnaire data collected from 328 teachers in six European contexts (Malta, The Netherlands, Belorussia, Poland, Estonia and Slovenia).
The instrument used consisted of 13 items each asking about the extent to which learners, according to the teachers, should be involved in decisions about a range of learning activities, such as establishing the objectives of a course or selecting course content.
Although this project was supported by the European Centre for Modern Languages, it is unclear what proportion of the participating teachers actually taught languages (some of the Netherlands sample, for example, taught Economics).
In terms of the findings, teachers were found to be positive about involving learners in a range of activities, such as deciding on the position of desks, periodically assessing themselves and working out learning procedures.
In contrast, teachers were not positive about learner involvement in the selection of textbooks and deciding on the time and place of lessons.
SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 76 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung The latter findings are hardly surprising given that many respondents worked in state schools.
Camileri Grima (2007) replicated this study with a group of 48 respondents made up of student teachers and practicing teachers of modern languages in Malta.
She compared her results to the Malta cohort in the original study and found much similarity both in terms of the positive overall views expressed by teachers as well as in the specific aspects of autonomy they were more and less supportive of.
The more recent group of teachers, though, were seen to be more positive than those in the earlier study towards particular aspects of autonomy, such as learners setting their own short-term objectives, their involvement in the selection of materials, and self-assessment.
The instrument from the above studies was used once again by Balçıkanlı (2010: 98) to examine the views about learner autonomy of 112 student teachers of English in Turkey.
Additionally, 20 participants were interviewed in focus groups of four teachers each.
The results suggested that the student teachers were positively disposed towards learner autonomy – i.e.
they were positive about involving students in decisions about a wide range of classroom activities, though, again, they were less positive about involving students in decisions about when and where lessons should be held.
Rather uncritically perhaps, given the limited teaching experience the respondents had and the typically formal nature of state sector schooling in Turkey, the article reports that „these student teachers felt very comfortable with asking students to make such decisions‟.
More realistically, though, the study does conclude by asking about the extent to which respondents‟ positive theoretical beliefs about promoting learner autonomy would actually translate into classroom practices.
This observation reminds us that in using self-report strategies such as questionnaires and interviews to study teachers‟ beliefs we must always be mindful of the potential gap between beliefs elicited theoretically and teachers‟ actual classroom practices.
Al-Shaqsi (2009) was another survey of teachers‟ beliefs about learner autonomy.
This was conducted with 120 teachers of English in state schools in Oman.
A questionnaire was devised specifically for this study and it asked respondents about (a) the characteristics of autonomous learners (b) their learners‟ ability to carry out a number of tasks (each of which was assumed to be an indicator of learner autonomy – e.g.
deciding when to use a dictionary or identifying their own weaknesses) and (c) how learner autonomy SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 77 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung might be promoted.
The three characteristics of autonomous learners most often identified by teachers were that they can use computers to find information, use a dictionary and ask the teacher to explain when they do not understand.
The teachers in this study also assessed their learners positively on all of the indicators of learner autonomy they were presented with, with the three most highly rated being asking the teacher to explain when something is not clear, giving their point of view on topics in the classroom and using the dictionary well.
Finally, teachers made several suggestions for promoting learner autonomy; what was interesting about these is that in several cases the connection between the pedagogical activity being proposed and learner autonomy was not evident; for example, teachers suggested that they could use different types of quizzes and challenging tasks, increase learner talking time or reward learners for good performance.
Interviews would have been useful in this study to explore the connections that teachers felt there were between such activities and the development of learner autonomy.
The final study we discuss here is Martinez (2008), who examined, using a predominantly qualitative methodology, the subjective theories about learner autonomy of 16 student teachers of French, Italian and Spanish.
These students were studying at a university in Germany and were taking a 32-hour course about learner autonomy at the time of the study.
Data were collected through questionnaires, interviews, and observations during the course; copies of the instruments were, though, not included with the paper and it was not possible therefore to critique or draw on these in our study.
Results showed that the student teachers had positive attitudes towards learner autonomy and that these were informed largely by their own experiences as language learners.
The conceptions of autonomy held by the student teachers generally reflected the view that (a) it is a new and supposedly better teaching and learning methodology; (b) it is equated with individualization and differentiation; (c) it is an absolute and idealistic concept; (d) it is associated with learning without a teacher.
There are many kinds of teaching methodology which can be employed to promote learner autonomy: using process syllabus (Widdowson, 1990), employing self-access learning (Jordan, 1997; Lynch, 2001), involving taskbased and projectbased learning (Robinson, 1991; Robinson et al., 2001), integrating technology in SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 78 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung teaching and learning (Todd, 2001; Warschauer, 2002).
Project Based Learning is mentioned as the teaching methodology that promote learner autonomy.
Kalabzova (2015: 1) states that Project Based Learning (PBL) represents nowadays an approach to learning which may meet several students´ needs.
For one thing it offers a skill-based practice for another it symbolizes the focus on students who should become involved, show inner motivation and creativity.
The main advantage is that students deal with real subject matter by working on the real problems.
It emerges that this sense of solving an authentic difficulty, in the area of group work and cooperation experience has the potential to help students learn.
However, project work comprises quite a complex topic since its implementation and usage at schools lays increased demands both on organization and psychological aspects of teachers „work.
According to Beckett (2002: 54)in the context of secondlanguage (L2) education, PBL has a variety of terms that he finds interchangeable, such as project work, project method, project approach, projectoriented approach or project-based instruction.
He claims that this method was firstly applied in L2 setting more than 20 years ago in order to provide learners with chances “to interact and communicate with each other and with native speakers of the target language in authentic context.” Moreover, Ribé and Vidal (1993) see PBL as a chance for students with poor linguistic skills to be in project work actively participating as they may make use of their other talents in other nonlinguistic tasks and consequently improve their confidence and general attitude towards language learning.
However, Haines (1989) states that one should also mention the possibly challenging issues that PBL brings along in the area of language teaching.
To begin with, most teachers are afraid of students speaking their mother tongue instead of using English.
In such case, Hutchinson acknowledges that this is very probably to happen mainly during the teamwork, nevertheless, he advises not to considerate it as a drawback but as a natural phenomenon about which there is no need to worry as long as the final product is in English, students are provided with useful translation activities from various source materials and they have the opportunities to practice productive skills in English.
Then, some teachers express their concerns about the loss of their firm control over the weaker students so that they would be not able to cope with the work.
This again might happen, yet, with the right teacher´s attitude, solid regular class preparation and SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 79 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung the responsible working and social environment, those students are not neglected but either incorporated into cocooperative learning groups or dealt with independently by the teacher, who, in his role of facilitator, is able to devote them more time.
The last main concern is associated with correcting students´ language and with the number of language mistakes they are to make during the process.
This problem deals with the areas of language accuracy versus fluency and their potential balance.
On the one hand, teachers should recognize which stages of PBL are more crucial to the need of accuracy practice and which stages are to produce language which is both accurate and fluent.
Beside of those worriness about impementation of PBL, if the implementation is succeed and carried out with a careful preparation, right teacher´s attitude and decent knowledge, it comprises not only the general benefits that has been described in the first part of this work but also it produces further advantages.
With respect to the English language, PBL affords students to practice the target language they have consider needful, in real and meaningful situations.
They are to express their own language needs along with creation of their own chosen end product; hence, it reinforces the learning of both language and the concrete content of PBL.
Based on those theories it can be assumed that project based learning is teaching method that offer learner autonomy and freedom to be enggaged with their learning activity.
From that also the learner can learn their language (L2) by doing their project conciously or unconciously.
Project based learning also believed can promote learner autonomy in class of enterpreneurship.
By alowing the students to do the bussiness by opening an english course, the students also can show the talent in other linguistic tasks and improve their confidence and attitude toward learning.
Afterwards, the perceptions of students need to be analyzed in order to measure the level of success or failur of this implementation.
2.
RESERCH METHOD The participants of this study were 62 sixth-semester undergraduate English Education students that registered as students in enterpreneurship class divided in two classes.
The data were collected mainly from the students‟essays, written at the end of semester,on the advantages and disadvantages of using PBL as a teaching and learning method in the classroom.
The data were then analyzed both quantitatively and qualitatively.
The SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 80 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung quantitative analysis was first used for assessing the responses obtained from the essays; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures PROCEDURE As mentioned in Miller (2011), The first phase in applying PBL in classroom is prepration phase.
The main thing teachers should bear in mind is to help students to create authentic, engaging and relevant projects and following instructions help teachers to guide them through the sequence of preparation steps.
Preparation phase is gradually recorded into a logical framework form and covers: 1.
Selecting the purpose: The teacher gave the explanation about the learning objective in enterpreneurship class.
The objectives are to evoke students willingness to create bussiness based language and to create and carry on their own bussiness based on their ideas at the end of the class.
2.
Determination of the educational aims: to give the education to stduents of how to build and use their talent in creating bussiness.
3.
Selecting the final product: the final product is the report of the bussiness implementation 4.
Creating a general structure, timeline and regular check-ins: started from observation, presentation of observation, presentation of ideas, implementation, reporting, and evaluation.
Total 16 meetings in class.
5.
Forming teams: the students work in pair, total 31 pairs.
6.
Producing the final written framework: The students report the final written framework about the implementation of the ideas from the start until the end Realization phase.
This phase covers stages of launching project work; planning and realizing concrete activities along with project finishing.
It consists of: 1.
Information gathering cycle.
Teacher gave instruction to do the project in pairs.
It means that from 62 students, there were 31 pairs.
The first project is observing the school started from private playground, private kindegraten, private elementary school, private junior high school, private senior high school and private english courses.
This project allowed them to choose where is the school to be observed.
The teacher only gave the guidance about what is being observed.
The observation was about asking the principal or the owner of foundation consisted: 1)how to build the institution/ school?
2)how to manage the school administration?
3)how to SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 81 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung recruit the employee?
4) What is the marketing strategy?
And how?
2.
Information processing cycle.
First, after getting the data, they have to present the data using oral presentation.
The presentation session would then be followed by the question-answer session, when their classmates would ask questions.
The class would have two terms of 3 questions each.
Each member of the presenting group had his/her turn to answer the questions.
When necessary, the person who asked a question might ask for further details or argue on the issue in question, and the other students might also participate in the discussion.
The presentation would usually last 30 minutes, and so would the question-answer session.
The lecturer might correct the misunderstanding or misinterpretation of concepts, give or add further details to help the students to understand.
From this, the students might know about the detail of how to do the bussiness of opening the course or institution Second, moved to the project that we called as “the idea project” In here students asked to share their own creative ideas about the kind of bussiness they would like to create (limited to english course bussiness), logos, mottos, mission and vission, the marketing strategy, and brochure.
Everything that they have made, they have to share it in front of the class.
A pair should have different ideas to the others.
Third, the implementation of the ideas that they have shared.
First, they did the announcement about their course in social medias or in general.
They did marketing startegy to recruit the students to follow the course.
After that, they taught them English in several meetings.
The teaching technique or model would be different from one pair to another to attract the students in joining the course.
Evaluation phase.
PBL assessment does not concern only the final product, in fact students are assessed throughout the process of PBL, which stresses formative assessment and accepts the necessity of final summative assessment.
Everything that they have done in the project were 3.
FINDINGS The findings of the study are the students‟ perceptions on the use of PBL as teaching learning method in the enterpreneurship classroom, which include its advantages and disadvantages.
SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 82 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Table 1 Advantages of PBL Advantages N % 1 The students deal with real subject matter by working on the real problems.
It emerges that this sense of solving an authentic difficulty, in the area of group work and cooperation experience has the potential to help students learn.
57 91.93% 2 Give chance for students with poor linguistic skills to be in project work actively participating as they may make use of their other talents in other non-linguistic tasks and consequently improve their confidence and general attitude towards language learning.
40 64.51% The following are some of the students positive comments are still intelligible, yet the grammar is a mess but the content it can be still analyzed.
“According to me Proyek Base Learning is good.
I can open my course according what I think it is good.
Also I can get money from it.” “I not good in teaching before but I learn to teach in my course.
I have three student in my course from junior high school.
I think to become teacher we have to real teach in course so make course in order you can teach.” “At first time, my lecturer said to do project.
I feel afraid because I have no confidence although I can use my English bit better in classroom.
I am affraid to do the marketing and recruit the students.
Afterall, my problem was solved because I was not alone.
My friend always gave me advice that I can do it.
“I always hope that my course will long lasting.
Before this I think where I can get money while I study in STKIP.
This enterpreneurship class is good because lecturer gave my a view and way where I can get money” Table 2 Disadvanatges of PBL Disadvantages N % 1 Students speaking their mother tongue instead of using English 23 37%` 2 The loss of firm control over the weaker students so that they would be not able to cope with the work.
15 24% 3 The problem deals with the areas of language accuracy versus fluency and their potential balance.
20 32.25% The following are negative comments about PBL.
“The weakness is in speaking, students use Indonesian language instead of using English as lecturer said before.
When doing project I always talk using Indonesian language, but in teaching I seldom use English” SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 83 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung “The weakness is not only speak English bu mos speak Indonesian language.” “The lecturer gave the limited time to do the bussiness or project it makes us in hurry in everything.
I cannot do a lot of consultation because I have to find the students and teach them” “my English is bad how can I teach my students.
I am not ready to speak English fluently.” 4.
CONCLUSION From the data, it can be concluded that this project based learning can be used in enterpreneurship class to evoke students willingness in creating bussiness and also it can make the students to be independent in learning of how to teach students English.
However, this method not suitable for all students.
Students mayalso feel that they learn to speak little bit English when they do the project.
Therefore, lecturer should ocassionaly vary teaching and learning method.
5.
REFERENCES Al-Shaqsi, T. S. (2009).
Teachers‟ beliefs about learner autonomy.
In S. Borg (Ed.
), Researching English language teaching and teacher development in Oman (pp.
157-165).
Muscat: Ministry of Education, Oman.
Balçıkanlı, C. (2010).
Learner autonomy in language learning: Student teachers‟ beliefs.
Australian Journal of Teacher Education, 35(1), 90-103.
Beckett, G. H. (2002).
Teacher and student evaluations of Project-Based Instruction.TESL Canada Journal, 19 (2).
Retrieved from: http://www.teslcanadajournal.ca/index .php/tesl/article/view/929 Camilleri Grima, A.
(2007).
“Pedagogy for autonomy, teachers‟ attitudes and institutional change: A case study”, in M. Jiménez Raya and L. Sercu (eds.
), Challenges in Teacher Development: Learner Autonomy and Intercultural Competence.
Frankfurt: Peter Lang, 81-102.
Haines, S. (1989).
Projects for the EFL classroom, Resource material for teachers.
Hong Kong: Nelson House.
Jordan, R.R.
(1997).
English for Academic Purposes: A guide and resource book for teachers.
Cambridge: Cambridge University Press.
Kalabzova, M. (2015).
Thesis: The Application of Project Based Language in the English Classrooms.
University of West Bohemia: Faculty of Education.
Lynch, T. (2001).
Promoting EAP Learner Autonomy in a Second Language: University Context.In J. Flowerdew& M. Peacock (Eds.
), Research Perspectives on English for Academic Purposes (pp.
390– 403).
Cambridge: Cambridge University Press.
Martinez, H. (2008).
The subjective theories of student teachers: Implications for teacher education and research on learner autonomy.
In T. E. Lamb & H. Reinders (Eds.
), Learner and teacher autonomy: Concepts, realities, and responses (pp.
103-124).
Amsterdam: John Benjamins.
http://www.teslcanadajournal.ca/index.php/tesl/article/view/929 http://www.teslcanadajournal.ca/index.php/tesl/article/view/929 SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 84 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Miller, A.
(2011, September 14).
Twenty tips for managing Project-Based Learning.
edutopia.
Retrieved from: http://www.edutopia.org/blog/20-tipspbl-project-based-learning-educatorsandrew-miller Ribé, R., Vidal, N. (1993).
Project work: Step by step.
Oxford: Heinemann.
Robinson, P.C.
(1991).
ESP Today: A practitioner’s guide.
Englewood Cliffs, NJ: Prentice Hall Inc. Robinson, P.C.
et al.
(2001).
The development of EAP oral discussion ability.
In J. Flowerdew & M. Peacock (Eds.
), Research Perspectives on English for Academic Purposes (pp.
347–359).
Cambridge: Cambridge University Press.
Sinclair, B., McGrath, I., & Lamb, T.
(Eds.).
(2000).
Learner autonomy, teacher autonomy: Futuredirections.
Harlow: Longman Todd, R.W.
(2001).
Induction from selfselected concordances and selfcorrection.
System, 29, 91– 102.
Warschauer, M. (2002).
Networking into academic discourse.
Journal of English for Academic Purposes, 1(1), 42–58.
Widdowson, H. G. (1990).
Aspects of Language Teaching.
Oxford: Oxford University Press.
SMART Journal Volume 2 No.2, Agustus 2016 Hlm.
74-84 85 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
72-79 p-ISSN: 2356-2048 e-ISSN: 2356-203x 72 FLIPPED CLASSROOM WITH HOTS INSTRUCTION IN LISTENING CLASS: BEST PRACTICE APPROACH AND IMPLEMENTATION FOR EMPLOYEE CLASS Muhammad Khanif University of Nahdlatul Ulama Al-Ghazali Cilacap Email: khanif.clp123@gmail.com Abstract As the fulfillment of learning of the 21st century, HOTs instruction is also needed because students are not enough with only having good score but they also should have good skill for being problem solver, creative thinker, critical thinker, socialist, and able to follow the changing era which is marked by the sophistication of IT-based technology.
The research method used is case study research design.
The population is the students from three classes of employee class students at the University of Nahdlatul Ulama AL-Ghazali Cilacap.
The total samples are two classes with a total of 70 students in the second semester.
The observation, questionnaires, and interviews were used to verify the data.
The result of this study gives a view of best practice concerning how flipped classrooms with HOTs instruction implemented to listening to employee class students.
Keywords: Listening, Flipped Classroom, HOTs, Employee Class INTRODUCTION Listening plays an important role in communication in people’s daily lives.
According to Guo and Wills (2006:3), “it is the medium through which people gain a large proportion of their education, their information, their understanding of the world and human affairs, their ideals, sense of values”.
Mendelson (1994:9) said that “The total time spent on communicating, listening takes up 40-50 %; speaking 25-30 %; reading 11-16 %; and writing about 9 %.
Then Peterson (2001:87) also wrote, “no other type of language input is easy to process as a spoken language, received through listening, learners can build an awareness of the interworking's of language systems at various levels and thus establish a base for more fluent productive skills".
Scarcella and Oxford (1992:138-139) also point out that listening is a significant and essential area of development in the native language and a foreign language.
Effective listening sharpens thinking and creates understanding In real daily life.
Listening takes part in understanding a talk, lecture, or conversation in a second or foreign language (even in their first language).
The situation, the listener, and also mailto:khanif.clp123@gmail.com Flipped Classroom... 73 the speaker can be the cause of these difficulties.
Some factors contribute to them like background noise, a lack of visual clues, the speaker talking so fast, or because the listener has a limited vocabulary.
Listening is a key to all effective communication.
It plays an important role because without the ability to listen effectively, messages are easily misunderstood.
As a result, communication breaks down and the sender of the message can easily become frustrated or irritated.
Finally, the mean of communication cannot be achieved properly.
Based on the explanation of how important listening is in daily life, students of employee class should be given listening material well.
So, they can have good communication to support their careers.
The lacks of learning to listen for employee class of UNUGHA students are; (1) they are less motivated in learning listening because they still think that it is difficult to be learned, (2) they do not have enough time to look for the appropriate source because of their business, (3) they are less able to take advantage of technological sophistication to facilitate learning it.
Along with the demands of the 21st century, the skill of critical thinking and ICT literacy is needed to face the globalization era.
It is identified by (Wagner, 2010) and the Change Leadership Group at Harvard University.
There are seven skills as mentioned (1) critical thinking and problem-solving skills, (2) collaboration and leadership, (3) dexterity and adaptability, (4) initiative and entrepreneurial spirit, (5) being able to communicate effectively both orally and in writing, (6) capable of accessing and analyzing information, and (7) have curiosity and imagination.
Nowadays, many online-based e-learning models are developed whether full online (Asynchronous) or blended learning (Synchronous).
Full online learning is very useful for the participants who want to join the class but a r e limited by distance and time.
While blended learning is appropriate for the participants or students who want to have both online and classical classes.
Blended learning is considered as an alternative to integrate face-to-face and online activities.
Both activities are arranged well according to the needs.
Some developers of the blended learning model divide the time of those activities by several comparisons 50:50, 70:30, or 30:70.
Those divisions of time cannot be standardized because they all depend on learning needs.
Especially in this research, the time is divided a bit clearer.
The students learn the Muhammad... 74 material online before coming to the class.
While in the class, students discuss and explore the material at length to apply in the classroom what have they learned.
This learning model is called a flipped classroom model.
The characteristic of flipped classrooms is the students get material for the first time before coming to the class.
It is very different from the traditional classroom where students get the first time material in the class.
Through that treatment, both lecturers and students get the benefit.
The lecturer can have more time to explore the students’ potential to complete the learning while the students may have autonomy in learning and high motivation before coming to the class because they have prepared before.
So they can have material for discussion with t h e lecturer or other students.
This study collaborates the theories of the flipped classroom, e-learning, taxonomy blooms, and autonomous learner to the listening course to reach the critical thinking of the students.
Those packaging is estimated to be an alternative or solution to provide strong stimulation for the development of individual abilities, especially in learning critical listening to overcome all new problems in their daily lives.
According to the gap and background of the study, the writers propose some research questions.
They are; 1) How does the lecturer implement the flipped classroom with HOTs instruction at employee class students?
(2) How are students’ perceptions towards the implementation?
RESEARCH METHOD This study uses data from the case study of the implementation concerning how flipped classroom with HOTs instruction implemented to listening to employee class students and their perception toward it.
The method aims at getting the knowledge of English lecturers regarding the implementation of a flipped classroom with HOTs Instruction for getting critical listening and the perception of students.
At times, a case study is a type of ethnographic research study that focuses on a single unit, such as one individual, one group, one organization, or one program Ary, Jacob, and Sorenson (2010).
They also assert that case studies use multiple methods, such as interviews, observation, and archives, to gather data.
Cohen, Manion, and Morrison (2000) define case studies can establishing cause and effect, indeed one of their Flipped Classroom... 75 strengths is that they observe effects in real contexts, recognizing that context is a powerful determinant of both causes and effects.
The observation, questionnaires, interviews, and domination are conducted to the lecturers and students in listening.
The observation is conducted to investigate how does the lecturer implement flipped classrooms with HOTs instruction to listen to employee class students.
The writer observed the listening lecture at the employee class for one month.
There are four meetings on average which are divided into two meetings for online and offline classes in each.
Furthermore, the questionnaires are spread out to the students to investigate their perception toward the implementation of flipped classrooms with HOTs instruction in listening lectures at employee class.
Moreover, the interview is aimed at confirming what had been done by the lecturer dealing with the implementation to improve their professional development to prepare 21st-century skills for the students.
Observation is a technique of data collection, where researchers make observations directly to the object of research to see closely the activities carried out (Riduwan, 2004: 104).
While Questionnaire is a data collection technique that is done by giving a set of questions or written statements to the respondent to be answered later (Sugino, 2013: 199).
Whereas interview according to Esterberg (2002), defines as follows: "a meeting of two participants to exchange information and ideas through questions and responses, resulting in communication and joint meaning of a particular topic."
The interview is a meeting of two people to exchange information and ideas through question and answer, so that meaning can be constructed in a particular topic.
And documentation according to Sugiyono (2013: 240) is a record of events that have passed.
Documents can be in the form of writing, images, or monumental works from a person.
Documents in the form of writings such as diaries, history of life (life histories), stories, biographies, regulations, policies.
Documents in the form of images such as photos, live images, sketches, and others.
Documents in the form of works such as works of art, which can be in the form of pictures, sculptures, films, and others.
Document study is a complement to the use of observation and interview methods in qualitative research.
All data will be gotten in triangulation techniques.
Sugiyono (2013: 241) in data collection techniques, triangulation is interpreted as a technique of collecting data that is combining the various techniques of collecting data and existing data sources.
If the researcher conducts data collection using triangulation, the researcher collects data while testing the Muhammad... 76 credibility of the data, namely checking the credibility of the data with various data collection techniques and various data sources.
Triangulation techniques, mean researchers use techniques.
Different data collection to get data from the same source.
The researcher used participatory observation, questionnaires, in-depth interviews, and documentation for the same data source simultaneously.
Source triangulation means, to get data from different sources with the same technique.
70 students in the employee class are divided into three classes with one lecture at the University of Nahdlatul Ulama Al-Ghazali Cilacap.
The writer took all classes as respondents for this study.
They are a second-semester student who is getting listening material of TOEIC Picture.
FINDINGS AND DISCUSSIONS They are two questions researched in this study; 1) How does the lecturer implement the flipped classroom with HOTs instruction at employee class students?
and (2) How are students’ perceptions towards the implementation?.
The first question can be answered by doing observation, interview, and documentation to the lecturer.
In the observation, some data were found.
They are (1) teaching instrument, (2) learning material, (3) lecturer background document, and (4) students list.
The teaching instrument contents of the explanation lecture such as identity, basic competencies, competence indicator, teaching material, teaching scenario, evaluation instrument, and references/sources.
While the process of how the lecturer implements the flipped classroom with HOTs instruction at employee class students can be known after observing the class and interviewing the lecturer.
The findings are; (1) the lecturer planned the flipped classroom with HOTs instruction steps, (2) He used the application of PPT, filmora video, and google form to expand the material and trial test, (3) both lecturer and students used WA group to accommodate online class, (4) discussion about what was in online was discussed in the class, (5) lecturer gave the new discussion to blow up their different perspective, (6) lecturer lead them to relate the material to the real-life situation and took advantage for their daily life, (7) students in pair made new discussion related to the material and shared to others to be criticized, (8) they generate their understanding on how is the material could be done Flipped Classroom... 77 effectively, (9) the lecturer gave feedback to the students on the activity which they have done, (10) the lecturer made documentation for the activity.
The process in detail was divided into online classes and classical classes.
At the first time, the lecturer prepared the material and trial test for being trained to the students online.
The materials are arranged step by step, so the students can follow the instruction well.
It is designed in PowerPoint or video.
After understanding the material, they are leaded to have a trial test to measure how well they understand the material.
It is designed with a google form quiz.
Both material and trial tests were shared to the WhatsApp Group.
Sharing and discussion during the online class were also opened to solve and help students’ problems while learning online.
In a n online class, the lecturer applies a half of HOTs instruction which uses the steps of taxonomy blooms.
In remembering steps, students are led to recognize the material and remember what have they learned related to the material.
While in understanding steps, they are hoped able to interpret, summarize, compare, and explain what is in the material.
The last, in applying steps, they have a trial test to implement their understanding in the material they have learned.
Meanwhile, in the classical class, the lecturer started discussing what the student had done in an online class.
Everyone was free to share and discuss their experience in learning online.
The next step was the duty of the lecturer to lead them into HOTS.
After discussing what had been done, the lecturer gave the new topic to be discussed deeper to find the implicit meaning from the material.
It was done to blow up different students’ perspectives (analyze step).
By having those perspective, they were guided to respect each other's opinions depending on their view based on their knowledge and experiences.
After that, the lecturer lead them to relate the material to the real-life situation and took advantage for their daily life.
Next, students in pairs made new discussions related to the material and shared them with others to be criticized (evaluating step).
Then, they generate their understanding of how is the material could be done effectively (creating step).
The last, the lecturer gave feedback to the students on the activity which they have done and made documentation for the activity.
All processes of flipped classrooms with HOTs instruction in listening class used a mobile phone as the media.
A group application was chosen to deliver the material, discuss, share, and do other activities.
It was chosen because it was the most effective and efficient application.
After all, all students are common in using it.
Recently, persistent enthusiasm for developing so-called “21st-century skills” argues, at least tacitly, that someone who is Muhammad... 78 technologically literate knows how to use several devices and programs expertly Bullock (2011) in Kosnik et.
al (2016).
Thus it is in line with the questionnaire, the answer to research question number two is that the flipped classroom model (1) motivated the participants to learn English idioms and to improve their ability, (2) enhanced the participants in learning activities, and (3) engaged the participants in the learning tasks.
The second question on how students’ perception towards the implementation can be found by giving questionnaires and interviews to them.
All students were given questionnaires.
The questionnaires were made in closed type with four options (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree.
There were 25 questionnaires given to them.
And the result got 3,7 from range point 1 to 4.
It means that the learning model was accepted well by them.
Not enough only doing questionnaires, interview with every representative student in every class was also done.
Some points can be described as follow; (1) The learning model is well applied to employee class students (2)They want that learning model can be applied in other lecture, (3) they want university can also facilitate big data to facilitate their activities using the internet.
CONCLUSION The findings from this research study reveal positive outcomes as well as challenges for the new model.
All data described that flipped classroom with HOTs instruction in listening class for employee class students was suitable.
The data from documentation were are (1) teaching instrument, (2) learning material, (3) lecturer background document, and (4) students list, while the data from observation was the condition while the learning model applied which showed good step; (1) the lecturer planned the flipped classroom with HOTs instruction steps, (2) He used application of PPT, filmora video, and google form to expand the material and trial test, (3) both lecturer and students used WA group to accommodate online class, (4) discussion about what were in online was clearly discussed in the class, (5) lecturer gave the new discussion to blow up their different perspective, (6) lecturer lead them to relate the material to the real life situation and took advantage for their daily life, (7) students in pair made new discussion related to the material and shared to others to be criticized, (8) they generate their understanding on how is the Flipped Classroom... 79 material could be done effectively, (9) the lecturer gave feedback to the students on the activity which they have done, (10) the lecturer made a documentation for the activity.
Then, the data from questionnaires were made in 25 questionnaires in closed type gotten 3,7 from range point 1 to 4.
The last data from an interview with the students have also indicated the good feasibility in using the learning model of a flipped classroom with HOTs instruction in listening class for employee class students.
some input from the interview results are as follows; (1) The learning model is well applied to employee class students (2) They want that learning model can be applied in other lectures, (3) they want university can also facilitate big data to facilitate their activities using the internet.
REFERENCES Bullock, S. (2011).
Teaching 2.0: (Re)learning to teach online.
Interactive Technology and Smart Education, 8(2), 94–105.
Esteberg, Kristin G. 2002.
Qualitative methods in social research.
New York: McGraw Hill.
Guo, N. & Wills, R. 2006.An investigation of factors influencing English listening comprehension and possible measures for improvement.
AER Journal.
Retrieved from http://www.aare.edu.au/05pap/guo05088.pdf Kosnik, Clare; White, Simone; Beck, Clive; Marshal, Bethan; Goodwin, A. Lin; Murray, Jean.
(Eds.),.
(2016).
Building Bridges, 3–16.
Sense Publishers.
Rotterdam.
Peterson, P. W. 2001.
Skills and strategies for proficient listening.
In M. Celce Murcia (Ed.
), Teaching English as a Second or Foreign Language, (p.69-85).
Boston: Heinle&Heinle.
Riduwan.
2004.
Metode Riset.
Jakarta : Rineka Cipta Scarcella, R. & Oxford, R. 1992.The Tapestry of Language Learning: The Individual in the Communicative Classroom.
Boston: Heinle&Heinle.
Sugiyono.
2013.
Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung :Alfabeta.
Wagner, Tony.
2010.
Overcoming The Global Achievement Gap.
Harvard University Cohen, Manion, and Morrison (2000) http://www.aare.edu.au/05pap/guo05088.pdf
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
28-39 p-ISSN: 2356-2048 e-ISSN: 2356-203x 28 STUDENTS’ ENGAGEMENT IN BASIC ENGLISH ONLINE COURSE IN THE BLOODBANK TECHNOLOGY STUDY PROGRAM Ika Sulis Setianingsih Bloodbank Technology Study Program, Polytechnics Kesehatan Bhakti Setya Indonesia E-mail Correspondence: ika_setianingsih@poltekkes-bsi.ac.id Abstract This study aimed at elaborating the student engagement in Basic English online courses, by employing the cross-sectional survey design.
The subject of this study was the first semester students of Diploma 3 of the Bloodbank Technology Study Program.
The data were collected through a questionnaire that was distributed through Google Forms.
The students’ engagement was high on the skills, thoughts/emotions with the highest mean value of 4.39, participation with the mean value of 4.37, and performance items, with the mean value of 4.33.
However, the communication issue became the least engaged activity with a mean value of 2.74.
Keywords: student engagement, online learning, blood bank technology INTRODUCTION There are numerous teaching and learning contexts for English classes, particularly English for Specific Purposes (ESP).
There are both online and offline classes, but most English for Specific Purposes courses are held in a traditional classroom setting.
We can talk about a broad range of audiences for a General English class, but we cannot talk about specific English classes available to a diverse group of students.
According to Hutchinson & Waters (1987), there are numerous branches of English for Specific Purposes.
They provided examples from a variety of ICT branches.
The great umbrella term for the campus at Bhakti Setya Indonesia's Health Polytechnic must be in health education settings.
There are already many branches available for the topic in the very own health topic setting.
One of the branches is English for Medicine; however, it also has many other branches, such as English for Nursing, English for Pharmacy Technicians, English for Medical Record Clerks, English for Blood Banking, and so on.
mailto:ika_setianingsih@poltekkes-bsi.ac.id Students Engagement... 29 As early as the year 2020, the pandemic struck and made everybody on the earth struggling.
They included teachers of English for Specific Purposes.
English for Specific Purposes is also seen as an approach, not a product of teaching.
However, the students of ESP rely so much on offline classes more than the online ones since many of them are from non-English departments.
Then, when the pandemic struck, many schools and universities experienced closures which made the teaching and learning to be a shift to be online ones following the outbreak.
Many common developing countries have challenges in distance learning, not to mention lack of good internet connections as well as students' digital skills, then poor power supply, inaccessibility, distractions, and many others (Onyema et al., 2020; Sari, 2020).
Indonesia is one of the many developing countries struck by the Coronavirus, yet the education also yielded to be conducted at home, or, we can also say as learning from home.
Problems arose in digital learning or learning from home which hindered the learning process in the pandemic era, such as the lack of internet connection and quota (Sari, 2020; Rianto, 2020; Atmojo & Nugroho, 2020; Agung et al., 2020).
Technology, according to Onyema et al., (2020), facilitates remote learning, distance learning, virtual learning, blended learning, mobile learning, distributed learning, machine learning, ubiquitous learning, deep learning, cooperative learning, and collaborative learning.
As a result, from the beginning of the pandemic until now, online learning has been used to avoid school closures and failures in teaching.
Moreover, (Dhawan, 2020) adds that online teaching and learning can be seen as a panacea for the crisis.
According to Onyema et al.
(2020), several factors affect the success of online education, including internet connections, learning software, digital skills, availability, and access to technology.
These skills assist learners not only in acc tossing the materials but also in maintaining interaction with lecturers and fellow students, resulting in greater engagement in the learning materials.
Furthermore, (Onyema et al., 2020) stated that 36 platforms allow for online education.
In the context of Poltekkes BSI, the lecturer uses four platforms that are familiar to the students, namely Youtube.com, TED-Ed, Ika Sulis … 30 Zoom.us, and WhatsApp.
However, two additional platforms, Telegram and Edline, are used to add more variations.
Then, another problem which is also there was the unfamiliarity with the platforms that are provided and used by the campus.
This led to another problem, that was related to student engagement.
The LMS system recorded the number of student views in learning materials and tasks, however, those kinds of views were not observable.
Then, there should be a specific assessment for the student engagement itself done later after the course ended.
Although the LMSs were the only options used to overcome the learning problems that also needed a strong call for an offline class setting (Wong, 2013).
It is already known that issues of student engagement have always been discussed in both teaching and learning settings: offline and online settings.
However, greater attention on student engagement must be put on the online settings since a lecturer cannot see their students in real-time (unless they use a video call tool every time they teach).
On the other hand, the Basic English course is the prerequisite course for Advanced English course lessons which will be in the even semester.
Without being able to master the Basic English course well, the students will not be able to succeed in the next semester’s class.
It is risky to use the term "engagement" to refer to any interaction between students in an online classroom because the true nature of engagement must be viewed through several aspects of the learning process.
Moore (1989; cited in Kennedy, 2020) stated that three types of interaction determine the types of student engagement in online environments: learner-instructor interaction, learner-learner interaction, and learner-content interaction.
These three types of interactions are critical in an online learning environment because they determine whether learners or students are truly engaged with the course.
Meaningful learning will not occur unless these types of interactions are integrated.
Moreover, Barkley, Matsushita, 2018) define the term student engagement as a process and a product that occurs on a dynamic process and is the result of a synergistic interaction between motivation and active learning.
As the dynamic process occurs, by Students Engagement... 31 looking at the interactions as well as the product of the learning itself that occurred from the activities mentioned earlier.
The interaction of a learner with the content provided by the lecturer for their class' material will then add a new dimension to a new perspective.
This type of interaction will also determine how active the students are in the classroom (Kennedy, 2020).
These are the interactions that take place in an offline class that must be integrated into the course in terms of learner-instructor, learner-learner, and learnercontent.
Then, in the digital classroom, these kinds of interactions work well for determining students' overall engagement with the course.
Then, in the research done by Jonassen, 1988; Plowman, 1996, Cordova & Lepper, 1996, Kennedy, 2004, Domagk, Schwartz & Plass, 2010 (cit.
Kennedy, 2020), two fundamental distinctions emerged, namely behavioral and cognitive engagement.
Many things are done by students in the online learning environment that are related to these engagements.
For example, in behavioral engagement, learners are observed based on how many learning behaviors they perform, such as clicking, navigating, submitting, scrolling, and viewing the course content, task, and quiz in the LMS context.
Whereas cognitive engagement in an online learning environment reflects their deeper thinking about the learning material.
According to the findings of this study, contracting the material or course content at a deeper level will help learners engage more in the course.
Students are asked to watch videos, access materials, and download them to read later at the most basic level of online learning cognitive activities (Kennedy, 2020).
However, in the context of deeper learning, students must discuss and contribute their ideas about the material as the discussion becomes more intense, the interaction with all aspects: teacher/instructor, fellow students, and the materials (especially the material contents) will become deeper.
Numerous challenges in distance learning are common in developing countries, including a lack of good internet connections as well as students' digital skills, as well as a lack of power supply, inaccessibility, distractions, and a variety of other factors (Onyema et al., 2020).
These issues arose during the pandemic era because of digital learning or learning from home, which affected the learning process.
Moreover, as mentioned by (Abla & Fraumeni, 2019), we must measure Ika Sulis … 32 student engagement to see whether our students were engaged in our lesson, more importantly, in our online lessons.
Therefore, a study concerning the student engagement in online learning, especially in the English for Specific Purposes context in the Covid-19 pandemic era, was needed to be done not only to measure the engagement as an evaluation of the course but also as a tool to find better learning methods to be used in the following courses.
RESEARCH METHOD The study employed the cross-sectional survey design, with a primary focus on the analysis of D3 Blood Bank Technology learner engagement for the Basic English course in Semester 1 in the academic year of 2020/2021.
The technique was chosen since this study was done only in a very short time, yet it showed the descriptive description of the findings (Creswell, 2012).
The student engagement measured in this study employed the type of students’ self-report which was coined by Fredricks & McColskey (2012).
The subjects of this study were D3 Blood Bank Technology students from classes 1 and 2 at the end of semester 1 of the 2020/2021 academic year.
As a population, there were 83 students in total.
However, there were only 70 people who responded to the questionnaire.
Edline was used to monitor and grade student participation in the class program (Learning Management System).
There was only one type of questionnaire, which was adopted from (Dixson, 2015) and distributed via Google Form.
The study adopted the whole instrument for measuring online classes’ student engagement survey questions which were developed by Dixson (2015).
Since learner engagement consists of many aspects from cognitive to emotional ones, the questions taken were adopted by considering many aspects from the student side instead of the teacher.
This study employed the cross-sectional survey design which was done by employing the following steps.
The first stage in this study was identifying problems in the field, i.e., the problems faced in the online classes of Basic English.
Problems were identified and elaborated.
Then, the identified and elaborated problems were narrowed Students Engagement... 33 down by finding problems that extremely needed to be investigated, i.e., the learner engagement in Basithe c English course.
The delimited problems were then reduced into an important problem, i.e., the learner engagement in Basthe ic English course.
In this stage, data related to student engagement were collected through a uesquestionnaires ere was only one type of questionnaire, adopted from (Dixson, 2015) and delivered through the Google form.
Then, in the final stage, data were processed descriptively and interpreted based on the research question at the beginning of the study.
However, since the aim of this study was to analyze the learner engagement in the Basic English’s course, the data were then interpreted in the form of simple descriptive statistics and then explained.
FINDINGS AND DISCUSSION Dixson (2015) developed a questionnaire to measure student engagement consisting of 19 questions.
There were only 18 questions taken in the study since there were 2 similar questions and then only one of them was chosen.
Then, the questionnaire was divided into 4 categories, namely skills, emotion, participation, and performance section.
To know which aspect of the online classroom was found to be effective, a descriptive analysis employing the mean values was conducted.
This was done mainly because it is important which item was favorable so that it could be used to evaluate the activities observed and applied in the course during the online classes in the pandemic era.
The question recapitulation can be viewed in the following table.
Table 1.
Student answers mean value on skills items Question Number Question Mean Value 1 Make sure to study regularly 3.67 2 Staying up on the readings 4.06 3 Looking over class notes between getting online to make sure I understand the material 4.06 4 Being organized 3.63 5 Taking good notes over readings, PowerPoints, or video lectures 3.79 6 Listening/reading carefully 4.23 Ika Sulis … 34 Based on the analysis of the mean value, the students agreed that they could learn to listen or read carefully through the online class.
It has the highest mean value, i.e.
4.23.
Following the receptive skills questions, they also agreed that the materials learned through the online classes helped them keep their reading pace as well as keep them checking their notes to help them understand the day’s material and task.
These items have the same mean value; i.e.
4.06.
Then, the students agreed that they were engaged in the materials that made them take good notes over readings, PPTs, or video lectures so that they can make themselves sure to study regularly.
They also believed that by learning online they could learn to be organized.
This result was in line with the result of the study done by (Agung et al., 2020); which found that the students enjoyed learning with the materials given to them.
This also showed that the students were engaged in the learning and materials given by the teacher.
The students agreed the most that the materials and activities given in the classes of Basic English’s course that they could learn to listen or read carefully.
It is true that most of their materials were reading pieces.
In most of the meetings, video lessons were also given to overcome the student’s connection problems when they were in synchronous classes.
They were then asked to do tasks that made them engaged in readings, including the ones they were given in the class.
The students were also given a task every meeting to evaluate their learning.
These tasks were also used to assess their learning and engagement in the online classes.
This finding was in line with (Suharti et al., 2021); i.e., which have also found that most of the students in their study also listened and read the English material carefully.
This showed the positive characteristics for the student engagement; the students were all active in the learning sessions.
Table 2.
Student answers mean value on emotional items Question Number Question Mean Value 1 Putting forth effort 4.37 2 Finding ways to make the course material relevant to my life 3.33 3 Finding ways to make the course interesting to me 4.10 4 Desiring to learn the material 4.39 Students Engagement... 35 In the questions regarding the students’ feelings toward the online class, they agreed that they wanted to learn the materials given in every meeting.
This was shown by having the highest mean value, i.e., 4.39.
Being motivated to learn, was also found as another predictor for effective engagement in a study by Ergün & Adıbatmaz (2020).
These motivated students were found to have higher engagements in the course.
Following this item, the students also felt that by learning in this course, they put great effort to learn English.
Not only put greater effort to learn, but they also found ways to make the course more interesting to them.
We know that online learning with asynchronous meetings needs greater effort for teachers to assess or evaluate the students and the learning process.
It was also shown in the data that online learning needs to be improved more to help the students find the relevance of the materials in their real or daily life.
Table 3.
Student answers mean value on participations items Question Number Question Mean Value 1 Having fun in online chats, discussions, or via email with the instructor or other students 3.83 2 Participating actively in small-group discussion forums 3.90 3 Helping fellow students 4.03 4 Engaging in conversations online (chat, discussions, email) 3.99 5 Posting in the discussion forum regularly 2.74 6 Getting to know other students in the class 4.24 The next topic evaluated was the students’ participation.
This was one of the most highlighted and investigated topics in this study.
Participation had the least attention because of the limitation in online learning media, for instance, Telegram, YouTube, and link.
The students agreed upon the course helped them to get to know each other in the class.
The mean value for this item had the highest value, namely 4.24.
This showed that they agreed that they could know each other through the course.
They also agreed that they could help each other in the class discussions.
The mean value was the secondhighest for this category, i.e., 4.03.
The students also agreed that they could participate in the class activities by engaging in online conversations through chat and discussions in the class forum.
Ika Sulis … 36 Although not all of them were engaged in intense conversation with the teacher and fellow students, they agreed that replying to greetings, as well as answering class questions could be a sign that shows their participation.
Then, they also agreed that they showed participation in small group discussion forums.
This was shown in their task results.
Some of their tasks were in group type.
They chose their group and then submitted their task.
The record of their tasks exists in the LMS.
This was consistent with the findings in the study done by (Fazza & Mahgoub, 2021) in which the students found that online interactions could be done in several mediums, one of which is the chat box provided in the learning management system; then, in the students’ point of view, they suggested to be given more time, practice, as well as technology to master the digital tools presented in the video conference tool or the learning management system.
The students also enjoyed having fun in online chats with the teacher and other students.
They showed their fun side when the teacher-initiated fun conversations with them.
Then, in Telegram, they could make use of funny emoticons to show their feelings.
Other students were also able to reply with emoticons matching their feelings.
The last item to be put attention to was the eagerness of the students to post in the discussion forum regularly.
They rarely initiated questions regarding the materials or just questions such as the ones used to just initiate a light chit-chat.
They tend to only reply to questions sent in the forum or discussion initiated by the teacher.
A similar result was also found in the study done by (Willms et al., 2009) in which one of the findings showed that students were engaged more in the classroom if they have positive interactions with other students as well as with the teacher.
(Gray & Diloreto, 2016) also found similar data possibility in their research; i.e., students probably will increase their learning capacity once they had enough interactions with one another.
Table 4.
Student answers mean value on performance items Question Number Question Mean Value 1 Getting a good grade 3,59 2 Doing well on the tests/quizzes 4,33 Students Engagement... 37 The last one, regarding the performance in the class, the students agreed that they did well on the tests/quizzes in the class activities.
This was shown that this category has the highest mean value, i.e., 4.33.
This result was also found in the study done by (Suharti et al., 2021) that the point of doing well in quizzes or tests as well as getting good scores in English disclosed students’ cognitive engagement in English online classes.
In the LMS used by Poltekkes BSI, the link, students must do a task every meeting to assess their learning.
Most of the students also submitted their work there, too.
A quiz was given once every three meetings in the form of multiple-choice items.
They also participated well in this and got high scores for their grades.
CONCLUSION It can be concluded from the findings and discussion that most of the students’ learning behavior observed in the whole course participation were high on four aspects, namely the skills, thoughts/emotions with the highest mean value of 4.39, participation with the mean value of 4.37, and performance items, with the mean value of 4.33.
However, the communication issue done by posting in the forum regularly became the least engaged activity of the students with the mean value of 2.74.
These items were related to student engagement in a course, although these observed behaviors needed to be investigated in further studies to make more generalized results.
It is hoped that through this research, routine evaluation or assessment in online classes program following this research should be done because online learning is still the main medium in learning in this pandemic era.
Then, it is hoped that a more detailed aspect of student engagement should be investigated to get a more comprehensible yet generalizable result.
Ika Sulis … 38 REFERENCES Abla, C., & Fraumeni, B. R. (2019).
Student Engagement Evidence-based strategies to boost academic and social-emotional results.
Agung, A. S. S. N., Surtikanti, M. W., & Quinones, C. A.
(2020).
Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP Pamane Talino Article Info.
Journal of Social Sciences and Humanities, 10(2).
Atmojo, A. E. P., & Nugroho, A.
(2020).
EFL Classes Must Go Online!
Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia.
Register Journal, 13(1), 49–76.
https://doi.org/10.18326/rgt.v13i1.49-76 Creswell, J.
(2012).
Educational Research (P. A. Smith, Ed.
; 4th ed.).
Pearson Education Inc. Dhawan, S. (2020).
Online Learning: A Panacea in the Time of COVID-19 Crisis.
Journal of Educational Technology Systems, 49(1), 5–22.
https://doi.org/10.1177/0047239520934018 Dixson, M. D. (2015).
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE).
Online Learning, 19(4).
https://doi.org/http://dx.doi.org/10.24059/olj.v19i4.561 Ergün, E., & Kurnaz Adıbatmaz, F. B.
(2020).
Exploring the Predictive Role of ELearning Readiness and E-Learning Style on Student Engagement.
Open Praxis, 12(2), 175. https://doi.org/10.5944/openpraxis.12.2.1072 Fazza, H., & Mahgoub, M. (2021).
Student engagement in online and blended learning in a higher education institution in the Middle East: Challenges and solutions.
Studies in Technology Enhanced Learning.
https://doi.org/10.21428/8c225f6e.5bcbd385 Fredricks, J.
A., & McColskey, W. (2012).
The measurement of student engagement: A comparative analysis of various methods and student self-report instruments.
In Handbook of Research on Student Engagement (pp.
763–782).
Springer US.
https://doi.org/10.1007/978-1-4614-2018-7_37 Gray, J.
A., & Diloreto, M. (2016).
The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments.
NCPEA International Journal of Educational Leadership Preparation, 11(1).
Hutchinson, T., & Waters, A.
(1987).
English for Specific Purposes (H. B. Altman & P. Strevens, Eds.
; First).
Press Syndicate of the University of Cambridge.
https://doi.org/10.18326/rgt.v13i1.49-76 https://doi.org/10.1177/0047239520934018 https://doi.org/http:/dx.doi.org/10.24059/olj.v19i4.561 https://doi.org/10.5944/openpraxis.12.2.1072 https://doi.org/10.21428/8c225f6e.5bcbd385 https://doi.org/10.1007/978-1-4614-2018-7_37 Students Engagement... 39 Kennedy, G. (2020).
What is student engagement in online learning … and how do I know when it is there?
https://melbournecshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagementonline-learning_final.pdf Matsushita, K. (2018).
Deep Active Learning.
https://doi.org/10.1007/978-981-10-56604 Onyema, E. M., Eucheria, Dr. N. C., Obafemi, Dr. F. A., Sen, S., Antony, F. G., Sharma, Dr. A., & Alsayed, A. O.
(2020).
Impact of Coronavirus Pandemic on Education.
Journal of Education and Practice.
https://doi.org/10.7176/jep/11-13-12 Rianto, A.
(2020).
Blended Learning Application in Higher Education: EFL Learners’ Perceptions, Problems, and Suggestions.
In Blended Learning Application in Higher Education Indonesian Journal of English Language Teaching and Applied Linguistics (Vol.
5, Issue 1).
www.ijeltal.org Sari, F. M. (2020).
Exploring English Learners’ Engagement and Their Roles in the Online Language Course.
Journal of English Language Teaching and Linguistics, 5(3), 349. https://doi.org/10.21462/jeltl.v5i3.446 Suharti, D. S., Suherdi, D., & Setyarini, S. (2021).
Exploring Students’ Learning Engagement in EFL Online Classroom.
Advances in Social Science, Education and Humanities Research, Volume 546, Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020), 139–149.
Willms, J. D., Friesen, S., Milton, P., & Canadian Education Association.
(2009).
What did you do in school today?
: transforming classrooms through social, academic, and intellectual engagement.
Wong, L. (2013).
Innovations in Practice Editor: Linda Knight Student Engagement with Online Resources and Its Impact on Learning Outcomes.
Journal of Information Technology Education, 12, 129–146.
https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf https://doi.org/10.1007/978-981-10-5660-4 https://doi.org/10.1007/978-981-10-5660-4 https://doi.org/10.7176/jep/11-13-12 http://www.ijeltal.org/ https://doi.org/10.21462/jeltl.v5i3.446
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
2, August 2021 Page.
53-64 p-ISSN: 2356-2048 e-ISSN: 2356-203x 53 THE CASE OF INDONESIAN SUBTITLE ON WE BARE BEAR SEASON 1 Ryza Wahyu Muslimah Faculty of Humanities, Universitas Airlangga Email Correspondence: ryzaawm@gmail.com Abstract The existence of audiovisual translation is quite new in translation studies, especially subtitles.
Therefore, this paper is aimed to find the problem of audiovisual translation strategies which focuses on Indonesian Subtitles on We Bare Bears Season 1.
The first three episodes or videos are selected as the object of this study.
The selected episodes are Our Stuff, Viral Video, and Food Truck.
The object of this study is treated by a qualitative approach.
Baker theory, non-equivalency in word-level is also used since some problems are found, as such translation by a more general word, the source and target languages make the different distinction in meaning, differences in physical or interpersonal perspective, cultural substitution, and use the more general word.
Keywords: Audiovisual Translation Strategies, Indonesian Subtitles INTRODUCTION The translation is transferring a text from the source language (SL) to the target language (TL) (Mariam & Vonti, 2020).
The process of transferring the text is not as easy as we know, because the language of the source text and target text are different.
So, they provide different forms, contexts, and content.
Besides, we need to make sure about the use of appropriate content on target text from source text since they build from a different form.
As the translator, we need to consider the small part of the language of a source text to the target text.
Catford (1965, 1) delivers the definition of translation as the replacement content in a language (source text) by equivalent content in another language (target text).
Based on the definition, the translator needs to have a deeper knowledge of source text and target text and understand the construction of them as well.
Then, Munday (2009, 7) defines the explanation of translation as transferring the source text into target text by the translator in a specific socio-cultural context, the product that has been translated in which the function is the socio-cultural context of the target language and the cognitive, linguistic, visual and ideological phenomena which are related to the previous explanation.
The Case of Indonesian … 54 While translating a text, the translator must pay attention to the use of terms from the source language to the target language on the text.
It means that the reader will not face some difficulties when reading the target text or even feel that the translation seems to have a biased meaning.
Then, Duff (1998) on Sudirman (2016) mention the underlying principles of translating a text.
First, the equivalence content in the term of language form should reflect the ordering words, ideas and match the target text as closely as possible.
Second, the result of translating the source text should reflect the meaning of the source text accurately.
The highlight of the principles is we can develop our translation by putting an effort into the purpose of equivalences of the source text and target text, as such readability, clarity, and accuracy.
Audiovisual translation (AVT) is quite new among other translation topics.
Its appearance is the proof cultural dynamic of translation studies (Munday 2016, 275–76).
Cited from Munday (2016, 276), AVT has risen the establishing of translation type in which focusing on multi-channel and multi-code area.
They are verbal, proxemic kinetic, and cinematic.
In summary, AVT embraces all types of translation for any kind of production or post-production in any media format and others media accessibility (Orero, 2004, p. 21).
In current times, researchers need to be critical to acknowledge the issue in translation studies.
The attention is not only dealing with translation practices but also the processes and marketing strategies of audiovisual translation.
(Pérez-González, 2018, p. 15).
Cintas and Rempel (2014, 8–26) mention some studies related to translation issues in audiovisual translation, which are subtitling and subtitling, dubbing, voice-over, broadcasting interpreting, audio description, fansub (Munday, 2016, p. 286), and teaching screen translation.
Pérez-González (2018, 145) adds game localization as one of the discussions on translation study.
To put the concern on this study, this research will focus on translation issues that are found on subtitle television series.
The subtitle is one of the translation practices that present a written text under the screen to display the dialogue of the speaker, the information of images, and soundtrack information (Cintas & Remael, 2014, p. 8).
Gambier (2006) describes subtitle as the written form version of what the viewer heard from the screen.
It appears one of two-line under the screen to respect the cinematography.
Cintas and Remael (2014, 9) mention subtitling as interlingual translation.
This is one of the audiovisual translation types in which the Ryza Wahyu… 55 translation does not replace the source text.
Both subtitle and source text are synchronized one each other, meaning that the viewer can select which subtitle they want to use (Munday, 2016, p. 278).
On another side, Munday (2016, 278) adds other translation categories on subtitling.
They are bilingual subtitling, intralingual subtitling, and subtitling.
The bilingual translation appears in two languages at once.
Besides, intralingual subtitling is the translation whose function is for hard hearing.
Then subtitling is the projected subtitle above the stage on theater.
Cintas and Rempel (2014, 13–15) differ in the types of subtitling.
They are Intralingual subtitles, interlingual subtitles, and bilingual subtitles.
The purpose of intralingual subtitles is for the deaf and hard-hearing (SDH), for language learning purposes, for karaoke effect, for dialects of the same language, and notices and announcements.
Besides, the purpose of interlingual subtitles is for the hearer and the deaf, and the hard-of-hearing (SDH).
Certainly, SDH is one of the ways of audiovisual communication.
Thanks to the progress achieved by pressure groups lobbying for the rights of this segment of the audience, which is developing most at present.
The fruit of their work is obvious from the announcement in many countries of new legislation obliging television channels to broadcast a certain percentage of their programs with subtitles of this kind.
The 2003 European Year of People with Disabilities greatly helped to raise awareness of the issue of accessibility to audiovisual media, especially in those countries that have been lagging.
The history of audiovisual translation has also been explored at length, including dubbing.
Dubbed dialogue is a 'combination of linguistic features found in both spoken and written texts,' but it can be used more precisely as a spontaneous speech simulation as it mimics speech using 'job tension' such as false starts, repetitions, ellipsis, pauses, and interruption (Bosseaux, 2015, pp.
64–65).
Some previous studies were conducted to examine translation problems in translation.
Translation often meets with the problem related to equivalency during translating.
This case brings Nova-Reyes, Muñoz-Leiva, and Luque-Martínez (2020) to research issues of culturespecific item translation in subtitling.
This paper applies culturally specific items designed by Pedersen (2011) in translating from English into Lithuanian.
The object of this paper is the Australian TV reality show, My Kitchen Rules subtitles.
The significance of the study shows that not all culture-specific items are translated into the target language.
The nature of the subtitle is vulnerable.
It means that they need to be evaluated by a professional translator.
As the one who cares about the development of translation especially on subtitle issues, we can The Case of Indonesian … 56 give our criticism as the evaluation of the concern.
Here, Abdelaal (2019) does his research to find the quality of The American Pies subtitle.
His research has similarity design to examine the data by using Pedersen’s (2011) design.
The differences are this research focuses on typology and quality assessment model.
The result of his study shows that The American Pie subtitles use all of the Pedersen design.
It also applies other subtitles strategies.
The strategies which are used as such euphemistic expressions and using formal language to maintain the informal language.
Besides, the quality assessment shows that most of the subtitles are good quality even some trouble left on the screen.
Other previous studies lead by Micola et al (2019).
The researchers believe that subtitles give a positive impact on English proficiency scores.
The object of this study is broadcast, dubbed television which includes an original subtitle.
Therefore, they suggest the government promote subtitling as one of the media to improve English proficiency.
Moreover, Almeida and Costa (2014) add the role of subtitles for English proficiency.
They consist of rich context for foreign language acquisition, the viewers will be motivated to understand the subtitles which are appeared on the screen and have a positive attitude to respect international language as one of pride language in the world.
To avoid problems when trying to make subtitles, we need to consider the strategies of translation based on the theory of the scholars.
Cited from Gambier (2006), when subtitlers want to interpret the dialog into subtitles, they need to obey some strategies of subtitle, do the AVT elements, and the equivalency of source language to the target language.
The strategies are condensing, elimination, and omitting.
Condensing is reducing unnecessary sentences or oral.
This strategy gives a priority to compress the features that are not needed on the subtitles.
Then, the use of numbers in figures prefers to be used rather than using letters, applying fewer words in a sentence, and doing paraphrasing is allowed.
Elimination is cutting verse scenes or fast speech especially for the part which serves AVT information.
Last, Omitting is avoiding repetitions, reiterations, tautologies, and terms of address.
On the other hand, Gambier also adds more subtitles strategies, they are simplifying the syntax, simplifying the vocabulary summarizing, expansion, and adaptation.
Simplifying the syntax is embedding the complex sentence with some prepositions into two or three sentences, while simplifying the vocabulary is using hyperonym, shifting in the Ryza Wahyu… 57 lexical register, the substitution of a brand name by generic name.
Summarizing is merging two or three dialogs into a single line.
Expansion is adding more information to explain a term of meaning.
Last, adaptation or dynamic equivalence is condensation or naturalization.
Based on the theory and related previous study, it is interesting to watch over the development of subtitles and other current studies of audiovisual translation since their existence is quite new.
There is much consideration to find the problems and solve the issue as the evaluation of this study.
Then, to support the growth of subtitles in audiovisual translation study, this paper is aimed to find, classify the problem based on subtitles strategies by Gambier.
It is possible if as time goes on other possible strategies of subtitle in audiovisual translation.
This study is concerned with the use of subtitles of 3 episodes of the We Bare Bear TV series by concerning Indonesian subtitles and comparing them with English and Indonesian dubbing.
RESEARCH METHOD This study is applying a qualitative approach, which the approach is used to explore and understand the connected phenomenon between social and humans (Creswell & Creswell, 2018, p. 254).
Then, the object of this study is video.
It is not only an appearance of visual studies, but also widening the common issues, such as the social sciences, engineering, medicine, and more traditional fields such as art history (Harris, 2018, p. 16).
The final result of this research is reporting descriptively about the exact condition based on the research problem about trying to find, classify the problem based on subtitles strategies by Gambier.
It is possible if as time goes on other possible strategies of subtitle in audiovisual translation.
This study is concerned with the use of subtitles of 3 episodes of the We Bare Bears TV series.
The selected video is taken from the first three episodes of the first season by title Our Stuff, Viral Video and Food Truck.
All of the videos can be watched by the Netflix application.
Cited from We Bare Bears Wikipedia, We Bare Bears is an American enlivened TV arrangement made by Daniel Chong for Cartoon Network.
The show follows three bear siblings, Grizzly, Panda, and Ice Bear (individually voiced by Eric Edelstein, Bobby Moynihan, and Demetri Martin), and their off-kilter endeavors at incorporating with the human world in the San Francisco Bay Area.
The arrangement depends on Chong's webcomic The Three Bare Bears, and the pilot scene makes its reality debut at the KLIK!
The Case of Indonesian … 58 Amsterdam Animation Festival, where it won in the "Youthful Amsterdam Audience" class.
The show debuted on July 27, 2015, and finished on June 30, 2020, with the arrival of We Bare Bears: The Movie and had four seasons and 140 scenes.
We Bare Bears follows three assenting sibling bears: Grizzly (regularly called Grizz), Panda (frequently called Pan-Pan), and Ice Bear.
The bears endeavor to incorporate with human culture, for example, by buying food, making human buddies, or attempting to get well known on the Internet, even though these endeavors see the bears battle to do as such because of the enlightened idea of people and their creative instincts.
However, eventually, they sort out that they have each other for help.
The technique and instrument which are used to conduct this paper is document analysis in the form of conversation transcription based on the related videos.
This study is adapted from Wilkinson and Silverman's (2004, 272–79) step in analyzing a video.
The steps are selecting the first three videos from the We Bare Bears on Netflix application and watching all of them by observing the whole issue.
Then, we need to put the whole attention to the whole case and jut down the finding problem of the video.
The next step is transcribing the needed subtitle on the provided table below.
The next steps are Analyzing the video transcription carefully, Grouping the result into the related strategies of subtitles, and evaluating the material process about the theory.
FINDINGS AND DISCUSSION Munday (2009, 7) defined translation as the process of a translator converting a source text into a target text in a specific socio-cultural context, the translated product whose function was the target language's socio-cultural context, and the cognitive, linguistic, visual, and ideological phenomena that were related to the previous explanation.
The essential concepts on translating a text were highlighted by Duff (1998) on Sudirman (2016).
First, the equivalency content in terms of the linguistic form should reflect the ordering of words, ideas, and as closely as possible match the target text.
Second, the translation result should appropriately reflect the meaning of the source text.
The principles' emphasis was that we might improve our translation by focusing on the goal of equivalences between source and destination material, such as readability, clarity, and accuracy.
According to Gambier (2006), when subtitles wished to translate the dialog into subtitles, they had to Ryza Wahyu… 59 follow some subtitle strategies, as well as the AVT elements and the equivalence of source and destination languages.
Condensing, eliminating, and omitting were the tactics used.
Based on Kay (1999) cited from Munday (2016, 279), the differences between subtitles and written translation were space and time constraints.
Subtitles were made based on the time accuracy of speakers on the screen.
Even the speakers spoke in long duration, the subtitlers needed to consider the length, of each sub.
Here, Munday (2016, 279) defined the rules of making subtitles.
The length of it was a two-line title in maximum.
The font for the subtitles was 38 roman characters or 13-15 Chinese or Japanese characters.
Hence, all of the rules must be customized by the time and duration of the medium.
Therefore, the limit duration of each subtitle was 6 seconds.
The making of subtitles was a kind of complex matter.
We could not do the subtitles carelessly des the length of dialogue waste hard to follow.
Therefore, the images, soundtrack, and cinematography were part of the screen which we need to respect before laying down the subtitles.
Condensing Problem Table 1.
Condensing strategy Duration English Dubbing Indonesian Dubbing Indonesian Subtitles Title 06:1 8-06:20 Phone finder!
I’ll tract where my phone is Penemu telepon!
Itu akan melacak dimana teleponku Pelacak ponsel!
Akan kulacak lokasi ponselku Our Stuff 01:50-01:58 It’s spongy Ini sangat lembut Seperti Spons Food Truck A good movie or series on the screen or television sometimes did not provide good subtitles as well as the screen we watched.
This study found a gap towards the first three videos of We Bare Bears on its first season.
There was a mismatch between its Indonesian subtitles and Indonesian dubbing.
If we did not close to the Indonesian subtitles and Indonesian dubbing, we might not see any problem left.
But, there was something that happened to them.
The length of Indonesian subtitles was fit subtitles theory.
The theory did the condensing or compressing unnecessary words.
Then, the Indonesian subtitle compressed the length of the oral features from 7 words into 6 words in the form of subtitles.
The Indonesian subtitle tended to choose ponsel rather than keep to apply telepon as the appearance of subtitles.
The choice of words of the Indonesian subtitle in word ponsel was suitable with Gambier’s subtitles strategy for condensing.
Ponsel was the synonim of telepon.
The Case of Indonesian … 60 The matter that every translator needed to consider was non-equivalency.
According to Baker (1992, 18), non-equivalency at the word level means that was no direct equivalency of the word from the target language which occurs in the source text.
Hence, she mentioned some problems of non-equivalency of word level.
One of them was differences in physical or interpersonal perspective.
It occurred in this case in which the interpersonal perspective of the subject on dialog from Indonesian dubbing and English dubbing.
Because We Bare Bears was an American TV series, the nature of the source text was English.
The subject of dialogue on English dubbing, “Phone finder!
I’ll tract where my phone is” and the subject of dialogue on Indonesian dubbing, “Penemu telepon!
Itu Akan melacak dimana telephone” were different.
The subject of the English dubbing dialogue version was I.
Besides, the subject of the Indonesian dubbing dialogue version was Itu (It).
It meant the subject representation of both dialogues was different.
This case could be possible about the inconsistency interpersonal perspective which was used by both English dubbing and Indonesian dubbing.
Indeed, the case would influence the Indonesian subtitle.
It was mostly close to English dubbing rather than Indonesian Subtitle even though using the English subtitle on this series was the transcription of English dubbing itself.
During 01:50-01:58 on scene episode, Food Truck, the Indonesian subtitle did condemn or compr strategy.
The length of this subtitle was shorter than the dubbing version.
The subtitle version explicitly referred to the tase of the cake was like a sponge.
But, the dubbing version tended to describe the taste by using the adjective as the representation of how fluffy the sponge was.
The Indonesian subtitle was too close to the source language of the English dubbing dialogue version.
This matter made the Indonesian subtitle looked like visibly translated because it was different in form of the English dubbing dialogue version.
This case could be affected by there being no equivalent form in the target language for a particular form in the source language (Baker, 2018, p. 21).
In the English dubbing version, the dialogue was “It’s spongy”, while the Indonesian subtitles picked “Seperti spons” whereas the Indonesian dubbing dialogue version selected “Ini Sangat lembut”.
Moreover, the translation form in Indonesian subtitle used cultural substitution by Baker.
This strategy included replacing the culture-specific expression which did not have the same propositional meaning in the target language.
Adaptation or Dynamic Equivalent Strategy Ryza Wahyu… 61 Table 2.
Adaptation Strategy Baker (2018, 23–47) mentioned some strategies that are commonly used by professional translators.
One of them was a translation by cultural substitution.
This strategy was used to replace the cultural-specific items with a target language that did not have the same propositional meaning as the source language.
It occurred during 00:33-00:39 on Viral Videos.
The dialogue on Indonesian dubbing used loan word of English dubbing, selfie, to count on the word as the representation of taking picture activity.
Then, the Indonesian subtitle put an adaptation of this word into swafoto, which has the same meaning as a selfie in English.
Therefore, this case was suitable with one of the Baker strategies to use more general words.
Instead, they use of sea foto was kind of the representation of subtitle strategy, adaptation.
Swafoto was a kind of adaptation form of Indonesian subtitle.
Other Strategies Table 3.
Translation by a More General Word We Bare Bears frequently used other strategies from Baker on its Indonesian subtitles.
One of them occurred on 11:09 – 11:11.
The use of Petugas on Indonesian subtitles had a different meaning with Pak Polisi which its meaning was the police.
The Indonesian subtitle preferred to pick petugas which sounded more general rather than the dubbing version, Pak Polisi.
It belonged to a translation by a more general word, which the structure of the semantic field is not language-specific.
Table 4.
The Source and Target Languages Make Different Distinction in Meaning Duration English Dubbing Indonesian Dubbing Indonesian Subtitles Title 00:33-00:39 Hi, you, Guys, taking selfie over here?
Hai, kalian sedang selfie di sini?
Hei, kalian sedang swafoto di sini?
Viral Video Duration English Dubbing Indonesian Dubbing Indonesian Subtitles Title 11:09-11:11 Thank you, Officer Terimakasih, Pak Polisi Terimakasih, Petugas Food Truck Duration English Dubbing Indonesian Dubbing Indonesian Subtitles Title 06:32 – 06:40 Gluten Cat?
Balancing Lizard?
Kucing manis?
Kadal akrobat?
Kucing gluten?
Kadal penyeimbang?
Viral Video The Case of Indonesian … 62 The Indonesian subtitler of We Bare Bears needed to be careful to use diction.
This matter was found on the Indonesian subtitle during 06:32-06:40.
The form of Indonesian subtitles was too rigid rather than the dubbing version.
Both English dubbing and Indonesian dubbing selected the fluid word, but the Indonesian subtitle was on contrary.
The word choice also seemed like to use different words with different meanings in purpose.
It quite matched with one of Baker’s theories of the common problem of non-equivalence on word level, the source, and target language made a different distinction in meaning.
CONCLUSION The subtitle is one of the translation practices that present a written text under the screen to display the dialogue of the speaker, the information of images, and soundtrack information (Cintas & Remael, 2014).
Cintas and Remael (2014) differ in the types of subtitling.
They are Intralingual subtitles, interlingual subtitles, and bilingual subtitles.
The purpose of intralingual subtitles is for the deaf and hard-hearing (SDH), for language learning purposes, for karaoke effect, for dialects of the same language, and notices and announcements.
Besides, the purpose of interlingual subtitles is for the hearer and the deaf and the hard-of-hearing (SDH) It is interesting to watch over the development of subtitles and other current studies of audiovisual translation since their existence is quite new.
To support the growth of subtitles in audiovisual translation study, this paper is aimed to find problems based on subtitles strategies by Gambier as such condensing problem, and adaptation strategy.
Besides, the findings involve other strategies by Baker.
The condensing problems showed that there is an inconsistent interpersonal perspective which is used by both English dubbing and Indonesian dubbing.
This might influence the Indonesian subtitle.
Another case shows about the dialogue on Indonesian dubbing use loan words of English.
Lastly, Both the English and Indonesian dubbings choose the fluid word, although the Indonesian subtitle does not.
The word choice also appears to be a deliberate attempt to employ multiple words with diverse meanings for the same aim.
It closely resembles Baker's idea of the widespread problem of non-equivalence on the word level, in which the source and destination languages make different meaning distinctions.
Ryza Wahyu… 63 REFERENCES Abdelaal, N. M. (2019).
Subtitling Of Culture-Bound Terms: Strategies And Quality Assessment.
Heliyon, 5(4), e01411.
Almeida, P. A., & Costa, P. D. (2014).
Foreign Language Acquisition: The Role Of Subtitling.
Procedia-Social And Behavioral Sciences, 141, 1234–1238.
Baker, M. (1992).
In Other Words.
A coursebook on translation.
Routledge.
Baker, M. (2018).
In Other Words: A coursebook on translation.
Routledge.
Bosseaux, C. (2015).
Dubbing, Film, and Performance.
Peter Lang Oxford.
Catford, J. C. (1965).
A Linguistic Theory of Translation; an Essay in Applied Linguistics: By JC Catford.
Oxford UP.
Cintas, J. D., & Remael, A.
(2014).
Audiovisual Translation, Subtitling.
Routledge.
Creswell, J. W., & Creswell, J. D. (2018).
Research design: Qualitative, quantitative, and mixed methods app.
Sage publications.
Gambier, Y.
(2006).
Subtitling.
Elsevier Ltd. Harris, A.
(2018).
Ethnocinema and video-based research.
Handbook of Arts-Based Research, 437–452.
Mariam, C., & Vonti, L. H. (2020).
The Grammatical Shift In Translating Causative Construction From Indonesian Into English In Andrea Hirata’s Novel “Laskar Pelangi And The Rainbow Troops.” JHSS (Journal of Humanities and Social Studies), 4(1), 50– 53.
Micola, A. R., Fenoll, A.
A., Banal-Estañol, A., & Bris, A.
(2019).
TV or not TV?
The impact of subtitling on English skills.
Journal of Economic Behavior & Organization, 158, 487–499.
Munday, J.
(2009).
The Routledge companion to translation studies.
Routledge.
Munday, J.
(2016).
Introducing translation studies: Theories and applications.
Routledge.
Nova-Reyes, A., Muñoz-Leiva, F., & Luque-Martínez, T. (2020).
The Tipping Point in the Status of Socially Responsible Consumer Behavior Research?
A Bibliometric Analysis.
Sustainability, 12(8), 3141.
Orero, P. (2004).
Topics in audiovisual translation (Vol.
56).
John Benjamins Publishing.
Pérez-González, L. (2018).
The Routledge handbook of audiovisual translation.
Routledge.
The Case of Indonesian … 64 Sudirman, A.
(2016).
Current Issues in English-Indonesian Translation Equivalences.
International Journal of Science and Research, 5(2), 1694.
Wilkinson, S., & Silverman, D. (2004).
Qualitative research: Theory, method, less roach practice.
Focus Group Research, In D. Silverman (Ed.
), Thousand Oaks, CA: Sage, 177–199.
SMART Journal , Volume 6, No.
2, August 2020, Page 118126 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X 118 STUDENTS’ MOTIVATION IN WRITING AT LESSON STUDY Maya Mutiara Putri 1) , Rahmatika Kayyis 2) , Kurniati 3) , Fitri Wulandari 4) , Renita Sugesti 5) .
1) 2) 3) 4) English Education Department of FKIP UMPRI Email Correspondence: mayamutiarap@gmail.com Abstract This research was a collaborative action research that was aimed to increase the students’ motivation in writing by Lesson Study at VIII B Ikhwan of SMP IT Insan Mulia Pringsewu, Lampung.
There were two cycles in this study.
The result of this research presented that Lesson Study gave impact in increasing the students’ motivation; the intrinsic and extrinsic motivation.
These aspects influenced and supported each other.
After the implementation amount of the students who had good willingness in learning increased becoming more than part of them.
Lesson study gave the good impact for both the students and the model teacher.
Keywords: Lesson study, extrinsic, intrinsic motivation, writing 1.
INTRODUCTION According to Lesson Study team in Hasanuddin et al (2018) ,Lesson Study is chosen because the development of learning media depends on the result sharing of professional knowledge based on the practice and result and also can increase professional competences and pedagogics of the teachers.
Susilo et al (2011) states the implementation of Lesson Study can increase science process creativity, motivation and the students score in their research.
Lesson study is actually a learning forum to learn each other from the other experiences to improve the teaching-learning quality.
Because lesson study is a source of real examples of how to do learning, participation as an observer in lesson study or observing lesson study directly can be used to improve the quality of the learning-teaching process.
Lesson Study can be used for all subjects in the curriculum including English.
mailto:mayamutiarap@gmail.com 119 The researcher observed the students of VIII B Ikhwan of SMP IT Insan Mulia Pringsewu who have a heterogeneous English skills.
As the students of boarding school, theyhad a lot of activity not only in the classroom but also in their dormitory.
Because of that, their motivation in the classroom got up and down.
For their writing skill, they only could copy what they saw in their handbook.
It was difficult for them to arrange the sentences to make a text.
Richards and Renandya (2002: 303) in Purnama (2016) state that there is no doubt that writing is the most difficult skill for second language learners to master.
Although writing is the most difficult skill if the students have high motivation, it can help students in learning-teaching process.
Rosalina (2014) states that motivation is one of the important things in learning process and it can help someone achieve his or her goals if they have strong motivation in doing steps to achieve it.
Therefore, the main focus of the implementation of lesson study was the students’ motivation in writing during the activities of learning-teaching process.
There were some related studies.
The first was conducted by Setiawan (2018) “The Implementation of Quantum Teaching (QT) and Think Talk Write (TTW) through Lesson Study to Improve Students’ Learning Motivation”.
The research was intended to improve students’ learning motivation at studying and learning course for fifth semester of Biology Education.
The students were given the opportunity to be active in playing a role in learning, either in answering questions of model lecturer, answering or giving questions during the discussion, and taking an active role in concluding the lesson.
The second was Aimah (2016)“Lesson Study: A Way To Enhance Students’ Motivation In Learning Process In The Classroom”.
This study investigated whether lesson study can enhance the students’ motivation in English Education Study Program of Semarang State University in Language Testing Administration (LTA) class.
Aimah (2016) states that 120 through lesson study, it enabled lecturer to interact intensively what kind of the problems faced by the students in the classroom.
Besides that, the lecturer also could find out the strategy used in the process of teaching learning.
Lesson study also enabled to discuss, and shared the knowledge-based experience that the observers had so that the problems could be solved including about students’ motivation.
The researcher used Lesson Study to find the problems were faced that influenced the students’ motivation in the classroom during the teachinglearning process as well to increase the students’ motivation specially in writing skill.
2.
RESEARCH METHOD This research was Collaborative Action Research.
Sudaryono (2019;662) states the method of action research can be carried out using the mix method concurrent embedded model, by using qualitative as the primer data and quantitative as the secondary data or vice versa.
So that, the method was chosen mixed method concurrent embedded model by using qualitative as the primer data and quantitative as the secondary data.
The qualitative data was collected in the form of the observation sheet, reflection sheet, interview result , questionnaire and documentation by taking the videos and photos.
The quantitative data as the supporting the primer data was collected in from the mean of the students’ score that was taken during the implementation by the teacher assessment.
This research was conducted with two cycles, Cycle I and Cycle II.
The research procedure of lesson study implementation is similar as the CAR cycles (Kemmis & McTaggart, 2014:23).
Lesson study was carried out by combining the CAR cycles, namely: (1) planning stage, where the model teacher, colleague teacher, expert researchers, and the researcher planned the 121 action needed.
In Lesson Study called making Chapter Design; (2) doing stage, where the model teacher administered teaching-learning activity based on what had been planned in planning stage and was observed by the other observers.
In Lesson Study called Open Class; and (3) seeing stage, where the model teacher and all observers had reflection and evaluation on the teachinglearning process that had been done.
The analysis data technique in this study used Miles and Huberman (1994) that is cited Sugiyono (2014: 247-252) which is involving three steps: reduction data, displaying data, and conclusion drawing/verification.
3.
FINDINGS AND DISCUSSION According to Lewis (2002) he mentions that lesson study is an approach that is done in order to improve the teaching learning process.
The improvement here is done collaboratively by the teachers/lecturers.
Hendayana (2006) cited in Sadia (2008) states that Lesson study is a collaborative and sustainable learning based on the principles of collegiality and mutual learning to build up a learning community.
In this research, Lesson Study was implemented by some observers; colleague teacher, students university as well the lecturers and it could increase the students’ motivation both from the intrinsic and extrinsic motivation.
This aspect influenced and supported each other.
The researcher provides the analysis of the findings obtained in the first and second cycle.
Those findings would be analyzed as follows: a. Students’ Enthusiasm By the research data result, it could be concluded that the students’ enthusiasm increased step by step and always there was an improvement in each open class.
Stand on the result data, the aspects that role in increasing the students’ motivation were getting reward, doing the task that having close correlation of them, and how the students’ learning model.
In each cycle, the 122 model teacher said “I’ll give reward if you can….”, or “there will be something for you if you can….”.
This aspect can boost their enthusiastic to take the teacher challenge (the task).
In making greeting card itself, the theme that was given to them about their friends who got medals that was why they were enthusiastic to make greeting card.
Then, based on the observation result was found that they had high mobility.
It could be summed up if their learning model was kinesthetic.
Because of that, all observers decided to give kinesthetic game as a brainstorming and moving their seats to the corner in order to facilitate their learning model during the teaching learning process and producing their greeting card.
b. Students’ Confidence Level in Doing the Task From the questionnaire data, found that the most of students did not understand what the material had just been explained, how to write and to develop their ideas , also what the vocabulary used in doing the task from the teacher.
Because of that, they preferred to work in group in order to be able ask their friends in group than to do individual task.
In the cycle 1, found that only 20% students who had high confidence level to do their task without any help.
It meant that there was 80% students who had the contrary condition.
But in the cycle 2, the questionnaire data showed that the students who had high confidence level in doing the task by themselves became 60% students.
It could be concluded that there was an improvement from the cycle 1 to the cycle 2.
Based on the data, it was happened because they could comprehend the material well.
c. Students’ Comprehending In the learning-teaching process, finishing the task from the teacher depends on the students’ motivation and comprehending.
Such as in the result data, in the first open class only one group that presented their discussion result whereas the teacher instructed all group had to present their discussion 123 result.
Based on the observation result, the students did not understand well what had been taught.
In the second open class, the teacher instructed to make only greeting card outline, but there were some groups made a greeting card indeed.
It was because they had understood more than in the last meeting.
In the last open class, they could make the greeting card, mention its kind and its part.
To sum up, they could follow the teacher instruction and do the task on time if they had understood well what was taught.
d. Students’ Teamwork In this research, found that there was a role as the peer tutor.
In the red group, there were 4 students.
During the discussion stage in the first open class, 2 students helped 2 others by re-explaining what the teacher said in order their friend in group could understand to the task was given.
It did not find to the other groups, but in the next open class, the 3 other groups started having good teamwork.
And it developed till the last open class.
Moreover based on the result data, in the last open class all students tried to be active in their own group.
The teacher succeeded to create comfortable atmosphere so that the students had the desire to involve in the teaching-learning process.
The students’ comprehending depended how the teacher delivered the material that influenced to students’ teamwork.
Based on the data, the students’ teamwork increased because the students’ comprehending also increased.
This was the extrinsic motivation that influenced to the students’ intrinsic motivation.
In the beginning of the implementation, only few students who had the good willingness in learning, but after the implementation amount of the students who had good willingness in learning increased becoming more than part of them.
The students’ confidence level in doing the task was one of the proof that they had good enough of the intrinsic motivation.
Because each problem of each open class was analyzed in reflection stage and solved with the other observers.
In the 124 learning process, when someone could not solve a problem for himself/herself, the other’s help would be an important factor to lead a comfortable and valuable situation which might proceed to successful learning that was why in lesson study was needed some people as the observers.
The researcher also had the other observation data from the other observers to avoid subjective conclusion.
That was the one of the reason that Lesson study enabled to collaboratively discuss the problems of teaching learning process in the classroom.
The use of the appropriate strategy in the teaching learning process determined the success of it.
The success of teaching learning process also determined the students’ study result and positive response in joining the class.
4.
CONCLUSION The purpose that had been mentioned in the beginning had been reached stand on the research data.
Lesson Study can increase the students’ motivation in writing.
The students’ motivation increased step by step in each open class in both aspects.
From the observation data, the students confidence level in doing the task, students comprehending, students’ enthusiasm, as well students teamwork were higher than in the beginning of this research.
They also wanted to follow the classroom activities although in the beginning only part of them who were active in the classroom.
But in the last open class, all students tried to be active in the learning and teaching process moreover the students who did not attend in the other open classes.
The students’ motivation in writing skill could improve also.
They could produce the greeting card by themselves and liked the writing activity in creating their own greeting cards.
Lesson study had made the learning-teaching process more structural because although the teacher had planned in the lesson plan, but sometimes it ran unstructured because of the students’ condition.
Therefore , the teacher lost her purpose of the lesson plan.
According to Kurniati & Wulandari (2019) by peer 125 tutor , it can make the process of learning to be organized, and can be exploiting an critical idea which can be poured in making the chapter design and the learning process.
That is why Lesson Study could be an alternative approach in teaching English and could be used for the other problems in teaching-learning process including about the students’ motivation.
5.
REFERENCES Aimah, et al.
(2016).
Lesson Study: A Way To Enhance Students’ Motivation In Learning Process in the Classroom.
Semarang: UNNES.
Hasanudin, et al.
(2018).
Pengaruh Implementasi Perangkat Pembelajaran Berbasis Lesson Study terhadap Peningkatan Keterampilan Proses Sains dan Motivasi Belajar Peserta Didik.
Jurnal Biologi Edukasi.
Vol 10 (21).
: 27-34.
Hendayana, Sumar, et al.
(2006).
Lesson Study, Suatu Strategi untuk Meningkatkan Keprofesionalan Pendidik (Pengalaman IMSTEP-JICA).
Bandung: UPI Press.
Kemmis, S., & McTaggart, R. (2014).
The Action Research Planner.
Victoria: Deakin University Press.
Kurniati & Wulandari.
(2019).
Peer Tutor in Lesson Study.
Jurnal SMART.
Vol.
5(2): 108118.
Lewis, C. (2002).
Does lesson study have a future in the United States.
Nagoya Journal of the Education and Human Development.
Vol.
(1): 1-23.
Purnama, K.D.
(2016).
Improving Students’ Writing Ability Through The Use of Cue Card At Grade Eight of SMPN 4 Yogyakarta Thesis .Yogyakarta: UNY.
Rosalina, V. (2014).
The Relationship Between Students’ Motivation And Their English Learning Achievement (Thesis).
Jakarta : UIN Syarif Hidayatullah.
Setiawan & Indriwati.
(2018).
The Implementation of Quantum Teaching (QT) and Think Talk Write (TTW) through Lesson Study to Improve Students’ 126 Learning Motivation.
Scientiae Educatia: Jurnal Pendidikan Sains .
7(1): 79-92.
Sudaryono.
(2019).
Metodologi Penelitian Kuantitatif, Kualitatif, dan Mix Method (2 nd Ed).
Depok: Rajawali Pers.
Sugiyono.
2014.
Metode Penelitian Kuantitatif, Kualitatif dan R&D.
Bandung : Penerbit Alfabeta.
Susilo, H, Chotimah, H, Joharmawan, R, Jumiati, Dwita sari, Y, dan Sunarjo.
(2011).
Lesson Study Berbasis Sekolah.
Malang: Bayumedia Publising.
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 52 THE INFLUENCE OF VOCABULARY JOURNAL IN TEACHING STUDENTS’ VOCABULARY MASTERY Dian Rakhmawati English Department of STKIP Muhammadiyah Pringsewu email: Dyanrakhma@yahoo.co.id Abstract The aims of this research is to find out the influence of vocabulary journal as media in teaching student vocabulary at the eighth grade students of SMP Al-Fajar.
The quantitative method was conducted and this research is a population research, because all the member of population is taken as sample, which consisted of 30 students of eighth grade.
To collect the data, the writer used pre-test and post-test, then the vocabulary test was used as the research instrument.
To know whether there is an influence, the writer analyzed the data by using paired-sample T-test.The result shows that there is significant influence of vocabulary journal in teaching students’ vocabulary mastery.
Keywords: Influence, vocabulary journal, students’ vocabulary mastery 1.
INTRODUCTION English is important for Indonesian in order to face the development of the world.
It has also been a compulsory subject to the Indonesian learners from Junior High School up to University.
The students should have four language skills such as listening, speaking, reading and writing.
There are also language components; vocabulary, spelling and structure.
The communication among people from different countries requires an international language which can be understood by other people easily.
English has been the most widely used as an international language.
And now the demand of English as tool of communication among people in the world is getting broader.
One of the elements of language that is important is vocabulary.
Most of the students fail on the examinations because they are low on mastering vocabulary.
The limitation of vocabulary makes them confused about what they have to say or write.
Without a sufficient understanding of words students cannot understand others or express their own ideas.
Schmitt (2000) stated that vocabulary is important across the curriculum from language arts and social studies to mathematics and science.
It is intimately connected to both effective mailto:Dyanrakhma@yahoo.co.id SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 53 reading and writing skills, and these skills in turn are necessary for doing well in school.
Vocabulary has many advantages, such as , It gives the student ability to say what he or she means.
By having several words at their disposal for describing an event or emotion, they can be explicit when sharing their ideas and opinions.
It helps the student understand what other people are saying and what she/he is reading.
Vocabulary is the foundation for comprehension.
Unfamiliar words become holes in the text, preventing the student completely understanding what he or she has just read.
It bolsters their ability to grasp ideas and think more logically.
The greater number of words that student has, the more he or she can interpret ideas from others, and express their own ideas.
It boosts students’ power of persuasion.
Having a rich vocabulary will help the students communicate in a more engaging way.
Relying on one or two words to describe an idea will be repetitive and not as persuasive, as relying on a vocabulary of 10-15 similarly descriptive terms.
It helps the students make a good impression on others.
How articulate the student is constitutes a big part of the impression she or he makes on others.
Vocabulary is part of relationships on language.
It is the main element of language because human will do nothing for increasing language into practice without any words or vocabulary.
It is relevant with Schmitt (2000) statement, he says that with grammar very little can be conveyed, and without vocabulary nothing can be conveyed”.
Vocabulary is of the components of language and that no language exists without words.
Words are sign or symbol for ideas; they are the means by which people exchange their thought.
Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime.
Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence.
Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and wordlearning strategies, Nation (2008).
Vocabulary is central to English language teaching because without sufficient vocabulary students cannot SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 54 understand others or express their own ideas.
Nation (2008) said that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed.
As Schmitt (2000) said that learners carry around dictionaries and not grammar books.
Teaching vocabulary helps students understand and communicate with others in English.
Learning vocabulary is a very important part of learning a language.
The more words you know, the more you will be able to understand what you hear and read; and the better you will be able to say what you want to when speaking or writing.
The vocabulary we know can be divided into two groups passive vocabulary and active vocabulary.
Passive vocabulary contains all the words that you understand when you read or listen, but which you do not use (or cannot remember) in your own writing and speaking.
Active vocabulary is all the words you understand, plus all the words that you can use yourself.
The writer saw that the level of vocabulary mastery of students at SMP Al-Fajar is still low.
They felt difficult in comprehending the English text and difficult in memorizing the new words.
When the students have difficulties in receiving the lesson, a teacher should be creative to create the attractive teaching learning process.
One thing that a teacher can do to utilize media as a mean of teaching pictures and other visual aids are essentials but represent “old fashioned” but effective teaching aids.
Brown (2001).
There are so many techniques that can be used to teach vocabulary for the students, one of them is vocabulary journal.
A Dugan (2010) stated that vocabulary Journal is an ongoing personal collection of key vocabulary terms that can be pre-taught by the teacher or self-selected by the student.
In addition to recording the word and definition, vocabulary journals also ask the student to enter additional information such as an illustration, example of use, and synonyms/antonyms to deepen their understanding of the word as well an ensure that the student will use the word in their speaking and writing.
Vocabulary Journals are extremely flexible and can be used effectively across grade levels and subject areas since students encounter both highfrequency vocabulary.
Using a Vocabulary Journal can also increase the SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 55 engagement and motivation that students have in mastering vocabulary since the information is personally entered by the student and can be used as their own personal reference both inside and outside of the classroom, Dugan (2010).
Vocabulary journal is a note-taking strategy for learning new vocabulary that uses a three-column format for definitions, examples, and a visual cue.
Dugan (2010) The journal provides students with a structure to record new vocabulary as it is reinforced throughout a lesson or unit.
Students also practice the skill of determining importance in this activity.
While reading, students note unfamiliar words from the text.
Students then work in teams to review all of their individual lists and determine which words may be essential to understanding the focus of the unit.
The teams report out and defend their word selections to the whole group.
Words are recorded on the board or chart paper.
The teacher modifies the lists by deleting less important words or adding important words that were missed and explains the rationale for the deletion and additions.
The resulting list now becomes part of the students’ vocabulary journals.
2.
RESEARCH METHOD Creswell (2008) states, "Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue".
It consists of three steps: Pose a question, collect data to answer the question, and present an answer to the question.
Research plays a vital role in addressing these issues.
Through research we develop results that help to answer questions, and as we accumulate these results, we gain a deeper understanding of the problems.
According to Sugiyono (2010) experiment is a way to find a causal relationship between the two factors that deliberately appeared by researchers with eliminate or reduce or set aside other factors that interfere.
Experiment was always done with the intent to see the effect of the treatment.
In this study, there is only one class as experimental group.
This study uses Pretest and Post-test group design.
In Pretest and Post-test design, observation is done twice, i.e.
before and after treatment.
First observation done before treatment is called pre-test and second observation done after treatment is called post-test (Suharsimi Arikunto, 2006).
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 56 A population is a set or collection of all elements processing one or more attributes of interest.
The population of this research was the students of SMP AlFajar of the eighth grade, which consist of 30 students.
Suharsimi Arikunto (2006) states that the population is limited and not too much subject.
Suharsimi Arikunto (2006) maintains, if someone wants to observe the entire of the element in the research area, this research is called population research.
In this research, all the member of population is taken as sample, which consisted of 30 students of eighth grade; therefore this is a population research.
Descriptive analysis is a technique uses by a researcher to describe the difference between before and after a treatment by using a simple descriptive statistics (Sugiyono, 2010).
The analysis was by mean, standard deviation, minimum and maximum score of both experimental and control class.
Inferential analysis is used to analysis two samples whose result of test represent the sample.
There are two kinds of inferential analysis, parametric and nonparametric statistics.
Parametric is used if the data are normal, while nonparametric is used if the data are not normal (Sugiyono, 2010).
One of the base assumptions of statistic computation is that the data must fulfill the qualification of normal distribution.
To analyze the normality distribution of the scores, the writer used Kolmogorov-Smirnov formula in SPSS in 16.0 for windows.
There are two kinds of data collected from the procedure of data collection.
They are the scores of pre-test and the scores of post-test of vocabulary.
According Sugiyono (2010: 274) data can be analyzed by giving the quantitative data.
The writer uses PairSamples T-test formula in SPSS 16.0 for windows to know the influence of the Vocabulary Journal as media in teaching vocabulary mastery.
3.
FINDINGS AND DISCUSSION Pre-test The obtained scores of pretest was analyzed by using SPSS 16.0 for windows to find the mean, the standard deviation, the maximum score, and the minimum score.
The computation data distribution of pre-test is shown in table 1 Table 1 Data Distribution of Pre-test Participants Mean Standard Minimum Score Maximum Score Deviation 30 63.66 5.48 54 70 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 57 In this research, the total numbers of the students is 30.
The table above shows that the highest score in the pretest was 70 and the lowest score was 54.
The mean score in the pretest was 63.66 and the standard deviation was 5.48.
Post-test The obtained scores of post-test was analyzed by using SPSS 16.0 for windows to find the mean, the standard deviation, the maximum score, and the minimum score.
The computation data distribution of post-test is shown in table 2.
Table 2 Data Distribution of Post-test Participan ts Mea n Standar d Minimu m Score Maximu m Score Deviatio n 30 73.4 3 4.98 58 81 In this research, the total numbers of the students is 30.
The table above shows that the highest score in the post-test was 81 and the lowest score was 58.
The mean score in the post-test was 73.43 and the standard deviation was 4.98.
Normality A normality test is used to analyze whether the data distribution is normal or not.
It is decided to use 0.05 for the significant value in this test.
The normality test was conducted by using Kolmogorov-Smirnov formula test in SPSS 16.0 for windows.
The result of the normality test for the pre-test and posttest can be seen in the following table.
Table 3 The normality test result of the pretest and post-test Sig Pre-test 0.405 Post-test 0.241 After the pretest scores had been calculated by using Liliefors (Kolmogorov-smirnov) formula in SPSS 16.0 for windows, the researcher found that the probability (Asymp.Sig.)
of the pre-test was 0.405 which was higher than the level of significance (0.05).
However, since the probability (p) is lower than the level of significance (0.05), the null hypothesis is accepted.
While if the probability (p) is higher than the alpha, so the null hypothesis is rejected.
Based on the description above, it can be concluded the students’ score in the pre-test were normally distributed.
And for post-test, the probability (Asymp.Sig.)
was 0.241 which was higher than the level of significance (0.05).
It means that the null hypothesis is rejected in other word the students’ score in the post-test were normally distributed.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 58 3.4 Hypothesis Testing To prove the influence of using Vocabulary Journal as media in teaching vocabulary mastery, the writer used Paired Sample T-test formula in SPSS 16.0 for windows.
The result of the t-test is described in the table below: Table 4 The Result of t-test Resource to tt Df P(Sig.)
Result Pre-test and Post-test 11.020 2.048 28 0.000 Significant different According to the table above, it shows that tobserved was higher than the ttable (11.020>2.048), with degree of freedom 28 and level of significance 0.05.
In other word, the probability (Asymp.Sig.
2 tailed) was lower than the level of significance (0.000 < 0.05).
Because t observed > t table and p < 0.05, it can be concluded that the null hypothesis of no difference was rejected.
This result indicated that after the vocabulary journal was used to teach student vocabulary, the obtained of posttest scores were significantly different with pre-test scores.
In the other words, there is a significant influence of vocabulary journal as media in teaching vocabulary.
4.
CONCLUSION Based on the results of the study show that the students’ posttest scores is significantly difference with their pretest scores.
The students’ pre-test score is higher than their pre-test score with the Mean ( 73.43 > 63.66).
and in the table of paired sample T-test, t observed is more than the t table (11.020>2.048), with degree of freedom 28 and level of significance 0.05.
In the other words, the average scores of the pre-test and posttest were significantly different.
It means that vocabulary journal that was used as media in teaching vocabulary has given good influence for the students especially in learning new words.
Moreover, this strategy will help the teacher in improving the students’ vocabulary and in memorizing the new words.
In addition, vocabulary journal is interesting media that consist of some column , including the word, the definition, the example and the picture.
5.
REFERENCES Arikunto, Suharsini.
(2006).
Prosedur Penelitian: Suatu Pendekatan Praktek (EdisiRevisi VI).
Jakarta: PT.
Rineka Cipta.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
52-59 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 59 Brown, H. Douglas.
(2001).
Teaching by Principles (An Interactive Approach to Language Pedagogy).
New Jersey: Prentice-Hall.
Inc. Creswell, John.W.
(2008).
Educational Research: planning,conducting and evaluating.USA: Pearson.
Dugan, Christine.
(2010).
Strategies for Building Academic Vocabulary in Science.
Huntington beach: Shell Education.
Nation, I.S.P.(2008).
Teaching Vocabulary: Strategies and Technique.
Boston: Heinle.
Schmit, H. Nobert.
(2000).
Vocabulary in Language Teaching.
United Kingdom.
Cambridge University Prress.
Sugiyono.
(2010).
Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D.
Bandung : Alfabeta.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
80-86 p-ISSN: 2356-2048 e-ISSN: 2356-203x 80 PARENT INVOLVEMENT IN ACCOMPANYING DEAF STUDENTS IN LEARNING ENGLISH ONLINE WHILE COVID-19 PANDEMIC Nicky Alfa Fiorentina1, Fitri Wulandari2, Sutarno3, Kurniati4) 1),2),3)4) English Education Study Program, Faculty of Teacher Training and Education University of Muhammmadiyah Pringsewu Lampung Emai correspondence: fitriwulandari@umpri.ac.id, , Abstract The purpose of this study was to obtain information about parent involvement in accompanying deaf students in learning English online while the Covid-19 pandemic.
The involvement of parent is very important for children's education especially in students with the deaf.
Parental involvement in deaf students learning English online as a form of parental support that aims at the development of child potential where the parent take part in their role in deaf students learning English online through related relationships that support each other and the parental involvement indicators in learning English online are; prepare facilities in learning English activities from home, assisting the deaf student in learning English activities from home, guiding and motivating deaf student, benefits in learning English online, barriers in learning English online.
Keywords: English learning online, parent involvement, Covid-19 pandemic Covid-19 Situation.
INTRODUCTION Since the Coronavirus spread in Indonesia, it has caused the government to immediately take firm action to prevent its spread wider.
Because in this case, the disease is caused by the Coronavirus can spread very quickly and has claimed many lives in various ways country, so that the government made various efforts to prevent it very wide deployment, where one of them is by applying distance learning, from elementary to college level.
Including issuing Government Regulation Number 21 of 2020 concerning Large-Scale Social Restrictions in the Context of Accelerating Handling of Covid-19 which results in limiting various activities including schools.
Meanwhile, Learning From Home activities are officially issued through the Minister of Education and Culture Circular Number 36962/ MPK.A/ HK/ 2020 regarding online learning and working from home to prevent the spread of Corona Virus Disease (COVID-19).
This policy forces teachers and students to continue working and learning from home from early childhood education to higher education (kemdikbud.go.id, 2020).
mailto:fitriwulandari@umpri.ac.id Parent... 81 This policy certainly has an impact not only on the teacher and student relationships during learning from home but also the importance of optimizing the role of parents in implementing learning from home.
The home learning policy requires learning to be carried out online.
Accordance with the Minister of Education and Culture of the Republic of Indonesia regarding Circular Number 4 of 2020 concerning Implementation of Education Policies in the Emergency of the Spread of Corona Virus Disease (COVID-19).
They cannot meet face to face, because it is for preventing the transmission of Covid-19.
During learning from home, students get a lot of assignments.
So, the role of parents who have to supervise their children in the learning process while at home.
The students must study at home, for the sake of safety and health for all of us, this certainly has an impact on parents, where parents must provide learning to their children at home.
Crowded in various social media that tell the experiences of parents while accompanying their children to learn.
For example, it turns out that there are parents who often get angry because they find their children who are difficult to manage so they cannot stand it and want their children to study again at school.
This incident gives awareness to parents that educating children is not easy.
It takes a lot of knowledge and patience.
Normal students have difficulty in implementing new rules for learning from home, especially for students with special needs.
For a student with disabilities is not easy to deal with the situation of teaching and learning.
One approach in the education of students with disabilities while learning from home is the active role of parents in teaching and learning activities.
Parents are required to be the main handle for students because many of them are not able to learn independently, and this is a challenge for parents in paying attention to their children's education.
A student with disabilities is a term that indicates a special disorder.
A student with special needs has different characteristics from one another.
Special education is education for students who have difficulty in participating in the learning process because of physical, emotional, mental, social, and special intelligence and talent potential (PP.
No.17 Article 127 of 2010).
Deaf are individuals who have permanent or non-permanent hearing loss.
Because of the obstacles in hearing individuals with hearing impairment have obstacles in speaking so they are commonly called mute (Mudjito, Harizal, and Elifindri, 2012: 27).
The involvement of parents is very important for children's education especially in students with special needs.
Most students need the involvement of parents as teachers at home.
Since the 1980s.
The Nicky... 82 involvement of parents with schools has become a major issue that education policymakers must consider (Nurhayati 2016).
Various studies show that student achievement increases if parents take an active role in the education of their children.
As shown by the results of the Harvard Family Research Project's (HFRS) research which revealed that parental involvement is closely related to the child's development and achievement.
For this reason, parental involvement is very important for children's education especially for a student with disabilities (Inspiration 2018).The description of the role of parents above was mostly analyzed before the pandemic, which emphasized more on care, while more academic education was left to the school.
Meanwhile, research related to the parent’s involvement in accompanying deaf students in learning English online while the Covid-19 pandemic has not been done much.
Based on the foregoing, the study in this research is very important to do to understand how the involvement of parents in accompanying deaf students in learning English online while Covid-19 pandemic, including when accompanying children to learn from home.
RESEARCH METHOD The design of this study was a Case Study in form of Qualitative Research about parents’ experience in accompanying deaf students in English learning online while the Covid-19 pandemic.
A case study is a research method that is used to reveal in more detail and comprehensively the situation of the object being analyzed (Alwasilah, 2002).
Hancock & Algozzine (2006) states that a case study is research conducted on an "object", which is called a "case", which is carried out completely, thoroughly, and deeply using various kinds of data sources.
Yin (2006: 1) states that a case study is a more suitable strategy if the main question of a study is how or why, if the researcher has little opportunity to control the events to be investigated, and when the focus of the research is on contemporary phenomena in the context of real life.
In this case, the researcher analyzed parents’ experience in accompanying deaf students in learning English online while the Covid-19 pandemic.
A case study is using a qualitative approach to draw the research and collect the data.
The qualitative approach leads to phenomenological studies that have special attention to the phenomenon under study, focus on the activities of the research subject, reveal problems, present data, analyze data, and get data by direct observation.
Bogdan and Taylor in Moleong (2008:4) define a qualitative approach as a research procedure that produces descriptive data in the form of written or Parent... 83 spoken words from people and observable behavior.
It is called qualitative research because this study examines parents’ experience in accompanying deaf students learning English online while the Covid-19 pandemic.The researcher has some techniques to collect the data.
The researcher used qualitative data.
Qualitative data consist of observation, questionnaires, and interviews.
FINDINGS AND DISCUSSION Parents consider that learning at home is still considered capable of improving the quality of children's learning, but some parents think that learning at home is not beneficial for children, because at school children can interact directly with teachers and socialize with their friends.
Although many parents agree that learning at home can increase knowledge, not a few also feel that they still have difficulties with the technology used during the learning process at home for elderly or senior teachers.
Many parents help provide motivation as long as deaf students are required to learn from home because of the government's appeal regarding Covid-19, this also makes many parents devote their time to helping their child's learning process while at home.
Many parents agree that during learning at home, the parents also help with the assignments given by the teacher.
Although not a few also feel that this is an additional activity for parents besides doing household chores, especially for both working parents.
Learning at home is also considered to have a greater impact on spending, namely for pulses and internet connections, and requires parents to be literate with technology to support the learning process at home, the obstacles faced by parents are the additional cost of purchasing internet quota increases, technology online requires a network connection to the internet and a quota, therefore the level of internet quota usage will increase the burden on parents' expenses, to do online learning for several months, of course, more quota will be needed and will automatically increase the cost of purchasing internet quota.
During learning at home, many parents think that the assignments given by the teacher are too many and the assignments looked difficult, but even so, most parents are happy because the assignments are considered to be able to help deaf students understand the material more because of the exercises in the form of assignments given.
The teacher gives assignments because of the limited learning time and the difficulty of interacting during learning at home, Nicky... 84 therefore many of the teachers change this to giving assignments to strengthen children's abilities regarding the material being studied.
Many parents consider that through learning at home they can strengthen their relationship with their children, as well as their children, are considered to be able to do learning at home very well, so that many parents who think creatively try various ways so that children do not feel bored while studying at home, but there are also many which reveal that it is better for children to study at school, because many children are annoying, prefer to play rather than study, many children think that they are at home where they play, so there are some cases of tasks not being completed properly.
Parents also feel that through learning at home, parents can see their child's progress in learning.
Learning at home can also increase the attachment of parents and children so that parents can better understand their children's abilities.
This shows that parents have a very big role during learning activities at home, parents are the first madrasah for their children before learning at school.
The existence of this learning activity at home also has benefits for deaf students and their parents, this government policy regarding online learning has made us all aware of the importance of studying technology and using technology positively.
This can also be a great lesson for the world of Indonesian education in the future to overcome various problems in the world of education today.
CONCLUSION The involvement of parents is very important for children's education especially in students with the deaf.
Parental involvement in deaf students learning English online as a form of parental support that aims at the development of child potential where the parents take part in their role in deaf students learning English online through related relationships that support each other and the parental involvement indicators in learning English online are; prepare facilities in learning English activities from home, assisting children in learning English activities from home, guiding and motivating children, benefits in learning English online, barriers in learning English online.
REFERENCES Arsendy, S., Sukoco, G. A., & Purba, R. E. (2020).
Riset dampak COVID-19: potret gap Parent... 85 akses online ‘Belajar dari Rumah’ dari 4 provinsi.
Theconversation.Com.
https://theconversation.com/risetdampak-covid-19-potret-gapaksesonline-belajar-dari-rumah-dari-4provinsi-136534 Ashari, M. (2020).
Proses Pembelajaran Daring di Tengah Antisipasi Penyebaran Virus Corona Dinilai Belum Maksimal.
Pikiran Rakyat com website: https://www.pikiranrakyat.com/pendidikan/pr01353818/prosespembejalarandaring-di-tengah-antisipasipenyebaran-virus-corona-dinilaibelummaksimal Briliannur, dkk (2020).
Analisis Keefektifan Pembelajaran Online di Masa Pandemi Covid19.
Jurnal Pendidikan Guru Sekolah Dasar.
EISSN : 2721-7957.
Creswell, J.
(2003).
Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research.
Covid19.go.id.
(2020).
Data Sebaran.Covid19.Go.Id.
https://covid19.go.id/ Darmono, Al (2015).
Jurnal Penelitian.
Peran Orangtua dalam Pendidikan Anak Berkebutuhan Khusus.
Sekolah Tinggi Agama Islam (STAI) Ngawi.
Haryanti, Dwi (2017).
Jurnal Penelitian.
Keterlibatan Keluarga sebagai Mitra dalam Pendidikan Anak.
Vol.
1 No.
1.
Inspirasi (2018).
Pentingnya Keterlibatan Orang Tua dalam Pendidikan Anak: https://axa.co.id/inspirasi/Pentingny a-Keterlibatan-OrangTua-dalampendidikan-anak-2 Khasanah, dkk.
(2020).
Pendidikan Dalam Masa Pandemi Covid-19.
Jurnal Sinestesia, 10 (01), 41-48.
Lia Nur Atiqoh Bela Dina (2020).
Respon orang Tua terhadap Pembelajaran Daring pada Masa Pandemi Covid-19.
Jurnal THUFULI Vol.
2 No.
1 E-ISSN: 2685-161X.
Nika Cahyati and Rita kusumah (2020).
Peran Orang Tua Dalam Menerapkan Pembelajaran Di Rumah Saat Pandemi Covid 19.
Jurnal Golden Age, Universitas Hamzanwadi Vol.
04 No.
1, Juni 2020, Hal.
152-159 E-ISSN : 2549-7367.
Nuraini, R. (2020).
Kasus Covid-19 Pertama, Masyarakat Jangan Panik.
Indonesia.Go.Id.
https://indonesia.go.id/narasi/indone sia-dalam-angka/ekonomi/kasuscovid-19pertama-masyarakatjangan-panik Nurhayati, (2016).
Keterlibatan Orang Tua dalam Pendidikan Anak.
Media Indonesia: https://m.mediaindonesia.com/amp/ amp_detail/62777-keterlibatanorang-tua-dalampendidikan-anak Patricia E. Spencer and Marc Marschark (2006).
Advanced in The Spoken Language Development of Deaf and Hard-of-Hearing Children https://theconversation.com/riset-%20dampak-covid-19-potret-gap-akses-%20online-belajar-dari-rumah-dari-4-%20provinsi-136534 https://theconversation.com/riset-%20dampak-covid-19-potret-gap-akses-%20online-belajar-dari-rumah-dari-4-%20provinsi-136534 https://axa.co.id/inspirasi/Pentingny%20a-Keterlibatan-Orang-Tua-dalam-%20pendidikan-anak-2 https://axa.co.id/inspirasi/Pentingny%20a-Keterlibatan-Orang-Tua-dalam-%20pendidikan-anak-2 Nicky... 86 Puspitasari, R. (2020).
Hikmah Pandemi Covid-19 Bagi Pendidikan Di Indonesia.
Institut Agama Islam Negeri Surakarta website: https://iain-surakarta.ac.id/hikmahpandemicovid-19-bagi-pendidikandiindonesia/ Slameto.
(2020).
5 Fakta Pendidikan di Tengah Wabah Corona.
Detiknews website: https://news.detik.com/kolom/d4969335/5-faktapendidikan-ditengah-wabah-corona Sri Intan Rahayuningsih, dkk.
Self-Adaptation Description Of Parents Who Have Children With Special Needs In Banda Aceh.
Idea Nursing Journal Vol.
02 No.
3 E-ISSN: 2087 – 2879.
Taufik Hidayat (2019).
Pembahasan Studi Kasus Sebagai Bagian Metodologi Penelitian.
Research Gate.
UNICEF.
(2020).
Kiat Pengasuhan di Tengah Wabah Virus Corona (COVID-19).
Unicef.Org.
https://www.unicef.org/indonesia/id /coronavirus/kiat-pengasuhanCOVID-19#top WHO.
(2020).
Coronavirus disease (COVID-19) advice for the public:Advocacy.
https://www.who.int/emergencies/di ceases/novel-coronavirus2019/advice-forpublic/healthyparenting.
Winingsih, Endang.
(2020).
Peran Orang Tua Dalam Pembelajaran Jarak Jauh.
Poskita.co: https://poskita.co/2020/04/02/peranorangtua-dalampembelajaran-jarakjauh/ Worldometers.info.
(2020).
COVID-19 Coronavirus Pandemic.
Www.Worldometers.Info.
https://www.worldometers.info/coro navirus/#page-top https://iain-surakarta.ac.id/hikmah-%20pandemi-covid-19-bagi-pendidikan-%20diindonesia/ https://iain-surakarta.ac.id/hikmah-%20pandemi-covid-19-bagi-pendidikan-%20diindonesia/ http://www.unicef.org/indonesia/id http://www.unicef.org/indonesia/id http://www.who.int/emergencies/di http://www.worldometers.info/coro http://www.worldometers.info/coro
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
2, August 2021 Page.
46 52 p-ISSN: 2356-2048 e-ISSN: 2356-203x 46 STUDENTS’ ANXIETY IN THE ENGLISH LEARNING AT SDIT AL IHSAN JAKARTA Mulyadi1, Siti Nurani2 1Faculty of Education and Social Sciences, University of Indraprastha PGRI 2Faculty of Language and Art, University of Indraprastha PGRI Email Correspondence: mistermul73@yahoo.com Abstract This research aims to analyze the English language learning anxiety of primary students empirically.
This research is descriptive qualitative research.
The population of this research is the sixth-grade students’ from SDIT Al-Ihsan in South Jakarta.
The sample was taken through simple random sampling of which 50 students as samples of this research.
The instruments used in this research were questionnaires and interviews.
This research explained that students’ English language learning anxiety is considered a high category in learning English.
Keywords: Language, Learning, Anxiety, Primary Students INTRODUCTION As a developing country, Indonesia needs English because the government is trying to improve all aspects which are usually faced by all countries.
Due to the significance of the English role of today’s communication, being competent in English is greatly needed.
Having English skills and using English communicatively, could encourage Indonesian people to study English since the globalization era challenges their competence comprehensively.
We know that nation of Indonesia has thousands of islands which means that it also has hundreds of ethnic groups which makes languages in Indonesia vary.
Then Indonesian nationalists thought that they needed to have a single national language to unite the people, therefore the Indonesian language became an official national language.
While Indonesia has been successful with its national language which then affects the use of the Indonesian language for daily communication, it makes the use of English for international communication less.
Then the majority of Indonesian people remain handicapped by their English.
The fact has shown that Indonesians get some troubles in studying English mainly in performing their speaking competence although they have been studying English for years to years they are still incapable to use English orally.
People who have learned English for a long time in mailto:mistermul73@yahoo.com Mulyadi… 47 Indonesia, sometimes rather hesitate when they should speak with native speakers.
They are not sure about their English.
They are often embarrassed or shy to say anything when they do not understand what others speak or when they realize that others do not understand them.
Sometimes, they just listen in silence while others do talk.
This situation is quite related to a feeling of anxiety.
Sometimes some people do not have enough bravery to speak in front of people even in their language.
They always feel nervous when they speak in public.
They are afraid of making mistakes because they are worried that other people will laugh at them.
From all descriptions above, the writers would like to find out students’ language learning anxiety on primary students.
In the writers’ opinion, most people experience language anxiety.
There has been a great deal of research in language learning anxiety.
In the education field, anxiety becomes a major obstacle faced by students, especially young learners.
Thus, because of the importance of English in the world today, this research analyzes the English language learning anxiety of primary students at SDIT Al Ihsan, Jakarta.
Anxiety is a complex phenomenon that has been studied by several well-known theorists over many years.
There are several kinds of anxiety that have been described.
Anxiety is part of the human condition that is closely related to the issues of psycholinguistic and socio-cultural that one has.
Anxiety is also considered as a fear occurring whenever an individual feels in a threat or a danger in such situations in the environment.
It is caused by mental or emotional conflicts, not objective circumstances.
In learning, anxiety appears to be a common thing that students face particularly in second language learning (Amiri and Ghonsooly, 2015).
Students often experience anxiety in learning if they do overthink the punishment given by teachers when they make mistakes in the learning.
It surely affects their achievement in the learning process(Shibli, et.
al., 2015; Sing and Thukral, 2009).
Some students may feel guilty about their failure in learning.
The sense of guilt is the most important problem in the evolution of learning culture.
It could be said that the sense of guilt brought in students’ mindset could hurt this attitude and it can arouse anxiety.
Anxiety has such an impact on individuals in social situations, especially in public speaking, which is known as “social anxiety” as stated by Dugas and Robichaud (2007), anxiety in the social context is assumed as a fear that intensively occurred in the social performance Students… 48 situations.
People with social anxiety will automatically avoid and anticipate the unexpected social activities that might emerge among them.
Social anxiety is identified as extreme fear and stress related to being watched by others.
This could be from speaking activities in crowds to eating meals among other people.
In real life, social anxiety does happen to many individuals.
Social anxiety cuts across all gender, ethnic, economic, and cultural barriers.
They experience some type of social anxiety, for example, avoiding public speaking conferences, job interviews, gatherings, or parties.
In the opinion of Dugas and Robichaud, social anxiety can appear quite similar to generalized anxiety disorder (GAD).
A distinction between social anxiety and GAD is the underlying fear.
For example, social anxiety is having by an individual who worries when he might be observed or evaluated by others, while GAD is having by individual who worries not only in social situations but also worries about several daily events.
Scovel in Pavlenko (2005:33) said that “Anxiety is commonly seen as a state of apprehension and vague fear that is only indirectly associated with its object”.
Anxiety is a form of individual emotions related to feeling threatened by the existence of something, usually with the object of threats that are not so clear.
It is defined as a state of uneasiness and apprehension about future uncertainties.
Though anxiety is related to fear, it is not the same thing.
Fear is a direct response to a specific event or object of which an individual is conscious.
While anxiety is often unfocused, vague, and hard to pin down to a specific cause.
Anxiety could be a result of anticipation of a realistic or fantasized threat or situation.
Everyone experiences a small level of anxiety during his life.
This happens is natural.
In the process of language learning, the use of cognitive thoughts is quite high.
Besides, language ability is a skill, therefore oral practice is in high demand.
Quite many steps they have to learn, to remember, and to practice.
When there are too many inputs coming into the brain at once, the brain tends to stop them.
At this level, the students feel of having brain overload.
This condition can keep their stress level high and it makes the material of the lesson is not interesting.
Lately, the students feel frightened or have a sense of failure.
They feel unconfident with their English which situation will bring them to the level of feeling anxious, panic, afraid, embarrassed, and so on, which all of these feelings can be categorized Mulyadi… 49 as feeling of anxiety.
Thus, in this case, the anxiety arises because of the feeling of uncomfortable with the learning process.
Anxiety is associated with problems in second language learning.
It is often found that students who have grade-level increased in which the material of English lesson becomes wider, thus the learning process becomes harder, therefore it causes their feeling of fear, panics, or anxiety becomes increased as well.
Thus in many respects, anxiety must be controlled appropriately since it can arouse such negative impacts in their learning circumstance (Millan, 2003).
Schein in Coutu (2002:100) identified that “Learning anxiety as stemming from the fear of failure, of looking stupid, of having to change”.
It is usually begun with a perception that language learning is difficult, then students will judge that it is not easy to have English competence.
They think that language learning is emotionally painful, as they often have to practice the language in front of the class in which they are afraid of looking stupid.
The fear or anxiety of exposure during the process of language learning will lead to their failure in the target language.
RESEARCH METHOD This research is qualitative research that uses a descriptive method for this research focuses on the vivid description of what happens.
Therefore, the descriptive method is suitable for this purpose.
The population of this research is all sixth-grade students of SDIT Al-Ihsan.
Then, 50 students are selected as participants.
The data is obtained from sixth-grade students of SDIT Al-Ihsan.
The technique for analyzing the data is to analyze the percentage of indicators of students’ anxiety from all questionnaires.
Such procedures are conducted to collect the data as the followings: 1.
Observation Observation is a method of collecting information by investigating directly the current process of learning English speaking.
2.
Interview Collecting the data and information by interviewing teachers and students to the research importance.
Students… 50 3.
Literature Review The data and information are collected by reviewing sources or references.
In this phase, the literature review starts with the analysis of the previous research from both offline and online sources.
The list of books and journals as references is in the references section.
4.
Questionnaire The questionnaire was given for students to identify their anxiety in learning speaking.
The questionnaire consists of 10 questions related to the primary students’ anxiety indicators in English language learning.
The questionnaire used for this research is a questionnaire of the Foreign Language Classroom Anxiety Scale (FLCAS) described by Huang (2010).
The researchers use only 10 items.
FINDINGS AND DISCUSSION The research findings have shown that students’ anxiety of SDIT Al-Ihsan Jakarta is still at a high level.
Based on the data taken from the students, there is a significant percentage that indicates a high level of students’ anxiety.
From 10 questions given to 50 students, there are 355 responses of Yes and 145 responses of No.
In percentage, it can be said that the students who have high anxiety reach 71%, while the students who have low anxiety reach 29%.
It means that the students with high anxiety are more than students with low anxiety.
Table1: Students’ Responses on English Learning Anxiety at SDIT Al-Ihsan Jakarta Questionnaire Students’ responses Yes No 1.
I tremble when I know that I am going to be called on in language class.
32 18 2.
I start to panic when I have to speak without preparation in English class.
38 12 3.
I get upset when I don’t understand what the English teacher is correcting.
31 19 4.
I am afraid that my English teacher is ready to correct every mistake I make.
40 10 5.
I can feel my heart pounding when I am going to be called on in English class.
37 13 6.
I get nervous when I don’t understand every word the English teacher says.
29 21 7.
I always feel that the other students speak English better than I do.
32 18 8.
It embarrasses me to volunteer answers in my English class.
35 15 Mulyadi… 51 9.
I am afraid that other students will laugh at me when I speak English.
42 8 10.
I never feel quite sure of myself when I am speaking in my English class.
39 11 Table 2: Percentage of Students’ Responses on English Learning Anxiety Total of Students’ Responses Yes Percentage No Percentage 355 71% 145 29% Based on all of the data collected, there can be found some feelings related to language learning anxiety such as afraid, nervous, upset, inferior, worried, unconvincing, and embarrassed.
All of them have a significant score by showing 71% of students’ responses to indicate students’ language learning anxiety.
It confirms that language learning anxiety at SDIT Al Ihsan occurs.
Language learning anxiety is anxiety that occurs in the process of language learning because of the feeling of fear, shyness, panic, and so on, when a student has to practice the language in the classroom or because of any other factors which could threaten him/her.
In the classroom, most students feel uncomfortable when receiving bad feedback in front of the group.
It creates a panic situation or a feeling of shyness.
They do not want to look foolish, while it is natural that anybody wants to protect his self-image.
All of these feelings are called anxiety.
Unconsciously, it results in an emotional reaction and creates a negative feeling to the teacher.
Anxious students are desperately trying to avoid humiliation, embarrassment, and criticism, and to preserve their self-esteem.
In this case, the degree of exposure to language practice is great.
Many students have a negative feeling about their language ability.
This can make language learners who have a certain personality avoid language learning.
They do not have strong confidence or bravery to achieve.
Their feeling of guilty increases.
They do not want to be humiliated, embarrassed, and criticized but they do not try to come up.
Students… 52 CONCLUSION The results of the research show that the students’ anxiety in learning the English language is still high that is caused by some factors and indicators remarked in their responses to the questionnaire related to language learning anxiety.
Findings also show that all students are not yet maximal to develop their potential and competence in the teachinglearning process.
In this case, teachers should be much more creative in exploring any kind of teaching strategy.
Moreover, teachers should also have enough knowledge of psychology to be able to reduce students’ anxiety.
REFERENCES Amiri, M., &Ghonsooly, B.
(2015).The Relationship between English Learning Anxiety and the Students’ Achievement on Examinations.
Journal of Language Teaching and Research, 6(4), 855–865.
Coutu, D.L.
(2002).The Anxiety of Learning.
USA: Harvard Business School Publishing Corporation.
Dugas, M.J.,&Robichaud, M. (2007).Cognitive-Behavioral Treatment for Generalized Anxiety Disorder.
New York: Taylor & Francis Group.
Huang, S. (2010).The Relationship between Teacher and Peer Support and English-Language Learners’ Anxiety.
USA: CCSE English Language Teaching.
Millan, M. J.
(2003).
The neurobiology and control of anxious states.
Progress in Neurobiology, 70(2), 83244.
Pavlenko, A.
(2005).
Emotions and Multilingualism.
New York: Cambridge University Press.
Shibli, N., Nawaz, N., Ameen, N., Fatima, S., Khan, H. S., &Ain, Q.
(2015).
The Effects of Anxiety on Achievement and Performance : a College Study.
International of Scientific and Research Publication, 61(6), 5–6.
Singh, S., &Thukral, P. (2009).The Role of Anxiety in Achievement.Journal of exercise science and Physiotherapy, 5(2), 122–125.
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 42 AN ENGLISH SYLLABUS DESIGN FOR THE TENTH GRADE STUDENTS OF TOURISM (HOTEL ACCOMODATION DEPARTEMENT) Kurniati English Education Departmen of STKIP Muhammadiyah Pringsewu, Lampung.
email: kurniati.sewu@yahoo.com Abstract The new curriculum of 2013 regulates 90 minutes in a week to learn English at the first year students of vocational school from 270 minutes before.
Therefore, the students become have lack of exposure to the language.
Besides, the syllabus is still general, it did not focus on vocational school department.
Because of that, the researcher conducted this research.
The data sources that used in this research are observation, interview, test and documentation.
First was interview which given to present and alumni of State Vocational School 57 Jakarta, stakeholders and hotel staffs.
Second, observation was conducted at hotel as a real situation of workplace.
Third test was given to the students to know the learner lack of language.
Fourth, documentation was taken by recording the interviewing data and implementation syllabus process in the class.The result of this research found that new English syllabus related to job field.
From implementation of samples unit found that 67.5% the lesson was understandable, 80% interesting, 75% autonomous and 65% satisfactory.
Whereas the result did not reach 100% satisfactory, but it proved that the English syllabus designed was successful.
Keywords: Autonomous, Designing, Need analysis, Syllabus and Implementation.
1.
INTRODUCTION Vocational school which is called Sekolah Menengah Kejuruan (SMK) is a secondary program in Indonesia.
SMK is also known as career and technical Education as its objective is to prepare learners for a ready to work.
Therefore, the graduates are expected to have skills and capabilities that related with their jobs.
In addition to that, English is one of the skills which should be acquired in this department because there are many books which related to the skills originated from English Speaking countries.
For instance, Vocational school majoring Tourism and its department of Hotel Accommodation should accommodate its graduates with the competencies of Front Office, Operation, and House Keeping.
However, there are some requirements to achieve that goal, such as: teachers’ competency in designing the syllabus, language teaching, and the language exposure.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 43 The teachers at Hotel Accommodation Department are demanded to have competency in designing a practical and link-match syllabus as it is one of the most important variables in teaching and learning process.
However, most teachers have difficulties in developing the syllabus which is distributed by Ministry of National Education (MoNE).
Therefore, the teachers use the syllabus from MoNE as it is.
In addition to that, there is minimum research in developing English syllabus for Hotel Accommodation Department which affects the teachers’ practice in developing the syllabus on the lack of guidance.
For example, the English teachers designing syllabus for Front Office at the Hotel Department should cover the skills of telephoning, correspondence, room booking, and complaints.
The English language teaching in vocational school mainly focuses on General English.
The students of Accommodation Department of the first year used textbook “English for vocational school 1” delivered from MoNE.
The book used to all the students in all majors of vocational school like is hotel accommodation, tour and travel and food production major.
Moreover, the content of that book is still broad and unspecific to the job related, in this case is hotel industry.
For example: The content of unit I discussed Greeting and Leave Takings.
In contrast, the example of speaking dialogue showed the dialogue in family and hospital situation which is unspecific to the hotel accommodation department.
Therefore, developing English syllabus in line with the jobrelated is needed.
As the MoNE stipulated the new curriculum of 2013 which regulates the length of English learning for tenth grade at secondary school is for 90; minutes, therefore, the students have lack of exposure to the language.
As in the case of English for Hotel Department the students should acquire the competency of English related to their job.
Regarding of the students hotel accommodation, they will serve customers directly in their field.
Therefore, speaking material is needed as one of the important skill in English syllabus which to be designed.
However in reality, there are some problems in English teaching that researcher finds in her preliminary research at Hotel Accommodation Department such as: unspecific learning SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 44 material, lack of practice, and students’ low English competence.
The English materials used in Hotel Accommodation Department are unspecific.
The English textbook used is similar to all majors, such as: Tour and Travel and Food Production Department.
Therefore, the design of English Language Teaching syllabus is not in line with the students’ job-related requirements.
There are many students who have lack of English skill related to their major.
Moreover, they have difficulties to communicate in English in their field because the lack of practice and lack of exposure to the language.
In addition, the length of learning is too short to practice their familiarity with the language.
For instance, the students should be directed to acquire the information about the hotel and its facilities while responding to the telephone calls.
Therefore, to exposure the student to the language, this research will present the autonomous learning in syllabus which is will be design.
Related to the problem in teaching and learning English in SMK above, researcher assumes those cause the students who are learning English have various needs and goals that they attain, so the English syllabus should be designed to meet the learning objectives and related to the work place.
In addition, the autonomous learning presented in syllabus design to expose the students to the language outside classroom and enhance their learning independently because of the length of English learning in class that is very short.
In addition, the English syllabus design is a necessity to the teacher, as language is too complex and varied to learn and teaching and learning is collaborative effort between teachers and students to achieve the learning goal both the teachers and students have role to make learning happen.
Therefore, English syllabus based on students and work place needs to be designed.
To sum up, designing a well English syllabus needs teachers’ competency which is based on their analysis on the students’ need and job-related.
Therefore, it is necessity to do a research on designing an English syllabus for Hotel Accommodation in State Vocational School 57 Jakarta.
In designing sylabus, the need analysis is conducted prior to design syllabus to find out what the students needs, therefore needs analysis become SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 45 crucial to determine the effectiveness of the syllabus.
Moreover, Brindley (1989) and Berwick (1989) are described need as objective and subjective perceived and felt, target situation/ goal oriented and learning, process-oriented and product oriented.
In addition, “there are necessities, wants, and lacks” Hutchinson and Waters (1987).
Derived of that, this research conducted need analysis based on necessities, lack and wants of the subject research to find out the students needs in learning English in hotel accommodation department.
2.
RESEARCH METHOD This research was conducted at State Vocational School 57 Jakarta which is located on Jl.
Taman Margasatwa no.
38 B Jati Padang Pasar Minggu Jakarta Selatan.
SMK N 57 was chosen as the research place because this school has specialization in tourism department, particularly hotel accommodation.
This research organized for six months since January – June 2014.
The participants in this research were 40 participants.
They consist of 32 or 25% students of the tenth grade of Hotel Accommodation Department of State Vocational School 57 Jakarta as a present’s learner.
The participants have taken by randomly from total students of hotel accommodation 120 students.
The design of this research was qualitative research as it was relevant to the type of the data that has been collected.
Then, the method that has been applied in this research was the Education Research and Development (R and D).
R and D has been chosen because this research explored the process of identifying and describing the students and job – related needs in designing objectives and speaking material in English syllabus for the tenth grade students of Hotel Accommodation Department.
In additional to that, to clarify the steps of the research, the researcher adopts the steps by Sugiyono’s book in doing educational R and D. The data collection method that had been gathered through needs analysis are interview, test, documentation and observation.
3.
FINDINGS AND DISCUSSION Finding in Designing Syllabus In order to get data from the first year students of vocational school the test was delivered into multiple choices.
Which is SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 46 consist of specific English and grammar.
The following diagram describes the result of the test in the following.
61,29% 19.35% 12,90% 6,45% 0 2 4 6 8 Diagram 1 Test result Diagrams 1 shows 61.29% students are at pre basic level, 19.35% identified a basic level, 12.90% identified at intermediate and 6.45% advanced level.
Therefore, the syllabus designed is for the students of basic level.
Based on findings of need analysis from observation, documentation and interview, the English syllabus designed in ten topics.
It is shown in the following table.
Table 2 Topic of Syllabus Design Topics Language focus Greeting and introduction Personal pronounce Offering help Modal Number and Time Plural and singular Noun, Simple Present Tense Describing Place Comparison degree Giving direction Preposition when giving direction Telephoning Simple continuous tense Memo Developing vocabulary Handling Complain Handling complain expression Whquestions Simple Past Tense Bill settlement Bill settlement Expression Findings in Implementing Syllabus Implementation has been done by piloting the sample unit.
The purpose of doing the implementation was to find out the responses of the students towards the English syllabus has been designed.
To get data during and after implementation of English syllabus designed, the researcher conducted weekly assessment for the students and interview after implementing four sample units of lesson.
Weekly assessment conducted to find out the progress of students in learning English by using new English syllabus.
After implementing unit one, greeting and introduction, the result showed on the following table.
Table 3 The Result of Implementing Syllabus Score Excellent Good Average Poor Total of students Lesson Lesson 1 2 7 9 8 26 Lesson 2 2 10 7 6 25 Lesson 3 1 10 6 5 22 Lesson 4 4 12 9 2 27 Based on the table above, the progress of students from lesson 1 to lesson 4 students have good progress in learning whereas the result is achieve the SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 47 expectation yet.
It happened because influence some factors such as time, learning strategies and confidence of students.
In addition, besides the findings from weekly assessment, interview is delivered to find out the result of implementing new English syllabus in vocational school.
The result of interview showed in table 4 Table 4 The Result of Interview Lesson 1 Lesson 2 Lesson 3 Lesson 4 Result The lesson related to the need 100% 100% 100% 100% 100% The lesson was understanda ble 80% 70% 50% 70% 67.5% The lesson made students autonomous 60% 60% 100% 100% 80% The lesson was interesting 70% 80% 70% 80% 75% The lesson was satisfactory 70% 60% 70% 60% 65% Discussion This part is discussed to find out the process of designing English syllabus whether the syllabus made was effective.
And for the findings would be supported by previous research, theoretical framework, and the result of data as follows.
The syllabus of ESP designing to meet the specific need of the learners, that way needs analysis become crucial to determine the effectiveness of the syllabus.
Related to that, there are some procedures in designing syllabus related to the expert as the consideration in conducting this research.
as discussed on chapter II ( page 2829) First Brenn and LittleJohn 1 stated that the curriculum designer needs to see range of decisions in designing curriculum including the goals, content and sequence, format and presentation, and monitoring and assessment.
For goals, content and sequence, format and presentation were conducted and got the findings from the students such as necessities, lack and wants of students.
From stakeholders found the learning objectives and school expectation, and from hotel staff found the job requirements and students needs.
Related to that, its can be seen from the explanation in the following: First, the necessities from the students.
Most of the students said that, SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 48 knowing many English vocabularies, practicing the conversation, and listening in real situation of their work place.
Student Az : “English in hotel is how to the students practicing do not only write something on the paper based on the theories given by the teacher.
Because the students of vocational school have to be ready in working place, so by practicing English more the students will be ready too.“ Second the necessities from the stakeholder.
From three stakeholder who were interviewed, all of them agree that speaking and listening about conversation such as in real situation are needed by the students of vocational school.
Stakeholder DH: “ in XI class, as long as 6 months the students will follow the training and need practice for speaking and listening.
And for the material needed for the students such as procedure, knowing the tools and place in hotel, besides that saying number nominal and ordinal related to the room price.
Third the necessities from hotel staff.
Hotel staff also recommended that students need speaking and listening more than other skill, because the hotel staff ussualy deal with the costumer directly.
From the findings of the necessities of three objectives above in designing the English syllabus the researcher presented many activities to make students practice more.
Such roleplay, drilling and dialogue interactive among the students.
Besides that, the topics that presented guidanced the students to know the real situation of students work place.
Next is finding of the wants of the students, stakeholder and also hotel staff found that the students want to communicate with the costummers of hotel fluently and ready to follow the training in hotels.
Based on the interview result, student T: “Students’ expectation is they are able to communicate like as the real situation of working place.” Stakeholder DH: in the XI class, the students have to follow the training in hotel.
So, when the students has been in working place, they have to be able use English for communication.
And can use English as in daily activities in job field hopefully.” SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 49 Hotel Staff AH: “Hopefully the students have good English because if want to work in international hotel, the students have to fluent in communicate by using English to face costumers.” Based on findings of interview result, an English syllabus designed related to the wants of students, stakeholder and also hotel staff they want to be able to communicate fluently especially in working place and also ready to follow the training in the hotel.
By knowing the wants from the informants above it could bennefit in designing syllabus.
At least the reseacher knows the expetation of other partiespart from the students themselves and could cater that expectation.
Morever, in English syllabus, reseacher presented some topics related to the job field.
It ordered such as Greeting and introduction, Offering help, Number and Time, Describing Place, Giving direction, Telephoning, Memo, Handling Complain, Whquestions, and Bill settlement.
In conclusion, it supported by expert that “Need analysis can play a major role in determining the content course, particularly for language item” Nation 2 Moreover, the researcher took account the findings from the need analysis in choosing content for the new English syllabus that researcher has made.
Now, implementation of new English syllabus.
It has been implemented May to June 2014 in APH class of tenth years state vocational school 57 Jakarta.
It has conducted in four meeting for foursample unit of lesson.
Each meeting conducted as long 90 minutes for one lesson.
In implementing lesson 1 the topic was greeting and introduction.
This topics put in the first because based on the result of proficiency test that students were at basic level.
Therefore, because greeting and introduction included in basic topic.
So, the researcher put it into the first.
In addition, it is supported by expert that there are two rules which can be applied to selection the material in language teaching and learning they are giving attention to high-frequency items of language and for low frequency dealt after high-frequency items have been sufficiently learned.
Nation (2010) SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 50 The second lesson implemented was offering help.
This topic becomes the second lesson because after the hotel staff met the costumer in hotel they use offering expression to give service in hotel.
In addition, it supported by Steven in chapter II (page 19) ESP has several absolute characteristics: one them is designing to meet specified needs of the learner.
Therefore, the researcher chooses this topic because related real situation.
The third lesson implemented was Number and Time.
This topic ordered after offering help because in the real situation the hotel staff deal with the number and time directly, such as information about the price of room, number of room, date, etc that related to hotel.
The last lesson implemented was Describing the place of hotel.
This topic ordered to guidance the students using some expression in describing the facilities of hotel.
In addition, besides taking related topics in new English syllabus, researcher included some language focus, vocabulary and grammar and also autonomous learning strategies in each lesson.
It supported by Nation in the first group of principles deals with content and sequencing.
They were “the course should include language focus, vocabulary and grammar” and “a language course should train learner in how to learn a language.
4.
CONCLUSION Based on the research finding, which has been mentioned in chapter four, the researcher draws some points as conclusion.
The points are as follow.
Firstly, related to students’ need, school expectation and real situation, learning activities that suitable in new syllabus have to exposure the students in conversation, drilling, and role play.
Secondly, the result from implementation also illustrated that the new English syllabus is interesting, making them autonomous, more understandable and they satisfactory about the lesson.
Thirdly, the English syllabus designed has related to job requirement of students in the future that is work in hotel.
Speaking skill and able to communicate with the costumer are the main objective have to reach in order the students ready to work SMART Journal Volume 2 No.
1, Januari 2016 Hlm 42-51 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 51 REFERENCES Brindley, G.P.
(1989).
The Rule of analysis in adult ESL programe design.
In R. K. Berwick.
(1989).
Need analysis in Language programming: In R. K. Johnson (Ed.)
The second language curriculum.
CambridgeUniversity Press Hutchinson, T and Waters A.
(1987).
English Specific Purposes: A Learning-Centred Approach.
New York: Cambridge University Press.
Nation, I.S.P and John Macalister.
(2010).
Language curriculum Design.ESL & Applied Linguistics Professional series.
Rouledge Taylor and francis.
Sugiyono, (2008).
Metode penelitian Kuantitatif, Kualitatif dan R & B. Alfabeta: Bandung, group.New York .London
SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 93 THE EFFECTIVENESS OF USING PICTURES TO IMPROVE STUDENTS’ SPEAKING SKILL Episiasi1), Ardayati2), Sinta Novianti3) 1 English Department, STKIP PGRI LUBUKLINGGAU email: episiasi34@yahoo.com 2 English Department, STKIP PGRI LUBUKLINGGAU email: Ardayati470@yahoo.com 3 English Department, STKIP PGRI LUBUKLINGGAU email: Shintanovianti46@yahoo.com Abstract The problem of this study was “Is it significantly effective to use pictures to improve students’ speaking skill to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau?”.
This study was conducted to find out whether it is significantly effective to use pictures to improve students’ speaking skill.
There were two hypotheses; null hypotheses (H0) and alternative hypotheses (Ha).
The sample of the study was 23 students which were taken through cluster random sampling.
Research method of this study was pre-experimental with one group pre-test and post-test design.
The writer used speaking test and analyzed the data by using conversion of score range, individual score, and match t-test.
Based on the result of data analysis, it was found out that students’ average score in the pre-test was 46.43 and post-test was 60.54.
Finally, the results of matched t-test calculation shows that the t-obtain was higher than t-table.
The t-obtained was 31.37 while the t-table was 1.717.
It means that the null hypotheses (Ho) was rejected and automatically the alternative hypotheses (Ha) was accepted.
It can be concluded that it is significantly effective to teach speaking skill by using pictures.
Keywords: Effectiveness, Speaking, Picture 1.
INTRODUCTION English is an international language which has been used by countries all over the world.
It is used in trade, science, business, politics, education and more.
People need English to communicate with others, particularly to establish and maintain relationship.
In Indonesia, English as foreign language and one of the compulsory subjects at school, for levels Elementary School, Junior High School, Senior High School, and college.
Many educators agree that students should learn to speak English as a second language when interacting with others.
It aims to make students capable of keeping track of where English is used by all walks of life and activities.
Speaking is one of four basic skills instead of listening, reading, and writing SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 94 that have to be mastered by students so that it is a crucial part of second language learning and teaching.
Henry G. Tarigan (1981:15) states that speaking is a skill of conveying words or sounds of articulation to express or to deliver ideas, opinions, or felling.
Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues.
However, today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.
To most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language.
From the observation, the writer often finds students’ difficulties in learning how to speak up in classroom.
They are afraid of speaking English because lack of vocabularies, feel unmotivated, and confuse how to express what they want to say.
There are many ways to teach speaking.
Teaching speaking can be done through dialogues, pictures, games, etc.
In brief, English teacher or lectures should be creative in developing their teaching learning process to create good atmosphere, improve the students’ speaking skill, and give attention to the speaking components.
In this study, the writer focuses on picture to improve students’ speaking ability.
There is a phrase that describes a picture means a thousand words.
Picture is a good media that can be used to motivate the students and provide the participants with practice in improving speaking skill.
Based on the description above, the writer conducted a study entitled The Effectiveness of Using Pictures to Improve Students’ Speaking Skill to the Sixth Semester Students of English Education Study Program at STKIP PGRI Lubuklinggau in the Academic Year of 2014/2015.
In this study, the writer would like to find out whether or not it is significantly effective to use pictures in teaching speaking skill to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau in the academic year SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 95 of 2014/2015.
2.
RESEARCH METHODS The writer used a pre experimental method with one group pre-test and posttest design to conduct this research.
According to Borg, W. R in Latief (2010:96) pre experimental designs is experiment that is implemented only in one class without control class.
In doing this study, the writer used one group pretest and post-test design.
The design as follow: Experimental T1 X T2 Where T1 : Pre-test of experimental group X : Treatment (Picture) T2 : Post-test of experimental group In this study, firstly the writer administered the pretest to the students.
Then, the writer gave treatment to them.
Finally, the writer administered the posttest to the group.
There are two kinds of variables of this research: the independent variable and dependent variable.
According to Fraenkel and Wallen (2009:42) independent variables are those the investigator chooses to study (and often manipulate) in order to assess their possible effect(s) on one or more other variables.
An independent variable is presumed to have an effect on, to influence somehow, another variable.
Dependent variable is the variable that is presumed to affect by the independent variable.
The independent variable of this research is the use of picture, and the dependent variable is the students’ speaking achievement.
Population is entry group of individuals or items in which statistical measurement is investigated.
Therefore, the population of this study conducted at the sixth semester students of STKIP PGRI Lubuklinggau in the academic year 2014/2015 with total number of students were 64 students.
Table 1 The Population of the Study No.
Class Number of Students 1 VIA 23 2 VIB 26 3 VI C 15 Total 64 Source: STKIP PGRI Lubuklinggau in the academic year 2014/2015 SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 96 Sample is the minimum number to represent selective populations that are examined to gain the data or information about the whole.
Sample is items selected randomly from a population and used to test hypotheses about the population.
According to Fraenkel and Wallen (2009:90), sample is a group of subjects on which information is obtained.
Sample is items selected randomly from a population and used to test hypotheses about the population.
Cohen, Manion, and Morrison (2007:15) states that there are many methods of selecting sample such as random sampling, probability sampling, systematic sampling, stratified sampling, cluster sampling, volunteer sampling, quota sampling and purposive sampling.
In this study, the writer took sample by using cluster random sampling.
According to Fraenkel and Wallen (2009:95) cluster random sampling is the selection of groups, or clusters, of subjects rather than individuals.
So in cluster random sampling, the writer selected VI A as the samples of the study with total number of the students were 23.
In this study, the writer used oral test in collecting the data.
The students were given the pictures and asked to speak in front of the class about fifteen minutes.
The conversation was recorded by using good accuracy, fluency and comprehensibility.
The data obtained were analyzed through three techniques, they were: (1) conversion of score range, (2) individual scores, (3) the matched t-test.
3.
FINDINGS AND DISCUSSION The study of teaching speaking skill by using pictures was done to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau.
This study was started from April 21st, 2015 until May 26th, 2015.
Total population of the study was 64 students from 3 classes.
Sample of the study was taken by using cluster random sampling.
The result was showed that class A was taken as the sample of the study.
The sample consisted of 23 students.
There were three steps in conducting this research.
It involved pre-test, treatment and post-test.
Firstly, the pretest was done on Tuesday, April 21st, 2015.
The test was administered by 23 students.
The test was held to find out students’ speaking score before having SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 97 treatment.
Secondly, the students were give treatment by using pictures as a media to improve their speaking achievement.
The treatments were given four times.
It was started from April 28th, 2015 until May 19th, 2015.
Thirdly, posttest was done on May 26th, 2015.
Posttest was given to find out students’ speaking scores after treatment.
There were three findings in this study, they were: (a) the students’ scores in the pre-test, (b) the students’ scores in the post-test, (c) the result of normality testing, (d) the matched t-test.
The speaking test consisted of three components.
They are accuracy, fluency and comprehensibility.
By using the result of the test, the writer got students’ speaking scores.
The scores were gotten by using inter-rater in analyzing the data.
It means that the scores were conducted by two raters.
The first rater was the lecturer of English at STKIP PGRI Lubuklinggau.
Her name is Ardayati, M. Pd.
and the second rater was the writer herself.
Students’ speaking score was calculated by adding the score from rater 1 and rater 2.
Then, the scores were divided by 2.
Students’ Speaking Score in the PreTest Pre-test was given in order to find out students’ speaking score before they got treatment from the writer.
In this study, pre-test was done on April 21st, 2015.
In conducting the pre-test, students were asked to describe one of the topics.
The topics were your friend’s physical appearance and your future dream job.
Students were given 10 minutes to describe their friend’s physical appearance and their future dream job in front of the class.
The writer scored students’ speaking skill based on three components.
They are accuracy, fluency and comprehensibility.
The pre-test was given to 23 students from class A.
The highest score for pre-test was 67 and the lowest score was 33.
Students’ Speaking Score in the PostTest The post-test was given in order to find out students’ speaking score after they got treatment from the writer.
In this study, post-test was done on May 26st, 2015.
In conducting the post-test, students were asked to describe one of the topics.
The topics were your friend’s SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 98 physical appearance and your future dream job.
Students were given 10 minutes to describe their friend’s physical appearance and their future dream job in front of the class.
The writer scored students’ speaking skill based on three components.
They are accuracy, fluency and comprehensibility.
The post-test was given to 23 students from class A.
The highest score for post-test was 83 and the lowest score was 44.
It showed that students’ speaking achievement increased because their average score in the post-test was higher than pre-test.
The Results of Normality in the pretest Based on the result of normality calculation in the pre-test, the writer found out that obtained = 5.49 which is the degree of freedom (df) = 11.1 (6-1) with significance level was 99% (0.5) and table = 11.1.
The criterion for normality test was if obtained < table, it can be concluded that the data distribution of pre-test can be considered as “normal”.
The Results of Normality in the posttest Based on the result of normality calculation in the pre-test, the writer found out that obtained = 8.04 which is the degree of freedom (df)= 5 (6-1) with significance level was 99% (0.5) and table = 11.1.
The criterion for normality test was if obtained < table, it can be concluded that the data distribution of post-test can be considered as “normal”.
The Result of Matched T-test Calculation Based on the students’ score obtained in the per-test and post-test, the writer calculated the matched t-test to find out whether or not it was significantly effective to teach speaking skill by using pictures to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau in the academic year of 2014/2015.
Finally, the result of matched t-test calculation shows that the t-obtain was higher than t-table.
The t-obtained was 31.37 while the t-table was (1.717).
It means that the null hypothesis (Ho) was rejected and automatically the alternative hypothesis SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 99 (Ha) was accepted.
It can be concluded that it is significantly effective to teach speaking skill by using pictures to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau in the academic year of 2014/2015.
Based on the findings above, the writer can interpret that after giving treatment by using pictures, students’ speaking score was higher.
It means that it is significantly effective to teach speaking skill by using pictures.
It can be proved from the difference between students’ average score obtained in the pre-test and post-test.
In the pre-test, students’ average score was 46.36.
On the other hand, in the post-test, students’ average score increased to be 60.54.
In addition, the highest score in the pre-test was 67 and the lowest score was 33.
There are some factors that affect why students’ score in the pretest was low.
Firstly, students have no preparation to describe the material.
Secondly, Students cannot express what they want to say in English, but the students know what they have to say, but it took time.
Thirdly, Students are afraid to talk in front of anyone as they are afraid to make any unconscious mistake.
Because of three factors above, consequently students cannot express what on their mind is related to the topics given by the lecturer.
The topics were your friend’s physical appearance and your future dream job.
Based on the problems above, the writer decided to give treatment the students.
The writer used pictures as a media to help students in describing their idea in the form of speaking skill.
The writer took four meetings in giving treatment.
It was started from April 28th, 2015 until May 19th, 2015.
The materials of treatment were introduced themselves, give personal information, exchange personal information and explain hobbies and interests.
Students were asked to explain the topics in front of the class and their performance were scored by the raters.
After giving treatment, the writer continued the next step.
The last step was called post-test.
The highest score for post-test was 83 and the lowest score was 44.
It was showed that students’ speaking achievement increased because their average score in the post-test was higher than pre-test.
It can be concluded that it is significantly effective to teach speaking SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 100 skill by using pictures to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau in the academic year of 2014/2015.
The effectiveness was considered as the result of pictures used by the writer in the treatment.
Students’ speaking achievement increased in the post-test and it was influenced by some factors.
They were: Firstly, Pictures help students in expressing idea and information.
Secondly, students feel confidence to describe the topics because they have a guideline from the writer.
Finally, students can describe briefly because they have a good preparation and more information about the topics.
It can be concluded that teaching speaking skill by using pictures has advantages in learning process especially in describing someone physical appearance.
Besides, students were motivated to be active in the classroom and are able to give brief explanation based on the topics given by the writer.
Finally, the result of matched t-test calculation shows that the t-obtain was higher than t-table.
The t-obtained was 31.37 while the t-table was (1.717).
It means that the null hypothesis (Ho) was rejected and automatically the alternative hypothesis (Ha) was accepted.
It can be concluded that it is significantly effective to teach speaking skill by using pictures to the sixth semester students of English Education Study Program at STKIP PGRI Lubuklinggau in the academic year of 2014/2015.
4.
CONCLUSION Based on the result of the study in the previous chapter, it can be concluded that it was significantly effective to improve students’ speaking achievement by using pictures to the sixth semester students of STKIP PGRI Lubuklinggau in the academic year of 2014/2015.
It can be proven by the comparison of the percentages of the students’ conversion in the pre-test and post-test.
In the pre-test, the students’ highest score was 67 reached by 1 student and the lowest score was 33 reached by 5 students.
The average score of the pre-test was 46.36.
On the other hand, the highest score in the post-test was 84 reached by 3 students and the lowest score was 44 reached by 1 student the average score of the post-test was 60.54.
The data of the average score of the pre-test and post-test showed that students’ speaking scores improved after SMART Journal Volume 1 No.
2, August 2015 Hlm.
93-101 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 101 the teacher gave treatment by using pictures as teaching media.
In addition, Based on the statistic, the result of matched t-test calculation was 31.37and exceeded (1.717) as coefficient of t-table with 95% significantly level for one tailed test.
It can be concluded that in the pre-test, t obtain<t table.
On the other hand, in the posttest, t obtain>t table.
Based on the conclusion above, the writer found out that the use of pictures as media in teaching speaking was very useful for the students.
The students who were taught by using pictures got better score and were motivated in speaking English.
The students also had great self confidence in expressing their idea in learning English.
5.
REFERENCES Cohen, Manion, & Morrison, Keith.
2007.
Research Methods in Education.
New York: Routledge.
Fraenkel and Wallen.
2009.
How to Design and Evaluate Research in Education.
New York: McGraw-Hill, Inc. Henry G. Tarigan.
1981.
Berbicara Sebagai Suatu Keterampilan Berbahasa.
Bandung:Angkasa.
Latief, Mohammad Adnan, 2012.
Research Methods on Language Learning an Introduction.
Malang: UM Press.
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
1, Month 2021 Page.
35-45 p-ISSN: 2356-2048 e-ISSN: 2356-203x 35 THE ART OF ENHANCING VOCABULARY THROUGH TECHNOLOGY Normandita Adventina Berliani 1 , Caroline Victorine Katemba 2 .
1 Faculty of Teachers Training and Education, Universitas Advent Indonesia 2 Faculty of Teachers Training and Education, Universitas Advent Indonesia Correspondence author Caroline 2 : ctobing@unai.edu Abstract Art is a learning strategy or tool used by the teacher currently.
Integrating art in learning can stimulate students’ brain and makes learning activity become more effective and interesting.
This study used technology-Quizlet as the art of enhancing vocabulary.
Vocabulary is the most important tool in learning English to communicate, either orally or written.
This was a quantitative research with a comparative design, using 32 students in the experimental group and 32 students in the control group.
The pre and post test design was used.
Result showed that both groups enhanced in vocabulary.
Further, there was significant difference between the two groups.
It can be concluded that Quizlet Application is an effective strategy to enhance students’ vocabulary mastery.
Keywords: Online Learning, Vocabulary Achievement , Quizlet Application.
INTRODUCTION Integrating art in learning English is a strategy used by the teacher currently.
As stated by Marder (2009), art is the creation of something meaningful and beautiful using skill and imagination.
According to Khairi (2019), an art work is the result of all forms of ideas and activities humans in a culture.
The arts help to build capacities and attitudes that are fundamental to learning and to life (Farokhi & Hashemi, 2012).
Art can be an effective tool for teaching and learning in all classes.
Using art in learning also can stimulate students‟ brain development.
When art is combined in a reading, writing, listening, and speaking, it can challenge students to explore themselves.
According to Miller & Bogatova (2019), by applying new skills, especially art integration in the classroom, will increase students‟ learning and growth.
In addition, there is a good result related to the quality of teaching, student engagement, and learning habits by incorporating art in learning.
Beside, Brouillette (2012), said that integrating art such as dance, music, theater, and visual art in learning can enhance students‟ English language development.
Ideas are born in the Normandita… 36 process of creating art usually experienced differently by each artist himself (Hasan, 2020).
In this paper, the researcher used technology as the art of enhancing students‟ vocabulary.
There are three components need to be noted in learning English: grammar, vocabulary, and pronunciation, and vocabulary is an essential component in learning English (Beglar & Hunt, 2005).
As stated by Alizadeh (2016), vocabulary refers to a list of words arranged alphabetically with the definition.
Vocabulary and learning are two part that cannot be separated (Korlu & Mede, 2018).
Vocabulary must be taught at the beginning of learning English and must be included in the four English skills such as listening, speaking, reading, and writing.
According to Krashen & Terrell (1983), it is impossible for learners to master English without mastering vocabulary first.
Vocabulary should be mastered well by the students to support their ability to communicate and be able to interact with others through oral or in writing, that they can deliver their messages without any miscommunication.
In line with that, by mastering vocabulary, it can help students to improve their English skills.
Nowadays, students have a lack of motivation and interest in learning English especially, in learning new vocabulary.
Many students are still confused about matching words and their definitions.
They also have less motivation during the learning process, whereas Nunan (1991: 174), assumed that motivation is vital to learning achievement.
Persuasion is the essential part in daily life of human being (Katemba & Tobing, 2020).
In order to enhancing students‟ vocabulary, teacher must have something to persuade students to be more active in learning vocabulary.
Also teacher should find a fun way to make students learning English enjoyable and fun.
In this era, technology greatly influence in all aspects of life.
Especially in the field of education, technology has become one of the most powerful tools of acceptance of English, and in fact, the numbers of teachers using computers and internet in their classrooms are increasing (Hikmah, 2019; Katemba, 2019).
Further, schools demand teachers to use technology fluently especially in the classroom at the time of teaching (Katemba, 2020).
In like manner, Shyamlee & Phil (2012) , agreed with the view that language teaching method has been changing through technology.
The use of technology The art…… 37 also can make learning activities more effective and efficient (Mulyasa, 2018).
One technology that can be used by the teacher to improve students‟ vocabulary is Quizlet Application.
Quizlet Application is an online tool for learning vocabulary created by Andrew Sutherland in October 2005.
Wright (2016), stated that Quizlet Application is a digital flashcard that can be accessed on a computer and smartphone.
The teacher can create the study set individually based on the target vocabulary which will be given to the students.
The teacher will send a link to the students to access Quizlet Application on their phone or computer.
Quizlet has interesting features such as Flashcard, Learn, Write, Spell, Test, and Match.
Option “Flashcard” provides a digital flashcard, which the user can flip by clicking the screen to see the definitions of the term.
In option “Learn,” the user can learn the word and the meaning through multiple-choice questions and written questions.
The option "write" allows the user to type the definitions for the terms showed on the screen.
The option “Spell” allows the user to type the words mentioned from the audio.
It also can improve their listening skill, because the student must carefully to the audio and then they have to write down what they have heard in the question box.
Hasan & Dhony (2019), added that by implying audio in learning also make memorization process will be faster.
“Test”, allow the user to take test.
The test consists of multiple choices, writing question, matching, and True/False question.
Quizlet Application also provides option “Play” which encompassing Match, Gravity and Live.
"Match" this option allows the user to match the word with the definition scatted on the screen.
“Gravity” the user asked to type the meaning of the word showed on the meteor before the meteors reach the earth.
"Live" the teacher will share a link or code to students that will be used to access the game.
Then students are asked to answer the question showed in the fastest time possible.
The students who can finish the game first will be the winner; the students have to answer correctly because one wrong answer will cause it to start again from the beginning.
Quizlet Application is a fun activity to help students learn a concept or study vocabulary (Blackwell & Kane, 2014).
Study done by Christianti (2018), showed that the students get a better score after the implementation of Quizlet Application in learning, and also the students become more active and motivated in learning English especially the Normandita… 38 vocabulary.
From the background above, the researcher is highly motivated in enhancing students‟ vocabulary mastery using Quizlet Application.
Furthermore, the problem to be solved in this study: Is there any significance difference on students‟ vocabulary enhancement between those who were taught using Quizlet Application and students who were taught using conventional method of learning?
Previous research done by Setiawan & Wiedarti (2020), showed that Quizlet application effectively increase the student‟s motivation in learning and mastering vocabulary.
The student showed high interest when learning vocabulary via the app.
Solhi, (2019), agreed that Quizlet Application could enhance students‟ vocabulary mastery.
It showed from the result of an independent sample t-test, there was a significant difference in scores of the control group and the experimental group.
Another study was done by Huong & Hong (2020), Quizlet Application was relied on to facilitate vocabulary learning.
It proved from the difference between pre-test and post-test result showed significantly gain made by students after Quizlet was introduced.
Meanwhile, Çinar & Ari (2019) in their study, they divided the group into an experimental group (treatment using Quizlet) and a control group (without Quizlet), and the score of the experimental group was higher than the control group.
Also, Quizlet Application has made the lesson more fun and increased the interest and motivation of the students in learning vocabulary.
Research done by Kose et al., (2016), they interviewed and observed 42 students who used Quizlet Application as a media in learning vocabulary, after four weeks they found that most of the students considered Quizlet Application effective in learning definitions, synonyms and pronunciation.
Similarly, Quizlet Application makes students become more active, interested, and fun in learning vocabulary (Puspitasari, 2019).
In addition, Dizon (2016), stated that Quizlet Application could significantly improve academic vocabulary acquisition and be a useful and easy method approach to studying L2 vocabulary RESEARCH METHOD The researcher used quasi-experimental research.
Quasi-experimental is to figure out the cause and effect relationship between the experimental and control group, but the The art…… 39 group was randomly selected (Kuntjojo, 2009).
This research co nsisted of two groups; the experimental group and the control group.
There were 32 students in the experimental group who were taught using Quizlet Application, while 32 students in the control group who were taught using conventional.
This study finds the significant difference of students‟ vocabulary enhancement in the experimental group and the control group.
The researcher used pre-test and post-test to obtain the data.
The experimental group was given a pre-test, a treatment using Quizlet Application, and a post-test.
While the other group which is the control group, was also given a pre-test, having no treatment during the program, and a post-test was administered to them at the end of the program.
FINDINGS AND DISCUSSION In collecting the data, the researcher conducted a „pilot test‟ to find out the validity and reliability of the test.
The researcher used the Anatest program to calculate the validity and the reliability.
The calculation showed that the validity score was 0,92, means that the test was valid.
While the reliability score was 0, 96, means the test was reliable.
Table 1.
The criteria for coefficient correlation (validity) rxy Interpretation ≤ 0.00 Not Valid 0.00 – 0.20 Very Low 0.21 – 0.40 Low 0.41 – 0.60 Moderate 0.61 – 0.80 High 0.81 – 1.00 Very High Table 2.
The criteria for reliability Coefficient Reliability Interpretation 0.90 < r 11 ≤ 1.
00 Very High 0.70 < r 11 ≤ 0.90 High 0.40 < r 11 ≤ 0.70 Moderate 0.20 < r 11 ≤ 0.40 Low r 11 < 0.20 Very Low Normandita… 40 The result of the pilot test gives the researcher to pick all the valid and reliable items to be used for the instrumentthe vocabulary test, in which was used as the pre-test which was administered prior to the program and a Post-test which was administered at the end of the program.
Upon the collection of the pretest, the data were then analyzed with the used SPSS 25.0 to calculate the data analysis which contains gain, normality test, homogeneity test and independent sample t-test.
Based on the calculation of the „Mean‟ and „Standard Deviation‟, both the experimental group and the control group showed improvement.
It can be seen from the pre-test and post-test scored and can be conclude that Quizlet Application was an effective strategy to enhance students‟ vocabulary achievement.
It proved from the gain of the experimental group was 0,7260 higher than the control group 0,6580.
Table 3.
Result of Pre-Test, Post-Test, Standard Deviation and Normalized Gain Experimental Group Control Group Mean St.Dev Mean St. Dev Pretest 60.84 9.204 56.53 8.474 Posttest 89.44 5.168 85.59 6.079 N-Gain 0.
7260 0.13096 0.
6580 0.14966 Normality test was conducted to see whether the data is normally distributed or not.
The criteria for normality, if the p-value > 0,05 it means that the data was normally distributed.
Based on the calculation of the normality test, the score of the pre-test for both the experimental and the control group was normally distributed where the experimental group‟s result was 0,284 > 0,005, and the control group‟s result was 0,074 > 0,005 they all showed the p-value were bigger than 0.05.
In like manner the post-test for both the experimental and the control group were also normally distributed, as can be seen from the score of the experimental group was 0,084 > 0,005 and the control group was 0,156 > 0,005.
It can conclude that all the data were normally distributed.
The art…… 41 Table 4.
Result of Normality Test Homogeneity test was also analyzed to see and find out whether the data was homogeneous or not.
The result of the Sig.
Based Mean was 0,804 > 0,005 which means the data variants of the post-test in the experimental group and the post-test in the control group were homogeneous.
Table 5.
Result of Homogeneity Test Test of Homogeneity of Variance Levene Statistic df1 df2 Sig.
Students' score Based on Mean .062 1 62 .804 Based on Median .019 1 62 .891 Based on Median and with adjusted df .019 1 58.388 .891 Based on trimmed mean .038 1 62 .846 The last statistical test was done in which the „Independent sample t-test‟ was used since all the data were normally distributed as well as homogeneous.
Based on the calculation, it showed that the Sig (2 tailed) was 0,001 < 0,05.
So, it can draw a conclusion that there was a significant difference between students who were taught using Quizlet Application and who were taught using conventional method Table 6 The result of Independent Sample T-test of Normalized Gain Levene’s Test T-Test F Sig.
t df Sig.
(2-tailed) Equal variances Assumed .062 .804 3.57 62 .001 This finding was similar to the study conduct by Kusumawati et al., (2017), showing the significance value in independent sample T-test was 0,000 which lower than Group Shapiro-Wilk Statistic df Sig Pre-test Experimental 0.961 32 0.284 Post-test Experimental 0.942 32 0.085 Pre-test Control 0.940 32 0.074 Post-test Control 0.951 32 0.156 Normandita… 42 0,005, means there is significance effect Quizlet Application toward students‟ vocabulary mastery.
CONCLUSION From the result of the data analysis proved that both groups were found to have vocabulary enhancement.
It showed from the pre-test of the experimental group‟s score was 60,84 and has increased to 89,44 while pre-test in the control group was 56, 53 and has increased to 85,59.
Both groups showed that there is a vocabulary enhancement but, the experimental groups result showed a significant higher enhancement compared to the control group.
This is similar to the result of the study conducted by Van et al., (2020), showing that there was a significant difference between the mean score of pre-test and post-test of students in the experimental group after the implementation of Quizlet Application.
Also, Al-Malki (2020), in his study indicated that students‟ vocabulary acquisition was significantly increased after using Quizlet Application in learning.
In addition, to answer the research question, “Is there any significance difference on students‟ vocabulary enhancement between those who were taught using Quizlet Application and students who were taught using conventional method of learning?”, and the answer is there was a significant difference between the students who were taught using Quizlet Application and the students who were not taught through Quizlet or the conventional, proved from the t-test scores was: 0,001 < 0,005.
To sum up, Quizlet application can be the art of enhancing students‟ vocabulary through technology and it is effective.
REFERENCES Al-Malki, M. A.
(2020).
Quizlet: An online application to enhance efl foundation students‟ vocabulary acquisition at Rustaq College of Education, Oman.
Arab World English Journal, 6(6), 332–343.
https://doi.org/10.24093/awej/call6.22 Alizadeh, I.
(2016).
Vocabulary teaching techniques : A review of common practices.
International Journal of Research in English Education, 1(1), 22–30.
Beglar, D., & Hunt, A.
(2005).
Six principles for teaching foreign: A commentary on The art…… 43 Laufer, Meara, and Nation‟s “Ten Best Ideas.” In The Language Teacher (Vol.
29, Issue 7, pp.
7–10).
Blackwell, R., & Kane, J.
(2014, October 22).
Using Quizlet to teach 21st century skills.
Studylib.Net.
https://studylib.net/doc/8263146/using-quizlet-to-teach-21st-centurystudy-skills Brouillette, L. (2012).
Supporting the language development of limited english proficient students through arts integration in the primary grades.
Arts Education Policy Review, 113(2), 68–74.
https://doi.org/10.1080/10632913.2012.656494 Christianti, E. (2018).
The Use of Quizlet As a Learning Medium to Improve English Vocabulary Mastery for Eleventh Grade in SMAN 4 Yogyakarta.
Sanata Dharma University.Yogyakarta.
Çinar, İ., & Ari, A.
(2019).
The effects of quizlet on secondary school students‟ vocabulary learning and attitudes towards English.
Asian Journal of Instruction, 7(2), 60–73.
Dizon, G. (2016).
Quizlet in the efl classroom: enhancing academic vocabulary acquisition of Japanese university students.
Tewtjournal.Org, 16(2), 40–56.
https://files.eric.ed.gov/fulltext/EJ1135913.pdf Farokhi, M., & Hashemi, M. (2012).
The impacts of using art in english language learning classes.
In Procedia Social and Behavioral Sciences,31, 923–926.
https://doi.org/10.1016/j.sbspro.2011.12.170 Hasan, & Dhony, N. N. A.
(2019).
Dramatic reading of the text of play script through audio recording.
Jurnal Ekspresi Seni: Jurnal Ilmu Pengetahuan Dan Karya Seni, 21(2), 167–174.
Hasan, F. A.
(2020).
Orientation footing in digital collage artwork.
Jurnal Ekspresi Seni: Jurnal Ilmu Pengetahuan Dan Karya Seni, 22(1), 37–45.
Hikmah, D. (2019).
Quizlet : A digital media for learning informatics terms.
International Journal of English Education & Linguistics, 01(01), 1–9.
Huong, T. T. M., & Hong, N. T. H. (2020).
Impacts of quizlet use on young english learners ‟ vocabulary.
International Journal of Advance Research and Innovative Ideas in Education, 3, 483–488.
Katemba, C. V. (2019).
Students‟ vocabulary enhancement at grade 10: A comparative study using CALL & MALL in Indonesia.
CALL-EJ, 20(1), 87–114.
Katemba, C. V. (2020).
Teachers‟ perceptions in implementing technologies in language Normandita… 44 teaching and learning.
Acuity: Journal Of English Language Pedagogy, Literature And Culture, 5, 38–52.
Katemba, C. V, & Tobing, J. H. .
(2020).
The “Hidden Pleasures” in Seagram‟s advertisements: The art of Persuasion.
Jurnal Ekspresi Seni: Jurnal Ilmu Pengetahuan Dan Karya Seni, 22(2), 2580–2208.
Khairi, M. (2019).
The continuity of amrus natalsya‟s populist paradigm, iconographyiconology review of “Tanah Airku” (2013) painting.
Jurnal Ekspresi Seni: Dan Jurnal Ilmu Pengetahuan Dan Karya Seni, 21, 67–83.
Korlu, H., & Mede, E. (2018).
Autonomy in vocabulary learning of Turkish EFL learners.
The EUROCALL Review, 26(2).
https://doi.org/10.7748/paed.8.2.29.s25 Kose, T., Cimen, E., & Mede, E. (2016).
Perceptions of EFL Learners about using an online tool for vocabulary learning in efl classrooms: A pilot project in Turkey.
Procedia Social and Behavioral Sciences, 232, 362–372.
https://doi.org/10.1016/j.sbspro.2016.10.051 Krashen, S., & Terrell, T. (1983).
The Natural Approach (p. 191).
(1st ed).
Prentice Hall Europe.
Kuntjojo.
(2009).
Metode Penelitian.
(1st ed.).
Universitas Nusantara PGRI Kusumawati, P., Sudirman, & Kusuma, P. I.
(2017).
The effect of digital flashcard on students ‟ vocabulary mastery of the fourth grade students at SD Negeri 1 & 2 paket Agung in the academic year 2016 / 2017.
Jurnal Pendidikan Bahasa Inggris Undiksha, 5(2).
Marder, L. (2009, July 26).
Ways of defining art.
ThoughtCo.
https://www.thoughtco.com/what-is-the-definition-of-art-182707 Miller, J.
A., & Bogatova, T. (2019).
Arts in education: The impact of the arts integration program and lessons learned.
Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 14(1).
https://doi.org/10.21977/D914128357 Mulyasa.
(2018).
Impelementasi kurikulum 2013 revisi : dalam era revolusi industri 4.0 [The implementation of the 2013 revised curriculum: In the era of the industrial revolution 4.0].
(1st ed.).
Bumi Aksara.
Nunan, D. (1991).
Language teaching methodology a textbook for teacher.
(1st ed.).
Prentice Hall.
The art…… 45 Puspitasari, N. (2019).
Enhancing student’s vocabulary mastery by using Quizlet media at the seventh grade of MTs Ma’arif Al-Ishlah Bungkal Ponologo (Issue May).The State Institute of Islamic Studies of Ponorogo.
Setiawan, M. R., & Wiedarti, P. (2020).
The effectiveness of quizlet application towards students ‟ motivation in learning vocabulary.
Studies in English Language and Education, 7(1), 83–95.
Shyamlee, S. D., & Phil, M. (2012).
Use of technology in English language teaching and learning: An analysis.
International Conference on Language, Media, and Culture, 33(2012), 150–156.
http://www.ipedr.com/vol33/030-ICLMC2012-L10042.pdf Solhi, M. (2019).
Learning vocabulary through collocating on Quizlet.
Universal Journal of Educational Research, 7(4), 980–985.
https://doi.org/10.13189/ujer.2019.070409 Suherman, E. (2003).
Evaluasi Pembelajaran Matematika.
JICA UPI.
Van, H. D., Thuyet, P. T. S., & Thanh, H. N. (2020).
Using Quizlet to enhance vocabulary acquisition of non-english major freshmen.
The 8th OpenTESOL International Conference 2020 | Proceedings, 576–590.
Wright, B.
A.
(2016).
Transforming vocabulary learning with Quizlet.
Japan Association For Language Teaching.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
2, August 2022 Page.
116-126 p-ISSN: 2356-2048 e-ISSN: 2356-203x 116 AN ANALYSIS OF THE STUDENTS’ DIFFICULTIES IN LISTENING SECTION USING GENIUS TOEFL APPLICATION Fatma Yuniarti 1), Dian Pratiwi 2) 1)2) University of Muhammadiyah Pringsewu Email Correspondence: dian.pratiwi@umpri.ac.id.
Abstract The purpose of this research is to know the students’ difficulty in doing the Genius TOEFL Application test, especially in the listening section.
The method of this research uses descriptive qualitative research.
The result shows that the students’ difficulty in doing TOEFL listening is both external and internal.
External factors: the native speaker's accent, the speaker’s speed, and the speaker’s intonation.
Internal factors: the students do not have previous experience using the Genius TOEFL application Test, the students have a lack of practice, the students do not have a hearing impairment, the students lack of concentration, the students have limited vocabulary, the students have trouble finding keywords, and the students do not know the strategy how to answer the question.
Keywords: Genius Application, Listening section, TOEFL Test INTRODUCTION TOEFL as a Test of English as a Foreign Language is a standardized academic English test.
The TOEFL is also accepted as proof of English skills by some universities outside of the world.
This test is not only used to register at the university but is also required if you want to work in government agencies, take care of licensing, companies, and for scholarship registration.
Based on Setiawan (2013) states that the TOEFL was used as a criterion for university admission or for obtaining a scholarship.
Several Indonesian universities need the TOEFL test examination as part of their graduation criteria.
TOEFL has also become one of the standard requirements to enter Indonesian universities.
TOEFL examines language skills that are tailored to the academic and professional fields.
This also applies to students D3 Nursing at University of Muhammadiyah Pringsewu (UMPRI) Lampung.
These fields are packaged and divided into 3 sections.
mailto:dian.pratiwi Fatma Yuniarti... 117 TOEFL test based on Genius application usually consists of three sections with 140 questions.
TOEFL Genius application includes three aspects, namely (1) Listening Comprehension there are 50 questions consisting of parts A, B, and C, and measures the skill to understand authentic speech patterns used both in academic (formal) and nonacademic (informal) situations.
Listening Comprehension (50 questions, 30-40 minutes).
(2) Structure and Written Expression there are 40 questions, and (3) Reading Comprehension there are 50 questions too.
The purpose of listening Comprehension on the TOEFL Test is to measure the ability to understand short and long conversations in English.
This section contains audio recordings, similar to what you might hear from a group of students at an Englishspeaking school or university.
(Fitria & Prastiwi, 2020 ) mentions that the listening comprehension on the TOEFL section tests is how much we can listen to conversations and monologues in English.
These conversations consist of short conversations, long conversations, and speeches.
Structure and Written Expression (40 questions,25 minutes).
However, to be able to understand spoken language in addition to having to get used to listening to English spoken, we must know English grammar (grammar) adequately.
All sentences in this section use the same sentence grammatical (grammatically correct) and usually in the form of a complete sentence.
All these sentences are pronounced in conversational English.
According to Ang-zie (2020: 10), to answer the listening comprehension questions well, we are required to have to know the strategies/ knowing tips and trick how to master the listening skill on the TOEFL test, which meant that the students must know the skill to understand the stress and tone, understand the difference in sound, understand idioms, understand conversational phrases, understanding groups or verb phrases, find implied information (not clearly stated), understand comparisons, and understand the meaning of the conversation or conversation.
Listening difficulties for the students of D3 Keperawatan University of Muhammadiyah Pringsewu (UMPRI) Lampung include understanding of vocabulary, grammar, context, accent or pronunciation, and interesting skill conclusions.
Some other things that problems when facing the TOEFL listening test include not understanding the topic, foreign words, nervousness, being unfamiliar with diction and grammar, repetitions and pauses, wide imagination, and missing detailed information, lack of concentration, An Analysis of... 118 lack of understanding of English accents, interpret word for word, lack of knowledge of vocabulary and pronunciation, unable to distinguish certain words and sounds, do not know the strategies how to master on listening test capture the idea of the speaker, recognize the idiomatic language, define the coherent marker, give the utterance a literal meaning, retain the important details.
Etc.
The objective of this research is the students of the D3 Nursing of English course at University Muhammadiyah of Pringsewu (UMPRI) Lampung, there are 18 students.
RESEARCH METHOD This study used descriptive qualitative research.
Neergard & Ulhøi (2007: 383), qualitative research is defined as a study that focuses on understanding in the naturalistic setting or everyday life, or of a certain phenomenon or person.
They were studies that include the context in which the study's phenomenon is embedded.
He stated that qualitative researchers developed concepts, ideas, thoughts, and understanding from patterns in the data rather than collecting data to analyze models, hypotheses, or theories.
The method of collecting data in this study used a questionnaire.
Data collection techniques were the most important step in research because the main purpose of the research was to get the data.
McNabb (2004: 109), stated that a questionnaire could be used to gather information about a large number of respondents (populations) or small groups (samples).
In this research, the respondents were the third-semester students of the English Course at D3 Keperawatan University of Muhammadiyah Pringsewu (UMPRI) Lampung.
There are 18 students.
In this research, the researcher used media for sharing questionnaires by using Google Forms.
Google forms provided a simple interface to construct interactive forms that contain a variety of question types (multiple-choice, short answer, long answer, dropdown, etc.
(Talbert, 2017).
Here, the questions were in the form of multiple-choice with four answer options A, B, C, or D. In this study, the researcher used the technique of data analysis based on Miles and Huberman (1994) which is involving three steps: data reduction, data display, and conclusion drawing/verification.
The results of questionnaire data processing were often presented in descriptive form.
Fatma Yuniarti... 119 RESULTS AND DISCUSSION The objective of this study is to know the students’ difficulty in doing the Genius TOEFL test listening comprehension skills.
Two factors cause the students difficulty in doing the TOEFL test in the listening section both external and internal factors.
Below are the findings of the research as follows: Table 1 External Factor No.
Statement Indicators Yes Sometimes No 1.
The speaker's accent affects your TOEFL Listening skill.
15 1 2 2.
Speakers’ speed affects your TOEFL Listening skill.
12 1 5 3.
Speakers’ intonation/emphasis affects your TOEFL Listening skill.
10 6 2 4.
The speakers’ pause in pronouncing a sentence affects your TOEFL Listening skill.
9 3 6 5.
The choice of words (diction) and foreign terms conveyed by the speaker affects your TOEFL listening skill.
9 4 5 6.
The sentence structures conveyed by the speaker are too complex, so it affects your TOEFL Listening skill.
11 3 4 7.
An audio interruption makes the audio sounds less/unclear when you are Listening to TOEFL.
12 3 5 The table above shows that several external factors caused difficulty in doing the Genius TOEFL application test of listening comprehension.
The first statement is “The speaker's accent affects your TOEFL Listening skill".
15 students said 'yes, 1 student said 'sometimes, and only 2 students said 'no'.
Based on those answers, it shows that most students feel that the speaker's accent affects their TOEFL Listening skill”.
The second statement is about “Speakers’ speed affects your TOEFL Listening skill".
12 students said 'yes, 1 student said 'sometimes, and only 5 students said 'no'.
Based on those answers, it shows that most students feel that the speakers’ speed affects their TOEFL Listening skills.
The third statement is about “Speakers’ intonation/emphasis affects your TOEFL Listening skill”.
10 students said 'yes, 6 students said 'sometimes, and only 2 students or said 'no'.
Based on those answers, it shows that most students feel that the speakers’ intonation/emphasis affects their TOEFL Listening skills.
The fourth statement is about “Speakers’ pauses in pronouncing a sentence aff your TOEFL Listening skill".
9 students said 'yes' 3 students said sometimes only 6 students said 'no'.
Based on those answers, it shows that most students feel that the speakers’ pause in pronouncing a sentence affects their TOEFL Listening skills.
The fifth statement about "The choice of words (diction) and foreign terms conveyed by the speaker affects your TOEFL listening skill".
9 students An Analysis of... 120 said yes, and 4 students said 'sometimes only 5 students said 'no'.
Based on those answers, it shows that most students feel that the choice of words (diction) and foreign terms conveyed by the speaker affects their TOEFL listening skills.
The sixth statement “The sentence structure conveyed by the speaker is too complex then affects your TOEFL Listening skill".
11 students said 'yes', 3 students said sometimes only 4 students said 'no'.
Based on those answers, it shows that most students feel that the sentence structure conveyed by the speaker is too complex then affects their TOEFL Listening skills.
The seventh statement about "There is audio interruption so that the audio sounds less/unclear in Listening TOEFL."
There 12 students said 'yes', 3 students said sometimes', and 5 students said 'no'.
Based on those answers, it shows that most students feel that audio interruption makes the audio sounds less/unclear in Listening TOEFL".
Table 2 Internal Factor (1) No.
Statement Indicators Yes No 1.
Having previous experience doing the Genius TOEFL application test before 3 15 2.
Lack of practice in listening to genius TOEFL application test 5 13 3.
Limited time in doing genius TOEFL application listening test 16 2 The table above shows that some internal factors caused difficulty in doing the Genius TOEFL application test of the listening section.
The 1st statement is about “Have previous experience in doing genius TOEFL application test before”.
3 students said, ‘yes’ and 15 students said ‘no’.
Based on those answers, it shows that most students do not have previous experience in listening to the genius TOEFL application test.
The 2nd statement about “Lack of practice in listening to TOEFL”.
5 students said, ‘yes’ and 13 students said ‘no’.
Based on those answers, it shows that most students do not lack practice in listening to TOEFL before.
The 3rd statement is about “Limited time in doing genius TOEFL application ain listening test”.
16 students said, ‘yes’ and 2 students said ‘no’.
Based on those answers, it shows that most students have limited time in doing the Genius TOEFL application listening test.
Fatma Yuniarti... 121 Table 3 Internal Factor (2) No.
Statement Indicators Many Enough Less 4.
A lot of listening questions which consist of 50 questions 16 2 0 The 4th statement is about “A lot of listening questions which consist of 50 questions”.
16 students said ‘many’, 2 students said ‘enough’, and no one student said ‘less’.
Based on those answers, it shows that most students feel that many listening questions because it consists of 50 questions.
Table 4 Internal Factor (3) No .
Statement Indicators Yes Sometim es No 5.
Have hearing impairment in listening to TOEFL test 4 2 10 6.
Have memory limitations when listening to the TOEFL test 12 6 2 7.
Lack of motivation and enthusiasm when listening to the TOEFL test 4 12 2 8.
Lack of concentration/focus when listening to TOEFL 5 10 3 9.
Have a limited mastery of foreign/unfamiliar vocabulary when listening 9 8 1 10 .
The appearance of boredom when listening to the TOEFL test 7 9 2 11 .
Easily distracted by sounds or other things when listening to TOEFL test 10 7 1 12 .
Tend to interpret any foreign vocabulary when listening to TOEFL 9 6 3 13 Have trouble catching or finding keywords when listening to TOEFL 6 8 4 14 .
Busy along with other activities when listening to genius TOEFL test, for example playing writing instruments, taking notes, or doing other things.
3 12 3 In the 5th statement about “Have hearing impairment in listening to TOEFL”.
4 students said ‘yes’, 2 students said, ‘sometimes’ and 10 students said ‘no’.
Based on those answers, it shows that most students do not have hearing impairment in listening to TOEFL.
The 6th statement is about “Have memory limitations when listening to TOEFL”.
12 students said ‘yes’, 6 students said, ‘sometimes’ and 2 students said ‘no’.
Based on those answers, it shows that most students feel that they have memory limitations when listening to TOEFL.
In the 7th statement about “Lack of motivation and enthusiasm when listening to TOEFL”.
4 students said, ‘yes’, 12 students said, ‘sometimes’ and 2 students, said ‘no’.
Based on those answers, it shows that most students sometimes feel a lack of motivation and enthusiasm when listening to TOEFL.
The 8th An Analysis of... 122 statement is about “Lack of concentration or focus when listening to TOEFL”.
5 students said ‘yes’, 10 students said, ‘sometimes’ and 3 students said ‘no’.
Based on those answers, it shows that most students sometimes feel a lack of concentration or focus when listening to TOEFL.
The 9th statement is about “Having a limited mastery of foreign or unfamiliar vocabulary when listening to TOEFL”.
9 students said ‘yes’, 8 students said, ‘sometimes’ and 1 student said ‘no’.
Based on those answers, it shows that most students feel to have limited mastery of foreign or unfamiliar vocabulary when listening to TOEFL.
The 10th statement is about “The appearance of boredom when listening to TOEFL”.
7 students said ‘yes’, 9 students said, ‘sometimes’ and 2 students said ‘no’.
Based on those answers, it shows that most students have boredom when listening to TOEFL.
The 11th statement about “Easily distracted by sounds or other things when listening to TOEFL”.
10 students said ‘yes’, 7 students said, ‘sometimes’ and 1 student % said ‘no’.
Based on those answers, it shows that most students feel that they are easily distracted by sounds or other things when listening to TOEFL”.
The 12th statement about “Tend to interpret any foreign vocabulary when listening to TOEFL”.
9 students said ‘yes’, 6 students said, ‘sometimes’ and 3 students said ‘no’.
Based on those answers, it shows that most students tend to interpret any foreign vocabulary when listening to TOEFL.
The 13th statement is about “Have trouble catching or finding keywords when listening to TOEFL”.
6 students said ‘yes’, 8 students, said ‘sometimes’ and only 4 students, said ‘no’.
Based on those answers, it shows that most students sometimes have trouble catching or finding keywords when listening to TOEFL.
The 14th statement is about “Busy along with other activities when listening to TOEFL, for example playing writing instruments, taking notes or doing other things”.
3 students said ‘yes’, 12 students said, ‘sometimes’ and 3 students said ‘no’.
Based on those answers, it shows that most students are sometimes busy along with other activities when listening to TOEFL, for example playing writing instruments, taking notes, or doing other things.
The first session of the TOEFL test is a listening comprehension test (Listening Comprehension).
This listening session generally consists of 50 questions.
The students/learners will hear the recording in English, and we must respond, or answer questions related to the recording.
The students/learners must listen to the recording as Fatma Yuniarti... 123 much as possible because the students/learners will only hear the recording once and the recorded material is not written in the test book.
There are three sessions in this listening test: PART A which consists of 30 short conversations, each conversation is followed by several questions, PART B which consists of 2 long conversations followed by several questions, and PART C which consists of 3 talks/lectures (like a lecturer explaining a certain topic).
In the genius TOEFL application test, the students/learners will meet several question sessions.
One of them is a listening session.
In this session, the students/learners will hear English native speakers talk, have dialogues, or even listen to short speeches or short speeches.
After listening to the audio, we must answer the questions related to the audio earlier.
In dealing with this listening question, several strategies are needed in doing the listening test.
The Listening Comprehension Section aims to test the skill to understand spoken language.
However, to be able to understand the spoken language, besides having to get used to listening to spoken English, we must have knowledge of the structure of adequate English (grammar).
All sentences in this section use a grammatically correct sentence (correct according to grammar) and usually in the form of a complete sentence (Purnaning et al., 2014: 10).
All these sentences are pronounced in conversational English.
Listening is the most difficult part of the TOEFL test for most people.
For many people listening is the most difficult language skill (Sudarmono, 2018: 35).
According to Marwan (2020), Students experience three categories of difficulties: those related to the subject, those related to the listener, and those related to the physical environment.
For the structure section and reading, we can anticipate by understanding grammar material and mastering a lot of basic vocabulary, then practice the TOEFL test.
Difficulty in doing TOEFL listening questions is a fairly complex activity, meaning that there are many aspects and many factors that influence it.
These factors are interrelated, in other words, that reading difficulty is influenced by one another.
Students need to implement more strategies, and teachers or educators are recommended to inspire them and develop their awareness to use more strategies when taking a TOEFL (Razmalia & Gani, 2017).
Two factors are because the students are difficulty in doing TOEFL listening in both external and internal factors.
In external factors, they are: 1) the speaker's accent affects your TOEFL Listening skill.
2) Speakers’ speed affects your TOEFL Listening skill.
3) An Analysis of... 124 Speakers’ intonation/emphasis affects your TOEFL Listening skills.
4) The speaker’s pause in pronouncing a sentence affects your TOEFL Listening skill.
5) The choice of words (diction) and foreign terms conveyed by the speaker affects your TOEFL listening skill.
6) The sentence structure conveyed by the speaker is too complex so it affects the TOEFL Listening skill.
7) Audio interruption makes the audio sounds less/unclear when Listening to TOEFL.
In internal factors, they are: 1) Do not have previous experience doing the TOEFL test before.
2) Have a lack of practice in listening to TOEFL.
3) Have limited time in doing the TOEFL listening test.
4) A lot of listening questions consist of 50 questions.
5) Have hearing Impairment in listening to TOEFL 6) Have memory limitations when listening to TOEFL.
7) Lack of motivation and enthusiasm when listening to TOEFL.
8) Lack of concentration or focus when listening to TOEFL.
9) Have limited mastery of foreign or unfamiliar vocabulary when listening.
10) The appearance of boredom when listening to TOEFL.
11) Easily distracted by sounds or other things when listening to TOEFL.
12) Tend to translate any foreign vocabulary when listening to TOEFL.
13) Have trouble catching or finding keywords when listening to TOEFL.
14) Busy along with other activities when listening to TOEFL, for example playing writing instruments, taking notes, or doing other things.
There are a variety of instructor techniques for teaching TOEFL Listening Preparation (Khobir & Qonaatun, 2020).
First, teacher strategies will help students become more confident speakers and listeners.
Second, instructor tactics will help students feel more at ease when taking the TOEFL test.
Third, the student's ability to understand native speakers can be improved by listening to them often.
Fourth, the student should take a more involved role in taking the TOEFL.
Finally, the student understands how to answer type questions on the TOEFL, especially in the listening section of the strategies.
CONCLUSION TOEFL Listening section is arguably a little more difficult than the other section.
It is not surprising that many people find it difficult to improve their English Listening Fatma Yuniarti... 125 skills.
Unlike the other TOEFL sections, listening skills cannot be improved in just a short time.
It takes stages and processes that are gradual until someone can sort out the words that are heard well.
Listening is the most difficult part of the TOEFL test in most people’s view.
For the structure section and reading, the students/learners can anticipate by understanding grammar material and master a lot of basic vocabulary, then practice a lot to do the TOEFL standard questions.
Difficulty in doing genius TOEFL application in listening questions is a complex activity, meaning that there are many aspects and many factors that influence it both external and internal.
Internal factors include the listener's physical condition and the listener's psychological condition.
The physical condition of a listener is an important factor that determines the success and quality of listening.
These factors are interrelated, in other words, that reading difficulty is influenced by one another.
External factors include environmental conditions (physical environment and social environment).
Environmental factors have a big influence on the success of the listening process.
Environmental factors in the form of the physical environment and social environment.
As good listeners, the students/learners should know and understand what factors influence the listening process and try to minimize them and should know the strategies/ tips and trick on how to master listening, so that listening can run smoothly and optimally.
Listening is an important activity in everyday life, not only in school but wherever we are.
Be a good listener so that we can increase our knowledge and knowledge, and strengthen the brotherly relationship between humans, because one of the objectives of listening is to communicate and to get information.
REFERENCES Ang-zie, M. K. (2020).
14 Exams In Preparation & Practice Test Toefl: Toefl.
Genta Group Production.
Fitria, T. N., & Prastiwi, I. E. (2020).
Pelatihan Tes Toefl (Test of English Foreign Language) Untuk Siswa SMK/SMA, Mahasiswa, Dosen Tira Nur Fitria: An Analysis of the Students’ Difficulties of TOEFL Prediction Test of Listening Section│109 dan Umum.
Budimas : Jurnal Pengabdian Masyarakat, 2(2), Article 2. https://doi.org/10.29040/budimas.v2i2.1457 Khobir, W. A., & Qonaatun, A.
(2020).
English Teacher’ Strategy In Teaching Listening Section of TOEFL Preparations.
Journal of English Language Teaching and Literature (JELTL), 3(2), 127–135.
https://doi.org/10.47080/jeltl.v3i2.995 Marwan.
(2020).
An Analysis of the Difficulties Encountered by English Department An Analysis of... 126 Students In Listening Section of TOEFL Test [PeerReviewed].
IAIN Salatiga.
http://erepository.perpus.iainsalatiga.ac.id/9894/ McNabb, D. E. (2004).
Research Methods for Political Science.
M.E.
Sharpe.
Neergaard, H., & Ulhøi, J. P. (2007).
Handbook of Qualitative Research Methods in Entrepreneurship.
Edward Elgar Publishing.
Purnaning, E. R., Ayuningtyas, A. K., Kridaningtyas, I., & Hudha, N. (2014).
Upgrade TOEFL Score: Rahasia Melejitkan Skor TOEFL.
Cmedia.
110 |ENGLISH FRANCA, Vol.
5, No.
1, 2021 Razmalia, A., & Gani, S. A.
(2017).
Students’ Strategies in Taking TOEFL Listening Test.
Research in English and Education Journal, 2(4), 1– 9. http://jim.unsyiah.ac.id/READ/article/view/7172 Setiawan, A.
(2013).
A Study on Difficulties of Listening Comprehension of TOEL at State Islamic College of Jurai Siwo Metro [Undergraduate, IAIN Metro].
https://repository.metrouniv.ac.id/id/eprint/3052/ Sudarmono, E. (2018).
TOEFL Best Preparation.
Bintang Wahyu.
Talbert, R. (2017).
Flipped Learning: A Guide for Higher Education Faculty.
Stylus Publishing, LLC.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
40-48 p-ISSN: 2356-2048 e-ISSN: 2356-203x 40 AN ANALYSIS OF CODE-SWITCHING USED BY THE TEACHERS OF ENGLISH AT SMA NEGERI 1 PALEMBANG Sri Yuliani1) Latifah Handayani2) 1) 2) Faculty of Teacher Training and Education, University Muhammadiayah of Palembang E-mail Correspondence: Nyimasyuliani71@gmail.com Abstract The objectives of the study were to find out the types of code-switching used by the teachers of English at SMA Negeri 1 Palembang during the teaching process and the motivation of the teachers in using code-switching.
The method of this research was descriptive research with a qualitative approach.
The result of the study found that there were twenty data which classified, namely metaphorical, situational and conversational code-switching.
The most often type of codeswitching that the teachers used during teaching were conversational code-switching.
Their motivation was the teacher wanted to give a clearer explanation to the students.
Keywords: An analysis, code-switching, teachers of English INTRODUCTION English is an international language in a global sense.
It has become the popular language that is learned by most people in many areas.
Countries all over the world use English as their first foreign language.
Therefore, English is taught as the first foreign language in all levels of schools and language courses.
It develops and achieves the communicative competence and perspective of the discourse.
In the globalization era, where worldwide interaction happened, it is quite common for people to use two or more languages as a communication medium.
When many members of society can speak more than one language, they do not always stick to the language that they know.
They can shift to use and switch two or more languages in a conversation.
Nowadays, the phenomenon of code-switching is not a strange thing for Indonesian people, especially for those who live in urban areas.
It is caused by the progress of era and human being's life, including the language that people used.
mailto:Nyimasyuliani71@gmail.com An Analysis... 41 Recently, it can be seen that Indonesian people not only speak their language.
but also foreign languages such as French, Japanese, and particularly English.
It is proven when people mix or switch their language into another language such as in certain places, like trading market, workplace, business place and even at school or campus.
This phenomenon happens because of some motivations.
Some of them are: to express his/her feeling to compensate for the deficiency, to express solidarity with a particular social group, and to convey his/her attitude to the listener.
The phenomenon of code-switching mostly happened in daily conversations such as in advertisements, broadcasts, TV programs, and even in the teaching process.
According to Mahootian (2006), code-switching is a linguistic phenomenon commonly occurring in biand multilingual speech communities.
People who switch the language should have purposes, such as to quote someone, qualify message, emphasize, convey anger, and annoyance, mark, and emphasize group identity.
Meanwhile, code-switching is a phenomenon when there are two or more languages exist in a community and it makes speakers switch from one language to another language.
(Hornberger & Mckay, 2010).
Furthermore, Wardhaugh (2006:100) states that code-switching is a phenomenon that is limited to bilingual or multilingual situations.
It can only be found in bilingual or multilingual speech communities.
Furthermore, code-switching is viewed as a bilingual /multilingual practice that is used not only as a conversational tool but also establishes, maintains, and delineates ethnic boundaries and identities.
It means that code-switching is not only to convey a conversation’s activity but also to cover all aspects of social meaning.
Code-switching occurs when a bilingual uses an alternative way between two or more languages during his/her speech with another bilingual.
It is because bilingual people tend to switch the code from one language to another, especially when the languages they know are used in their environment.
It means the use of code-switching depends on the speech community.
When a conversation happens among bilingual people, a dominant language plays an important role in accessing their two own languages, for example, two English department students who are in a conversation about a grammar lesson.
As a student of the English department, they know how to speak Indonesian and English.
When they are Sri Yuliani... 42 talking, they can switch the language from Indonesian to English or from English to Indonesian during their speech to get a better understanding of the lesson.
In this case, they tend to use the Indonesian language rather than English as a second language they study.
According to Wardhaugh (2006), there are some types of code-switching, namely: a).
Situational Code Switching Situational code-switching occurs when the speaker uses one language in one situation and a different language in a different situation, and it does not involve the change of the topic.
Jendra (2010:76) states that situational code-switching occurs when the situation change that causes the bilingual to switch from one code to another one.
b).
Metaphorical Code Switching Metaphorical code-switching happens when there is a chance of the topic influencing the use of different codes.
The codes are always changed because of the topic.
It depends on the perception's change; formal to informal, official to personal, serious to humorous, and politeness to solidarity.
c).
Conversational Code Switching Conversational code-switching presents in situations where codes are compartmentalized or politically charged and it fails to explicitly define the link between code choice and social meaning.
In this case, the researcher tried to investigate the code-switching phenomenon between English-Indonesia which was found in the teaching process of teachers of English at SMA Negeri 1 Palembang.
In this case, the researcher chose SMA Negeri 1 Palembang because this school is the best one in South Sumatra.
The researcher also chose the teachers of English because the teachers are expected to use English when they are talking to their students in class.
The teachers have some motivations to use codeswitching during teaching.
Therefore, in this research, the researcher would investigate the types of code-switching uttered by the teachers and the motivation of using it.
The importance of this study was to investigate the teachers' motivations in using codeswitching in class.
An Analysis... 43 In general, the purpose of this research was to get further information about the application of code-switching by teachers of English during a teaching at SMA Negeri 1 Palembang.
Specifically, the purpose of this research was to identify the types of codeswitching which are found in the teaching process and also to know the motivation of the teachers in using code-switching during teaching.
RESEARCH METHOD In conducting this research, the researcher used descriptive research with the qualitative approach as a method focusing in how to manage a study descriptively.
This research described code-switching used by teachers of English during teaching.
The researcher described systematically and factually the language fact found in the data.
In this case, the researcher described the types of code-switching and the motivations that influence code-switching used by teachers of English during teaching.
According to Arikunto (2010:173), the population is all investigation subjects.
The population of the investigation consisted of all teachers of English at SMA Negeri 1 Palembang.
In choosing the sample, the researcher used the purposive sampling technique because the data chosen are based on certain considerations.
A sample is a subgroup of the target population that the research plans to study for generalizing about the target population (Creswell,2005:146).
According to Palys (2008), purposive sampling signifies that one sees sampling as a series of strategic choices about with whom, where, when, and how one does one’s research.
This statement implies that the way the researcher must be tied to their objectives.
Next, purposive sampling is different from convenience sampling in that the researcher does not simply study whoever is available, but uses his or her judgment to select the sample for a specific purpose (Wallen and Fraenkel, 1991:127).
The sample was three teachers of English who teach at the tenth, eleventh, and twelfth grades students at SMA Negeri 1 Palembang.
In collecting the data, the researcher used the observation method.
This method is followed by some steps, which we’re the recording technique and note-taking technique.
All of the teachers' speech is transcribed with a 'narrow transcription system'.
This system is used because the reporter of research only examined the linguistic input at the level of morphology and syntax so that the addition of diacritical Sri Yuliani... 44 symbols would not make a difference in the analysis.
So the data was taken by recording ca conversations in the teaching and learning process of each teacher of English for one hour with a duration of about 45 minutes in an hour.
To know teachers' motivations in using code-switching, the researcher interviewed the teachers.
The researcher interviewed them by recording technique.
They had to answer the questions about their motivation to use code-switching during teaching.
Some steps that were used in collecting the data were as follows: 1), recording the conv The data was analyzed by identifying the use of codeswitching by the teachers of English, classifying the types of code-switching used by the teachers of English based on Wardhaugh, and calculating the percentage of types of codeswitching that commonly used by the teachers, based on the formula: P = F N x 100% P= Percentage F= Frequency of types of code-switching N= Number of Sample FINDINGS AND DISCUSSION Data analysis that has been gathered from three respondents showed that language used by the teachers when they taught English, namely English and Bahasa Indonesia.
Data was collected from recording the conversation between teachers and students in the teaching and learning process and also interviewing the teachers about their motivation to use code-switching during teaching.
The researcher chose three teachers of English as the objects of this study.
The first teacher taught at the tenth-grade students, the second teacher taught at the eleventh-grade students, and the last teacher taught at the twelfthgrade students.
The two of these research questions were answered based on the participants of the study.
The first research question related to the types of code-switching that were commonly used by the teachers of English during teaching was answered by recording the conversation in the teaching and learning process of each teacher of English for one hour with a duration of about 45 minutes in an hour.
Meanwhile, the second research question was about the motivations of the teachers of English to use codeAn Analysis... 45 switching during teaching is answered by interviewing them.
There were three questions that they had to answer during the interview.
The researcher started by asking them about why they used code-switching during the teaching process After that the researcher asked about the reasons to use code-switching during the teaching and learning process.
Then, the researcher continued by asking them whether they think code-switching was important or not used in the teaching and learning process.
The researcher analyzed the types of code-switching used by teachers at SMA Negeri 1 Palembang.
As the result of the analysis, the researcher found twenty data that were classified into three types of code-switching.
Based on the result, it was found that the common types of code-switching that the teachers used during teaching were metaphorical code-switching were 10%, situational code-switching was 20% and conversational code-switching was 70 %.
The most frequent type of code-switching that the teachers used during teaching were conversational code-switching.
It happened because most of the teachers switched their language without changing the topic and the situation at the time.
Besides, the teacher used this switch to reiterate her message or to make the explanation clearer.
Then, followed by situational code-switching that was caused by the language used to change according to the situation that the teachers found, and the last type was metaphorical code-switching which is caused by the topic and the situational changes that require the changes of language used by the teachers.
The motivation of Using Code After interviewing the teachers related to their motivation to use code-switching during teaching, The researcher found interesting answers from the participants of this study.
The researcher found that some motivations caused the switch of the language used by the teachers.
Firstly, the teacher has been influenced by the students.
The teacher switched her language because the student has switched his/her language to another language first.
Thus, the student was considered as an interruption to the teacher.
In addition, the interruption disturbs the teacher's concentration in using English when the teacher was explaining something.
Secondly, the teacher wanted to give a clearer explanation to the students, because the student seemed confused about what the teacher has explained before.
In line with Ansar (2017), when the teacher teaches a foreign Sri Yuliani... 46 language code-switching also become a strategy learning to develop the students skill in the English language, and the beginning meets the teacher uses the target language when they explain material and they switch again to Indonesia to make sure understood for the students.
Then, the teacher switched her language because she wanted to make a joke or sense of humor intake the situation in the class became become one.
Thus, the students can relax and enjoy studying.
Then the teacher switched her language because she wanted to express her feeling to the students.
Another reason the teacher switched her language was that she wanted to emphasize the student's answers to make the students feel comfortable with their answers.
Not only emphasize but also to stress his/her utterance toward the students.
Besides, the teacher switched her language because she wanted to compensate for the deficiency, for example, the teacher forgot some English terms, therefore, to fill that blank she used the Indonesian language.
Sometimes the teacher wanted to bring the students under his/her consideration to make it the students easier catch the main point of the lesson.
Finally, the teacher switched her language because she wanted to do clarification.
The teacher switched her language to clarify her sentences that made the students confused.
With the clarification, the students gain clarity about what is meant by the teacher.
So, there would be a misunderstanding As the result of the analysis, the researcher found twenty data that are classified into three types of code-switching.
Based on the result, it is found that the common types of code-switching that the teachers used during teaching were metaphorical code-switching, situational code-switching, and conversational code-switching.
The most often type of code-switching that the teachers used during teaching were conversational codeswitching.
It happened because most of the teachers switched their language without changing the topic and the situation at the time.
Besides, the teachers used this switch to reiterate his message or to make the explanation clearer.
Then, followed by situational code-switching that was caused by the language used to change according to the situation that the teachers found, and the last type was metaphorical code-switching which is caused by the topic and the situational changes that require the changes of language used by the teachers.
An Analysis... 47 CONCLUSION Regarding the findings, the researcher had some conclusions which could be described.
From the analysis through the paragraph above, the researcher found twenty data that were classified into three types of code-switching.
Based on the result of the study, it was found that the common types of code-switching that the teachers used during the teaching process were metaphorical code-switching, situational code-switching, and conversational code-switching.
The most often type of code-switching that the teachers used during teaching were conversational code-switching.
Then, was followed by situational code.
The last type was metaphorical code-switching.
Meanwhile, some motivations caused the switch of the language used by the teachers.
Firstly, the teacher has been influenced by the students.
Secondly, the teacher wanted to give a clearer explanation to the students, because the student seemed confused about what the teacher has explained before.
Then, the teacher switched her language because she wanted to make a joke or sense of humor to make the situation in the class become an informal one.
Then, the teacher switched her language because she wanted to express her feeling to the students.
Another reason the teacher switched her language was that she wanted to emphasize the student's answers to make the students feel comfortable with their answers.
Besides, the teacher switched her language because she wanted to compensate for the deficiency, for example, the teacher forgot some English terms, therefore, to fill the blanks, she used the Indonesian language.
the teacher switched her language because she wanted to do clarification.
Finally, it can be concluded that switching from English to Indonesia or other languages can also able be employed in English conversation classrooms.
The teacher employs code-switching to minimize either students’ miscomprehension of the lesson or students’ difficulties in understanding the English lesson given by the English teachers in the classroom.
Sri Yuliani... 48 REFERENCES Ansar.
A Fithrah.
(2017).
Code-Switching and Code Mixing in Teaching-Learning Process.
Journal of Tadris Bahasa Inggris.
Vol 10 (1), 29-45.
Arikunto, Suharsimi.
(2010).
Prosedur Penelitian Suatu Pendidikan Praktik.
Jakarta: Rineka Cipta Creswell, John W. (2005).
Educational Research, USA: Merrill Prentice Hall.
Hornberger, N.H..,&McKay, S.L.
(2010).
Sociolinguistic and Language education.
Great Britain: Short and Run Press.
Jendra, Made Iwan Indrawan.
(2010).
Sociolinguistics.
The Study of Societies’Language.
Yokyakarta: Graha Ilmu.
Palys, T. (2008).
Purposive Sampling.
In L, M. Given (ED) The Sage Encylopedia of Qualitative Research Methods (vol.2).
Los Angelos.
Wallen, Norman E. (1991).
Educational Research: A Guide To The Process.
United States of America: McGraw-Hill, Inc. Wardraugh, Ronald.
(2006).
The Introduction to Sociolinguistics.
Oxford: Basil Blackwell Ltd.
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
2, August 2021 Page.
100-113 p-ISSN: 2356-2048 e-ISSN: 2356-203x 100 ASSESSING STUDENTS’ ABILITY ABOUT 16 ACTIVE VOICE TENSES USING QUIZIZZ APPLICATION Susi Purwaningsih1, Tengsoe Tjahjono2, Pratiwi Retnaningdyah3, Syafi’ul Anam4 1,2,3,4 Surabaya State University, Postgraduate of Language and Literature Education Email Correspondence: susi.19022@mhs.unesa.ac.id Abstract Assessing students’ ability about 16 active voice tenses and giving a treatment about 16 active voice tenses are two main points for this study.
This study is conducted to know-how is the effectiveness of using the Top grammar method in improving students’ understanding of the 16 active voice tenses, and how is the result of the students’ ability when assessed by using the Quizizz application.
The research was used quantitative analysis.
After analyzing the data, the researcher found that there was a significant improvement in students' understanding of the 16 active voice tenses, and the students’ score was also improved in the post-test.
Keywords: Assessment, Active voice tenses, Quizizz Application INTRODUCTION Tenses play a vital role in language teaching and learning English.
Not only for understanding the formula of the tenses, but also to know when and how the event happens in a conversation.
It is because tense is one of the features in the grammatical roles that change the verb to express the time of action in oral and verbal communication.
Generally, tense is divided into three types of time: present, past, future.
And over time, the past future also includes the types of time for expressing an event that filed planning (unreal condition).
As those types of times, it is very important for students in mastering the form and role of the tense.
According to (Arifin, 2016) students have to be able to use tense accurately and correctly.
It is because without having adequate knowledge about tenses, learners may find any difficulties in constructing a sentence in English.
This research is conducted to combine a method in learning tense and a way to measure students’ understanding of the tense before and after the treatment of the method.
In language teaching history, some innovative methods were played to make Assessing... 101 teaching and learning English effective.
Innovation and change in language education have been a subject of interest for both teachers and researchers since the early days of English language teaching(Ken, Hyland; Wong, 2013) Those innovations are such as the grammar-translation method, direct method, communicative language teaching, etc.
and even now, English teachers always try to innovate their teaching to find a model or method in learning English, so the teaching and learning English will get more effective.
According to (Rusdi, M., & Hafid, 2016) there are many methods have been developed such as using games, cards, songs, movies, and other methods in teaching English.
Furthermore, we realize that each of those methods has its strength and weakness.
But still, teachers should always innovate the way in teaching, especially teaching English.
In this research, the writer tried to implement the method that is used in the Top Grammar textbook in helping students improve their abilities in understanding the 16 active voice tenses.
The writer used a quantitative method that is pre-experimental research with a single group pre-test and post-test in analyzing the result.
The pre-test and post-test were given to assess students’ ability before and after giving the treatment of the method taken from the Top Grammar textbook.
In assessing students’ ability, the writer used the Quizizz application as the pre-test and post-test.
Quizizz is an online assessment tool that allows teachers and students to create and use one another’s Quizizz.
According to(Permana & Permatawati, 2020) Quizizz is a gamebased online testing tool that enables fun classroom activities.
With this application, students can interactively work on the given questions through their gadgets.
Quizizz is chosen because it is not only providing tests, it is also giving feedback since the learner finishes their work.
Besides that, Quizizz is a free tool.
Quizizz can be accessed on every device such as web browser, android, chrome apps, iOS as cited in https://www.teachersfirst.com.
There are some reasons for the writer to write this research, first, the writer wants to combine the methodology in teaching tenses and doing innovation to assess students’ tenses ability using the Quizizz.
Second, it refers to the statement of (Setiyadi, 2006), Susi... 102 because the Indonesian language has no tense such as English has, therefore it seems difficult for Indonesian learners to learn the tenses.
In Indonesia, there is no specific change in the verb when people take a conversation, tell the past story, or even talk about the planning they want to do in the future, they will only add a time signal to know when the event is happening.
While in English, they have a verb in a sentence that can tell when the event is happening with or without the time signal.
So, the writer tries to overcome the difficulties by teaching tense using a method available in the Top Grammar textbook.
The third reason is to know-how is the improvement of learners’ ability after getting the treatment of the method.
To know the improvement, the writer tries to use a new model of assessment.
It is Quizizz.
Some previous studies have been conducted about the use of Quizizz application in assessing the students’ ability.
Most of those studies said that the Quizizz application has effectiveness when used as a measurement tool.
Therefore the writer tried to figure out the effectiveness of the Quizizz application by doing this research.
The writer finds some articles relevant to this study.
(Rusdi, M., & Hafid, 2016) The research discussed The Effectiveness of Using the Crossing Formulas of Tenses Table in Learning English 16 Tenses.
The research used a quantitative approach, a Quasi-experimental design with pre-test and post-test design.
The researchers found that the students’ ability in tenses improved after applying the Crossing Formula of Tenses Table.
“Teaching Tense through Modified Song Lyrics”.
(Karlina, Raja, & Suka, n.d.) The research aims to find out whether there was a statistically significant improvement in students’ scores on the tenses after they get the treatment of modified song lyrics or not.
The research used the quantitative research design.
And from the data, it was known that students’ understanding of tenses is significantly improved after modifying the song lyrics.
The other study that is relevant to this article is from (Permana & Permatawati, 2020)“Using Quizizz as a Formative Assessment Tool in German Classrooms”.
The study aims to know the effectiveness of using Quizizz application in formative assessment in the Germans’ grammar and vocabulary mastery.
The study was used a quantitative descriptive approach with a quasi-experimental technique pre-test Assessing... 103 and post-test design.
And from the data, it was known that the result of the study shows that the Quizizz application was effective to use as a formative test tool in learning German.
This study aims to know-how is the effectiveness of using the Top grammar method in improving students’ understanding of the 16 active voice tenses, and how is the result of the students’ ability when assessed by using the Quizizz application before and after the treatment.
Therefore some things need to deal with in this study.
Grammar Grammar is one important thing that needs to be understood basically in learning a language especially English, According to (Linda, Gerot; Wignell, 1995), grammar is a theory of the English language, the role of how language can be put together, and how the language works.
More particularly, it is the study of wording.
The statement above shows that in understanding the language concept, people should know about grammar for constructing sentences.
Tenses According to (Siu & Annie, 2011) a country that English is a second or foreign language, should study tenses appropriately.
By studying tenses appropriately, people are expected to be able to create a sentence correctly and effectively.
A tense is a verb form or a series of verb forms in the sentence used to indicate the time of an action(Horby, 1995) From Hornby’s statement, we know that tense is very related to the time of an action.
It is like using a correct verb to indicate the time of an event.
Verbs in English are divided into two: regular verbs and irregular verbs (Arief, 2016) The Free Dictionary explained that a regular verb is a verb that has both past form and past participle form constructed by adding the suffix “d” or “ed” at the end of the word.
While irregular verb is defined as a verb that does not have spelling rules that can be followed to create the past form and the participle form.
It is sported by the statement of (Hariyono, R; Carthy, 2008) that regular verb is a verb that has a general rule in forming the past form, the general role of the regular verb is the past form are followed by attaching [-d] or [-ed] for an example is the verb (need, the past form of it is needed).
Susi... 104 While the Irregular verb is a group of verbs that has no specific rule in forming the past verb for example is the verb (teach, the past form it is taught).
It means that the irregular verb doesn’t have a specific rule in constructing the past and past particle form of the verb.
There are some forms of a verb that need to be understood to construct a sentence based on the time of an event or action: Bare infinitive, Additional Infinitive, Past form, Past participle, Present Participle.
Those are the types of verbs that can indicate a time of an event.
There are four types of time in the tenses, those are present, past, future, and past future.
The present is used to express nowadays time, the past is used to express the past or last time, the future is used to express planning in the next time, and the past-future is used to express the field planning (unreal condition).
While in the event, there are four types of events in the tense, those are: simple, continuous, perfect, and perfect continuous.
Table 1: Tenses Event/ Time Present Past Future Past future Simple Simple present Simple past Simple future Simple past future Continuous Present continuous Past continuous Past future Past future continuous Perfect Present perfect Past perfect Future perfect Past future perfect Perfect continuous Present perfect continuous Past perfect continuous Future perfect continuous Past future perfect continuous In constructing a sentence in English, besides the tenses, there is another thing that needs to be understood.
The thing is subject-verb agreement.
Subject-verb agreement is following and subject of the sentence and its verb (Suherman, 2013).
In constructing a sentence, tenses have characteristics.
The characteristic of the tenses are: Table 2: Grammar Tenses Characteristic of tenses Present V1 (-s/-es) Past V2 Future Will/ shall + V1 Perfect Have + v3 Continuous Be + V-ing Nominal Be + 3 complements (Adjective, Adverb, Noun Assessing... 105 Quizizz Since learning English is considered difficult, English teacher always looks for the best way of learning English so the students can learn effectively.
The teacher should innovate the way in teaching, but the innovation should also follow the teacher’s competency.
The teacher competency here means the competency in assessing students’ abilities.
The teacher’s creativity in assessing students’ ability, expected can improve the quality of teaching and learning English.
By assessing students’ ability, the teacher knows which part of the lesson students need to re-explain.
(Boston, 2002) stated that teachers should consider how classroom activities, task submission, and tests support the learning outcomes, and also enable students to communicate what they have understood, and then use that information to improve their learning quality.
The assessment that is used to assess students’ ability here is the Quizizz application.
According to (Made, Puspitayani, Adi, Putra, & Santosa, 2020) Quizizz is one of the online platforms that can be used to develop teachers ‘ quizzes to assess students’ competency.
(Permana & Permatawati, 2020) also state that Quizizz is a game-based online testing tool that enables fun classroom activities.
With this application, students can interactively work on the given questions through their gadgets.
By developing this kind of assessment, students are expected to get a better learning experience.
As game-based online testing, Quizizz also teaches students to compete with their classmates.
Quizizz also gives feedback directly after the test is over, so students can know their ranking after the test is finished.
METHOD The research is quantitative.
The research used a Quasi-experimental design with a single group pre-test and post-test design.
The Quasi-experimental approach has ever been conducted in the use of Quizizz application research such as (Setiyani, Fitriyani, & Sagita, 2020).
The method is used to see the effectiveness of using the Top Grammar textbook method in improving students’ competency in understanding tenses before and Susi... 106 after the treatment of the method.
The effectiveness of the Top Grammar method can be seen by comparing the pre-test and the post-test score.
The study was conducted in Sma Islam Brawijaya Full Day Class, in the academic year 2020-2021 with 12 participants/ samples.
There are seven boys and five girl students.
The population of the study was 20 students’ from X grade ststudentsDuring the pandemic, a class was divided into two classes for following the role of health protocol.
Therefore the subjects of the study are only 12 students.
The sample of this study was selected using Cluster Random Sampling which means the sample selecting of a group that already exists (Latief, Mohammad, 2014) The study was conducted from 26 to 29 November 2020.
The data of this study were tests.
The test was used to determine the effectiveness of the method in teaching 16 active voice tenses.
The test is divided into two types: pre-test and post-test.
Both the tests were taken from the Quizizz application.
The researcher selected a quiz in the Quizizz application that has relevancy with the 16 active voice tenses for both pre-test and post-test.
After getting the students’ scores pre-test and posttest, the researcher analyzed the data by using the following steps.
1.
Scoring students correct answers in the pre-test and the post-test.
This research is conducted with two variables.
The variable is the independent variable and the dependent variable.
The independent variable of this research is the method of 16 active voice tenses from the Top Grammar textbook.
And the dependent variable in the research is the result of learning 16 active voice tenses through a method from the Top Grammar textbook.
The instrument of this research is pre-test and post-test.
The pre-test was given before the students got the treatment of the method, the pre-test aimed to know the students’ ability in assessing the Quizizz.
And the post-test was given at the end of the section (after the treatment of the method).
The post-test aimed to check students’ understanding after getting the treatment of the method.
The test consisted of 30 question items.
Those all question items are taken from the Quizizz application.
All the question items are multiple choices.
Assessing... 107 2.
Classifying the score of the students in the pre-test and post-test.
Table 3: Scoring System Score Classification Score 85 – 100 Very good Score 65 – 84 Good Score 55 – 65 Fair Score 35 – 54 Very poor Score 0 – 34 Poor 3.
Calculating the mean score and the standard deviation of the students in the pretest and post-test using the SPSS Application.
4.
Find out the test of normality of the pre-test and post-test using the SPSS Application.
5.
Paired sample of t-test to compare the pre-test and post-test using the SPSS Application.
FINDING AND DISCUSSION Finding The finding of this result is to deal with the score of the students in the pre-test and post-test in the experimental class.
The frequency, the rate percentage of students score, and also the main score of the pre-test and post-test of the experimental class are described as follow: 1.
The effectiveness of using the Top Grammar method in improving students’ understanding of 16 active voice tenses.
a.
The classification and the rate percentage of the pre-test and the post-test in the experimental design are followed bellow by: Table 4: Classification and rate percentage of the pre-test in the experimental design Classification Score Frequency Percentage Very good Good Fair Poor Very poor 85 100 65 – 84 55 – 65 35 – 54 0 34 2 6 4 16 % 50 % 34 % Susi... 108 In table 3 above, it shows the frequency and the percentage of the students’ score pretest in the experimental class: no one of the students got a very good score.
Two students got a good score, and the percentage of a good score in the pre-test is 16%, six students got a fair score in the pre-test and the percentage of it is 50%, while four students got a poor score with the percentage of 44%.
And no one of the students got a very poor score in the pre-test.
From those all the descriptions, we can see that in the pre-test the students’ score is not very good, which means that students’ understanding of the tenses is not very good.
Table 5: classification and rate percentage of the post-test in the experimental design Classification Score Frequency Percentage Very good Good Fair Poor Very poor 85 100 65 – 84 55 – 65 35 – 54 0 34 5 7 42% 58% In the table above, it shows the frequency and the percentage of the students’ scores in the post-test in experimental class, after getting the treatment of the method students’ scores are known as five students got the very good score with the percentage of 42%, and the rest of the students got the good score with the percentage 58%.
After getting the treatment, all the students got a better score for the post-test.
No one of the students got a very poor, poor, or even fair score in the post-test.
So the percentage of the very poor, poor, and fair score is 0.
From the data above, and for this research, it can be seen that students’ understanding of the 16 active tenses is increased.
Here is the data for the minimum, maximum main score, and the standard deviation in the pre-test and the post-test.
Assessing... 109 Table 6 the, minimum, maximum mean score, and standard deviation of the experimental class Descriptive Statistics N Minimum Maximum Mean Std.
Deviation Pre-test 12 44 68 55.00 8.023 Post-test 12 72 94 85.50 6.216 Valid N 12 The data above shows that the minimum score of the students in the pre-test is 44 score, while in the post-test the minimum score of the students is 72.
And for the post-test, the students’ maximum score is 68 while the post-test is 94.
The mean score for the students in the pre-test is 55.00 and the mean score for the students in the post-test is 85.50.
The data above shows that students’ score in the post-test is significantly improved than in the pre-test.
And the standard deviation in the data above shows 8.023 for the pre-test and 6.216 for the post-test.
Table 7 data for the test of normality Tests of Normality Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig.
Statistic Df Sig.
Pre-test .165 12 .200* .922 12 .305 Post-test .156 12 .200* .939 12 .484 *.
This is a lower bound of the true significance.
a. Lilliefors Significance Correction The test of the normality above is to determine the distribution of normality, and the criterion of the test is: if Sig.
> 0.05 means the data is not a normal distribution.
And from the data above in the pre-test and post-test, the significance is .305 for the pre-test and .484 for the post-test.
It can be seen that the data in the pre-test and post-test are normal distribution because both of the data got significantly more than > 0,05.
And for the next data is the data for the paired sample of the t-test.
A paired sample of the t-test is used to compare the two data of the pre-test and post-test that got from the same sample (single group).
the significance of the t-test is determined as if the significance value in the (sig 2-tailed)> 0,05 level of significance, it means that the data doesn’t have a significant effect.
Meanwhile, if the significance value in the (sig Susi... 110 2_tailed) is <0,05 level of significance, it means that the data shows a significant effect.
And for the data of t-test in this research is followed as bellow: Table 8 data of sample paired sample test Paired Samples Test Paired Differences T Df Sig.
(2tailed) Mean Std.
Deviati on Std.
Error Mean 95% Confidence Interval of the Difference Lower Upper Pai r 1 Pretest – Posttest 30.50 0 4.101 1.184 -33.106 -27.894 25.76 3 11 .000 Above is the analysis data for the paired sample t-test for the pre-test and the posttest.
From the data above it can be seen that the paired sample of t-test, the sig.
(2tailed) is 000 and less than 0,05 or the sig-tailed is 0,00< 0,05.
It means that there was a significant effect of using the Top Grammar method in improving students’ understanding of the 16 active voice tenses.
2.
The extent to which the effectiveness of using the Top Grammar method when assessed by using Quizizz application before and after the treatment.
Table 9 the mean score and the standard deviation of the pre-test and post-test Mean score Standard deviation Pre-test 55.00 8.023 Post-test 85.00 6.216 From the mean score in the pre-test and post-test, it can be seen that the score is 55.00 and 85.00 while the standard deviation for the pre-test is 8.023 and the post-test 6.216. it means that the mean score in the post-test is better than in the pre-test.
And also there was a significant effect of using the Top Grammar method in improving students’ scores when assessed by using the Quizizz application.
Assessing... 111 Discussion 1.
The effectiveness of using the Top Grammar method in improving students’ understanding of 16 active voice tenses assessed by using Quizizz application.
The result of the data above showed that there is a significant difference between the pre-test and post-test scores.
In the post-test, the students’ score was better than the pretest.
Students’ understanding of the 16 active voice tenses also gets better after the treatment.
It is also supported by the data in the finding that the paired sample of t-test, the sig.
(2tailed) is 000 and less than 0,05 or the sig-tailed is 0,00< 0,05.
It shows that there was a significant difference between the pre-test and post-test.
Therefore, using the Top Grammar method in improving students’ understanding of the 16 active voice tenses is effective.
Once previous related research, (Rusdi & Hafid, 2016) that also researched about teaching tenses using Crossing Formula of Tenses Table that has the similar method with the method that available in the TOP Grammar, they said that Crossing Formula of Tenses Table was effective in increasing students’ understanding of the tenses.
And also (Karlina et al., n.d.) The researchers found that the use of modified song lyrics as the method in increasing students’ understanding of the tenses is fulfilled.
2.
The extent to which the effectiveness of using the Top Grammar method when assessed by using Quizizz application before and after the treatment.
Based on the previous findings, the writer showed that the students’ understanding of 16 active voice tenses, when assessed by using the Quizizz application in the pre-test, was poor.
Only two of 12 students got a good score and the percentage of it is 16 %.
Six of each student got a fair score with a percentage of 50 %.
And the rest got a poor score with a percentage of 34%.
It shows that the student’s ability in understanding the 16 active voice tenses was poor before the treatment.
After giving the treatment, the researcher found that the students’ score was better.
Five of the 12 students got a very good score, with a percentage of 42% and seven of the rest students got a good score with a percentage of 58%.
No one of the students’ got a fair, poor, and very poor score in the post-test.
From those findings, the Susi... 112 researcher can conclude that teachers can improve students’ understanding of tenses when teachers apply and modify some methods, especially a method taken from the Top Grammar applied in this study.
In similar studies, (Witchukriangkrai, 2011) and (Rusdi, M., & Hafid, 2016) said that the English teacher should be more creative in teaching English grammar, especially teaching tenses.
It is because students will be more motivating when the teacher is more creative.
Not only in teaching, but also in assessing students’ ability, the teachers should be more creative and innovative.
(Permana & Permatawati, 2020) said that most of the students respond positively to the new medium of assessing their ability.
CONCLUSION Based on the finding and discussion of the research above, the writer can be concluded that: The methodology of the Top Grammar textbook is effective to improve students’ ability in understanding the 16 active voice tenses.
It is proven by the score in the pre-test and post-test.
And also there is a significant difference between students’ ability about the 16 active voice tenses before and after giving the treatment of the Top Grammar textbook when assessed in the pre-test and post-test by using the Quizizz application.
REFERENCES Arief, A. Y.
(2016).
Questioning the Terms: “Regular and Irregular Verbs” in English.
Journal of Linguistics and Education.
Arifin, S. (2016).
Deductive and Inductive Methods of Teaching Tenses.
Journal of ELT.
Hariyono, R; Carthy, M. (2008).
ABC Plus English Grammar.
Gitamedia Press.
Horby, A. .
(1995).
Oxford Advanced Learners Dictionary of Current English.
Oxford: Oxford University Press.
Karlina, H., Raja, P., & Suka, R. G. (n.d.).
Teaching Tense through Modified Song Lyrics for Junior High School.
(2).
Assessing... 113 Ken, Hyland; Wong, L. L. C. (2013).
Innovation And Change In English Language Education.
711 Third Avenue, New York, NY 10017: Routledge.
Latief, Mohammad, A.
(2014).
Research Methods on Language Learning an Introduction.
Malang: UM Press.
Linda, Gerot; Wignell, P. (1995).
Making Sense of Functional Grammar.
Antipodean Educational Enterprise (AEE).
Made, D., Puspitayani, A., Adi, I. N., Putra, J., & Santosa, M. H. (2020).
Developing Online Formative Assessment Using Quizizz For Assessing Reading Competency Of The Tenth Grade Students In Buleleng Regency.
4(April), 36–47.
Permana, P., & Permatawati, I.
(2020).
Using Quizizz as a Formative Assessment Tool in German Classrooms.
424(Icollite 2019), 155–159.
Rusdi, M., & Hafid, A. G. (2016).
The Effectiveness Of Using Crossing Formulas Of Tenses Table In Learning English 16 Tenses At Xii.
96–109.
Setiyadi, B.
(2006).
Teaching English as a Foreign Language.
Graha Ilmu.
Setiyani, S., Fitriyani, N., & Sagita, L. (2020).
Improving students’ s mathematical problem-solving skills through Quizizz.
5(3), 276–288.
https://doi.org/10.23917/jramathedu.v5i3.10696 Siu, T., & Annie, Y.
(2011).
Learning English Tenses Through the Theory of Variation.
8(2), 145–167.
Suherman.
(2013).
Top Grammar a Guide to Write English.
kediri: Pustaka ilmu.
Witchukriangkrai, T. (2011).
Teaching Tense through Texts and Drills : Comparison of Test Scores.
(December).
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 121 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung DIRECTED READING THINKING ACTIVITY (DR-TA) STRATEGY TO TEACH READING Seftika English Department, STKIP Muhammadiyah Pringsweu email: seftika@rocketmail.com Abstract This study aims to investigate the implemetation of Directed Reading Thinking Activity( DR-TA) in enhancing students’ reading comprehension.
The process of DR-TA includes predicting, reading, and proving.
This study employed quasi experimetal design.
As the lecturer guides the process, the DRTA teaches students to determine the purpose for reading and make adjustments to what they think will come next based on the text.
The finding shows that students’ reading comprehension increased after applying Directed Reading Thinking Activity( DR-TA).
By using this strategy students can activate their prior knowledge of a topic/content of the text to be read, hypothesize about what might be addressed in the text, and establish meaningful purposes for reading the text.
Keywords: Directed Reading Thinking Activity strategy, reading, comprehension.
1.
INTRODUCTION Target language input is primary in learning English as foreign language.
Students can enhance their English input through reading.
In order to have amount of English input, students should read a lot and should be able to comprehend what they have read and to comprehend the text for getting the writer purposes.
Usually the students are indicated as good readers if they can comprehend the text well.
In reality, reading comprehension has become a problem among students of foreign language.
These condition were identified as the students get difficulty to answer the questions especially for finding main ideas and inferences.
In order to solve the students’ problem in comprehending the text, it is a need to use a strategy for enhanching sudents’ reading comprehension.
As Grabe and Stoller (2002:9) stated that reading as the ability to draw meaning from the printed page and interpret this information appropriately.
Then reading as a set of skills that involves making sense deriving meaning from printed word (Linse, C.T, 2006: 69).
In other words reading is communication process in which the writer transfer a message in writen text then the reader should construct the meaning while reading.
Therefore reading comprehension requires the use of strategy before, during, and after mailto:seftika@rocketmail.com SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 122 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung reading.
To ensure that students learn to read well, lecturer should help them to be good readers by providing sistematical instruction including Strategies for understand, remember and communicate what has been read.
One of the strategies that can be used in teaching reading is Directed Reading Thinking Activity (DR-TA) strategy.
As quoted by Amoli and Karbalaei & Amoli, (2011: 229-245) “ Strategy instruction is a promising method for the purpose of enhancing comprehension skills”.
In other words, Students need to be taught comprehension strategies in order to make sure they understand text.
It also helps students overcome difficulties in text comprehension.
Directed Reading-Thinking Activity (DR-TA) is instructional strategy that focuses on students thinking using prediction and open ended questions before going to the text.
As Stauffer stated in Ruddell (2005:86) “ Directed Reading Thinking Activity (DRTA) is a means of developing reading comprehension which guides students through text by having the teachers ask students to make and support preditictions before reading and the examine their predictions, conclusions, and logic as a reading progresses”.
It is also supported by Smith which stated that DR-TA is like instruction that focuses on students’ predictions and subsequents reading of text (Ruddel, 2005:86).
Furthemore, McKenna (2002:88) Write as” the directed reading thinking activity is a reading strategy use to introduce a reading selection and to encourage students to form predictions as a means of making their reading more purposeful.” It means that, prediction is emphasized in DR-TA strategy.
In making prediction the students use their background knowledge.
Then the lecturer can show objects and pictures related to the text in order to help students making prediction.
Each predictions will be different because students think as their own mind, and the leturer must accept all of the students prediction.
After that students are given reading material.
Having read and comprehended the reading text they can prove whether their prediction is true or not.
Several studies have investigated the use of Directed Reading Thinking Activity (DR-TA) strategy to assist students in reading.
An earlier study conducted by Al Odwan (2012) SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 123 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung investigated the effect of Directe Reading Thinking Activity (DR-TA) strategy on English secondary students in Jordan.
The finding shows that the use of directed reading thinking activity through using cooperative learning is effective strategy to improve students’ reading comprehension.
Then Yazdani (2015) revealed that impact of Directed Reading Thinking Activity (DRTA) and Guided Reading (GR) on reading comprehension for Sixty three Iranian students.
Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.
Directed Reading Thinking Activity improves students’ reading comprehension because these activities are rich with more interactive tasks and consequently provide students with new concepts, ideas, suggestions, styles of thinking, emphasizes the development of thinking skills and involves the students in processes to enhance learning.
Other studies also conducted in Indonesian EFL Classroom, Rukminingsih (2014) investigated the implentation DRTA in extensive reading class.
This study was conducted at college students.
The observation result shows that this strategy makes the students to be active reader; helps students increase their knowledge, information, new expression, and new vocabulary from the text; helps students can easily understand the text or story; makes the students to have more selfconfident to read; encourages silent reading; makes students understand the main of topic from the text and explores their idea by own language.
The previous studies shows that strategy is beneficial in students’ achievement in reading.
Therefore, this study aimed to investigate the enhancing students’ reading comprehension using Directed Reading Thinking Activity (DR-TA) strategy.
2.
RESEARCH METHOD In this research, the researcher applyed quasi experimental design.
The design involves two groups namely experimental group and control group.
The experimental group used Directed Reading Thinking Activity (DRTA) and control group without DRTA.
The participant was the second semester of students majoring in English.
Sixty students took part in this study.
Then in collecting the data the researcher used reading test.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 124 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 3.
FINDING AND DISCUSSION The process of DR-TA includes predicting, reading, and proving.
The steps in teaching reading using DR-TA strategy are described as follows: The first step is pre reading.
In this step, the lecturer selected the reading text, then wrote the title of the book or passage on whiteboard.
After that asking students, for example; "Given this title, what do you think the passage will be about?
"; “Why?”.
These questions are given to active students prior knowledge.
In this steps students have to predict the text.
Beside questions, lecturer can show objects or pictures which related to the text in order to helping students making prediction.
Then lecturer Acceped and recorded all predictions on the whiteboard.
Then asking students again, "Why do you think that?"
to encourage them to justify their responses and activate prior knowledge.
After that, Previewed the illustrations of the passage, Asked students to revise their predictions based on this new information.
The last, Made changes to the predictions on the whiteboard.
The second step is while reading.
The lecturer asked students to read silently.
Stop them after the first section of the passage, and leading a class discussion to verify or modify predictions.
Then asking students to cite the text which caused them to confirm or change a prediction.
The question that can be given such as "What in the passage makes you think that?
Can you prove it?".
After getting students’ answer, Made changes to the predictions on the whiteboard (Repeated this process until students have read each section of the passage).
Then verifying or modifying the predictions made at the beginning of the lesson.
As students become more comfortable with this process, have each student write predictions in alearning on a piece of paper.
Then, in small groups students can discuss their predictions and share their thinking processes.
The last of this step, asked students to write summary statements about how their predictions compared to the passage.
The last step is post reading.
At the end of each section, reviewing the lesson.
The lecturer may ask questions such as:” What do you think about your predictions now?”; “What did you find in the text to prove your predictions?”; and “ What did you read in the text that made you change your predictions?
“.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 125 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Having conducted the research, the research found the result of pre-test and post-test score of the reading test.
Figure 1.
Pre-test in control group and exerimental group Figure 2.
Post-test in control group and experimental group Based on the result of research, it was found that in control class, the total score that students achieved is 1377 up to 1853.
The mean was from 43.03 up to 57.90.
In experimental class, the total score that students achieved is 1723 up to 2279.
The mean was from 53.84 up to 71.21.
It means that the variance of the data from both of classes are homogeneous.
Based on calculate of testing criteria where: H0: t-observed < tcritical, and Ha: t-observed > t-critical, the writer found that tcount = 4.63 ttable = 1.999.
Two tail test means negative value (-) is conversed into positive value (+), after that tcount is compared ttable and the Pre-test in control group & experimental group lowest score of control class highest score of control class lowest score of experiment al class highest score of experiment al class Post-test incontrol group & experimental group highest score of control class lowest score of control class highest score of experimental class lowest score of experimental class 6 0 43 63 30 76 0 40 86 56 SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 126 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung result tcount > ttable.
So, H0 is rejected and Ha is accepted.
Seeing the data from the pre test and post test score of experimental class, the students’ score increased.
Comparing the result of the pre test and the post test from this group, it could be seen that the average of the students’ score was improved from 53.83 to 71.21.
It means that Directed Reading Thinking Activity (DRTA) can enhance students’reading comprehension.
In view of the theory and empirical studies, Ruddel (2005) stated that DRTA strategy helps students to build reading comprehension.
Then Yazdani (2015) stated that in reading comprehension, Directed Reading Thinking Activity had a more significant positive effect than guided reading because it emphasizes the development of thinking skills and involves the students in processes to enhance learning.
The finding and previous researches support the implemetation of Directed Reading Thinking Activity to enhance reading comprehensio.
It is effective way to encourage students to be active thoughtful readers, adaptable to many different text style, and useful for students in constructing new knowledge.
4.
CONCLUSION Directed Reading Thinking Activity (DR-TA) is an effective strategy in teaching reading.
There are many advantages of using DR-TA strategy.
Firstly, it can improve students’ reading comprehension.
Through DR-TA they are able to answer WHquestion, they are able to identify the paragraph topic and main idea well, and they can understand what they have read.
Secondly, this strategy is very helpfull both in individual and group work task because DR-TA also enhance the students’ participation in class interaction both in individual and group work discussion.
5.
REFERENCES Al Odwan, A, T. (2012).
The Effect of the Directed Thinking Activity through Coopertive Learning on English Secondary Stage Students’ Comprehension in Jordan.
International Journal of Humanities and Social Science.
Vo.2 (16), pp.
138-151.
Grabe, W., & Stoller, F.L.(2002).
Teaching and Reading.
London: Longman Karbalaei, A., & Amoli, F. A.
(2011).
The Effect of Paraphrasing Strategy Training on the Reading Comprehension of College Students at the Undergraduate Level.
The SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 121-127 127 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Asian Journal Quartely.
Vo.13(3), pp.229-245.
Available online at http://www.asian-efl-journal.com.
Accesed on 22 Oktober 2011.
McKenna, M.C.(2002:88).
Help for Struggling Readers.
New York: The Guildford Press.
Linse, C.T.
(2006).
Practical English Language Teaching Young Learners.
Boston: McGraw-Hill.
Ruddell, R. M. (2005).
Teaching Content Reading and Writing.
United States of America: John Wiley & Sons, Inc. Rukminingsih.
(2014).
Incorporating Directed Reading Thinking Activity (DRTA) Technique into Extensive Reading Class.
Cendikia.
VO.12 (2), pp 261-279.
Yazdani, M.M.
(2015).
TheExplicit Instructionof Reading Strategies: Directed Reading Thinking Activity vs Guided Reading Strategies.
International Journal of Applied Linguistics & English Literature.
Vo.4(3), pp.
53-60.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
1, January 2022 Page.
49-61 p-ISSN: 2356-2048 e-ISSN: 2356-203x 49 LEARNING LANGUAGE WITH TECHNOLOGY OUT OF CLASSROOM SELF-ORGANIZED Khaled Suleiman Omer Abaker Faculty of Cultural Studies, University of Airlangga E-mail Correspondence: Khaleddarfur@gmail.com Abstract Various studies have a focus on language learning by using technology in/outside the classroom.
For more investigation, this proposal study examined self-independent learning English outside the classroom; it aims to determine the most frequent technological tool that learners preferred, and what is the most effective online platform.
Because of the overlap, several studies published from 2004 up to 2021 have been reviewed.
Self-organized as a theoretical framework has been adopted.
Participants from three different nationalities: 15 from Indonesian, three Sudanese, and two from Malaysia.
Findings show participants used technological means for learning English independently; the smartphone is more used; among many apps, youtube is the best platform for learning English through videos and movies.
In sense of wide opportunities that created by technology, materials availability, and easy accessability to improve language learning out of classroom.
Keywords: Learning, language, self-organized, Technology, outside, classroom INTRODUCTION A few years ago, when we think about language learning, we often looking for schools, institutes, colleges, universities.
Nowadays, digital Technology introduced various possibilities to the process of language learning.
As a result, access to a native of a specific language and teachers become effortless and available 24 hours worldwide.
Moreover, big data, learning materials, assistance and the creation of positive learners Identity are available (Thorne 2019).
Many studies on technology-supported language learning have proven several dimensions of Technology's power of whether first or foreign language acquisition (Chapelle 2016).
These educational advantages are aimed at improving language training in the classroom as well as out of the classroom with self-direction.
Thus, due to the multiple constraints that formal instructional environments face, the classroom has shown to be the most resistant to change.
Learning Language... 50 (Halverson & collins 2009).
Therefore, the impact of Technology on language training and learning may be good experienced and enhanced out of school.
Admittedly, the acceptance of technological values and their effectiveness by language learners is really important.
Digital technology gives places for learners to govern their language acquisition and make it simple for them to do so (Lee & McLoughlin 2010).
Thus, are learners of language who are willing to use technological tools to control their learning process in order to produce ideal and self-direct language learning skills?
In terms of the power of Technology of self-direction in language learning, the previous studies have a lot to offer.
Furthermore, there are also researches concentrating on learners that respond to specific pedagogical uses of individual technicians as well as integrative distance language courses ( Chun Lai & Mingyue Gu 2013).
This study works to provides some highlights about the issue of enhancing and develop language skills with Technology out of class and also to understand how learners direct and regulate themselves.
Learning language out of the classroom is defined as; any activities of language learning that are performed outside the classroom.
However, studies on out-class-language learning show inconsistent terms to wording on this issue; for example, Pickard (1996) use out of class language learning strategy (Chausanachoti, 2018) used EFL learning through activities out of class language learning, (Lai and Mingyue, 2013) used outside of classroom language learning with Technology, (Bown 2019) choose self-regulate outsde of the class language practice and so on.
These studies refer to the importance of self-independent learning topic in educational research in the last two decades.
According to Barron (2004), learners' environment comprises of several settings, virtual or physical, in school and out of school, in order to comprehend the learning process, we also need to make attention to what learners are experienced in or out of the classroom.
On the other side, Green Sefton (2018) advised the educators need to widen their learning scope and to explore the broader environment of learning actively.
Further, he adds, as we work to improve the system of education more broadly, learners and learning out of the classroom context need to be given significant enhancement and understand well.
In contrast with these views and Khaled... 51 concentrating primarily on language development, Benson (2011) stated that classroom learning is just one of many techniques for students to involving learn a language.
In fact, past research has found that effective techniques for learners usually assign their successes in language development to active learning involvement with foreign language out of class Lamb (2012).
Also, researchers have supposed positive link between the outside of the classroom learning and acquire language.
Activities of learning a language outside of school have mostly related to second or foreign language.
In 1999 Freeman investigated how English and French language learners as a second language at two colleges in the united kingdom, he divided them into two groups; as the result all group organized their times as following: one learning a language by interacting with the local society whereas the other group is learning in a foreign situation, by using materials, both of them show a distinct preference for outside of class activities over inside-of-class activities, with English second language learners spend 88 per cent of their time outside of the classroom to learn.
Other similar results of studies related to learners activities and intent to engage with language out of classes; for example, a survey study by Pearson (2014) in New Zealand and Chinese about international academic students of English classroom discovered that most of these students rearranged to several of places and materials such as internet, TV, video, radio and so on, to develop their English experiences and skills.
Furthermore.
Learners stated that activities of language learning out of the classroom made them more excited than the inside classroom activities.
Across different regions, different studies about learning language as a foreign language such as Cha & Humphreys (2004) conducted in Hong Kong, Shen, (2015), in Taiwn, and Inozu et al (2010) in Turkey found similar findings related to learning outside class in spite of little difference in frequency.
Role of ICT outside of the classroom for learning The following paragraphs focus on studies that examined learning activities out-of-class based on information communication technology (ICT) to develop language skills.
According to Lai & Zhao (2017), the cause of concentrating on technological area and materials used outside the classroom for learning language is that ICT grasp the enormous educational possibility for Learning Language... 52 learning; and constructs a significant learning venue in the learning environment of learning (Seften Green, 2016).
Previous researches built a connection between using a computer in house and language learning academically results: in one research, reach to a computer in house augments adolescents' probability of high school graduation by six to eight per cent and is linked to a 0,23 point rise in stage middle point (Fairlie, 2016).
Employ ICT out of class to learn a language emphasized the important influence on the learning process.
For example, researches on learners of English in the United States who were classified as unsuccessful in the educational context, students have the ambition to use ICT such as online across border communities and multilingual chat-forum, out-side-of-class, and they created and grew in their new sociality and ethnic identity as convinced and active users of English in these digital forums (Lam, 2014).
Black (2016) conducted anthropological research focus on teenagers activities of learn English outside the classroom on a pop-fiction exchange and criticizing venue; fan-fiction demonstrated how these students took advantage of social situations, textuality, and digital aspects of communication sociality to encourage and support learners foreign language literacy improvement and promote their personalty as speakers.
Consequently, focusing on the considerable amount, diversity of technological tools, and facilities available to allow students to integrated with the languages on their recognition, it is necessary to comprehend how learners of language use digital to organize their learning process.
The literature that I reviewed in the previous part proposed that digital devices such as radio, TV video can be part of the stock for learners to used outside the classroom to learn a language.
This literature, therefore, was unable to provide us with a clear picture of using ICT to learn independently or out of class.
Goertler (2008) draw a map about university students who learn a foreign language by using ICT for learning; a survey included 912 students of foreign language, the first year at American University on their conception and utilized digital facilities for learning a language, the writer show that using Technology by learners for learning a language was restricted, whether in or outside the classroom.
Furthermore, in spite of the widespread use of technological tools for enjoyment or entertainment, but the author found limited and small use of Khaled... 53 the ICT for language study purposes; around 20% of students were aware the importance of using diverse technologies that frequent in daily life to learn a language.
Another study conducted by Zhang (2020) covered Chinese university students, learn English as a foreign language; findings show that the majority of students adopted technological facilities to learn English and the average time was 24 hours per week.
This paper aims to provide readers with a good understanding of the possibility of using technologies to learn or develop language skills outside the classroom; how learners organize themself independently when using digital tools to learn a language?
Self-organized learning will use as the theory to underline our examination cause of the close relation between self-organized and technology-promote the learning process (Steffens 2007; Byrnes (2011).
On one side, technology-promote settings give chances for, enhance and develop self-autonomous learning, on another perspective, technology-promote learning settings are well used by students or learners with self-independent can reflect good outcomes (Hannafin, 2010).
Self-organization for learning is operating by which guide learners and assortment their potential, feelings, and thinking to realize learning objectives.
This paper focuses on an investigation of language learning out-of-classroom by using technological facilities and how learners regulated themselves with different aspects for developing language skills.
Therefore, this research working mainly to answer two following questions: What is the impact of Technology on learners when using it to organized their learning process outside of the classroom?
What kind of technological platforms are more sued by learners for enhancing language skills out-of-class?
This proposal study mainly based on a self-organized as theortical framework to comprehend how learners use technologies outside classroom to learn English.
Therefore, this theory is part of primary theories that widely used by researchers since 2002 up to now.
The theories are adopted by Xinyuan, Li‑Jen Kuo, Zohreh, & Stephanie (2021) to investigate the acquisition of foreign and second language vocabulary by using Technology.
Digital-mediated education should be created and applied with robust theoretical frameworks to understand how technological applications interact with diverse instructional approaches (Xinyuan, Li‑Jen Kuo, Zohreh, & Stephanie, 2021).
Learning Language... 54 Further, this theory can be used to describe learning processes in both traditional and digital environments.
Also, this approach includes a cognitive method of using multimedia to learn a language based on the idea that the creation of media instructions must be design in accordance with how learners processing knowledge.
This multimedia encourages autonomous learning and helps learners to engage with events and strategies that can enhance their language skills ( Jack, 2014).
Thus, this theory draws a map around software apps that design to match learners behaviours, which include declining the complex and difficulties related to learning activities.
In addition, it is a method to discover the factors that can distinguish individual variables and aspects supposed to affect self-regulate and language learning.
According to various studies, the primary theory has predicate that Technology contributed to developing the awareness of learners to monitor and plan their language learning activities (David & Jack, 2017).
RESEARCH METHOD Data were collected from 20 participants of different nationalities; 15 from Indonesia, three from Sudan, and two others from Malaysia and India.
The first three questions are general, cover gender, age, and the ability to speak English.
Therefore, 13 of the participants are females and eight males, ages between 25-55 years old, 75% (15) are employees, and five are employees students.
Participants answered electronic survey questions as learners of the English language outside the classroom.
This paper was based on only one data resource: an online electronic survey conducted on 20 June 2021.
The survey contains 11 questions, aim to examine the learners' conception about using Technology to learn English with self-organized out-of-class.
The approach only allows for a limited number of responses.
As well known, Technology has demonstrated various benefits for foreign language's learners.
Participants agreed 100% that recent technological tools help them to learn and develop their English language skills independently.
Independent learners are used to finding the materials or resources they want to learn, determining their learning requirements, and choosing learning activities on their own (Silih W. and Tian A, 2018).
Learning out-of-class is Khaled... 55 required autonomous efforts, strategies, motivations, and the best technological platforms.
Learning strategies can be through eLearning, applications and websites on smartphones, laptops, tablets and computers.
Thus, this method target to determine the most frequent smart devices used by learners FINDINGS AND DISCUSSION All learners were asked to complete survey questions about how they used digital platforms to learn English independently.
As mentioned above, the ages of participants are 25-55 years, 50% are 30-35 years old, only one female is 55years old.
Further, 75% of participants are working in the medical sector, all of them are Indonesians as well natives, and five others are students; three are Sudanese, native Arabic, and two are natives Malaysian.
All participants using English as a foreign language; 75% reported that their English level is average, 10 per cent is very good, and 10% is poor, while only one of the participants is fluent.
Since the fourth question looks at how and what digital devices learners used to learn English outside the classroom.
Thus, 80% of participants using smartphones, 15% begun to use laptops, and 5% tablets.
According to learners experience with Technology, the majority of them using mobile phones to access videos platforms to learn English: 90% reported that they used videos and movies on youtube, only 5% using audio and 5% games.
While Rustam & Mengke (2020) found that the most technologies used for learning out of class were games (49%), and online videos are 37%.
When learners use digital tools for learn purposes, it's clear that participants know how to regulate themselves and what kinds of language skills need to be developed outside the classroom.
Therefore, 50% of them reported prioritizing developing listening, 25% reading, and 25% speaking skills, while no one reported to lear writing.
Some previous studies show most of the learners tend to learn listening skills with self-independent; for instance, (Silih W. and Tian A, 2018) found that 76,2% of participants using Technology to developing listening out of class; The majority of learners paid a lot of attention to keywords that can help them to comprehend the meaning of the sentences they were hearing.
In other previous researches finding illustrated the use of TV, radio, Learning Language... 56 and websites by learners.
However, this paper shows the lack of using such devices, whereas the smartphone is becoming the best technological tool for daily entertainment as well as learning.
This investigation engages to examines the interest of learners about Technology using outside the classroom to organized, learn or develop their English skills.
Participants were from different nationalities and different sectors.
Consequently, I found limited diversity of utilizing technological means for learning purposes behind the class.
Thus, the smartphone is more adopted (80%).
Nowadays, the smartphone can provide us with stable and reliable services at a low cost; also, people can easily access websites, apps, and games at any time and anywhere.
Most of these services are now required to not only overcome everyday problems but to get the full benefits of these digital marvels.
Furthermore, among hundreds of apps, findings show most of the participants (80%) tend to access youtube and watch videos and movies as learning materials.
However, these results may not be fully reliable because of the limited number of participants and the shortness of this study.
Related to abilities to use Technology, individual experienceS such as ICT literacy, perception of digital advantages for learning a language and beyond cognitive knowledge of how to utilize Technology effectively is the reason why many people prefer smartphones in comparison to other technological devices.
These individual experiences are more tend to respond to the interferences; therefore, language learners need to adopt strategies that can help them to learn independently.
In fact, a number of researchers make an argument for the necessity and effectiveness of using Technology by self-independent learning (Mingyue & Lai, 2013).
Some of these researches have confirmed positive findings in which online resources offer good outcomes of enhancing the learning of English whether in or outside the classroom (Bryan A, 2017).
Hence, a question raised do learners who engage with digital activities for self-organized to develop their English abilities have a relation with their inside-class background?
This survey does not cover such issues, but one of the previous studies has illustrated that: during the teaching process in class, educators should motivated and encourage learners to regulate themselves outside the classroom by use technology to support and improve language knowledge (Lai & Mingyue 2013).
This encouragement could Khaled... 57 be in different forms, including materials on useful digital sources and instructions on utilizing particular ICT resources.
Furthermore, since 50% of participants in this research speaking English averagely, so the suggestion is that there is a match between competence level of language knowledge and the awareness of self-organized to use digital materials for learning a language out of class.
In the last ten years, the story using of technology has extensively increased, and nowadays, with the COVID-19 crisis outbreak, the use of technologies means the first platform for Education.
It replaced the traditional classwork with online work (Paula, Diogo, Jennifer, and Pedro, 2020); for both in/outside the classroom learners.
This crucial influence of technologies will strongly motivated learners worldwide to learn a language outside the classroom.
As the data show that participants extensively used smartphones as the best digital device for learning English.
Their respondents illustrate that digital platforms enable more access to authentic English and interaction with the native.
Further, readers of this paper can infer that technologies provide a wealth of reliable recourse for the English language materials a give learners choices to access the information they need and their preference materials as well as to choose and improve their language skills as desired.
Additionally, learners are not constantly listening to the same sound, and they can hear different accents.
The following charts are summaries of significant findings: Figure (1): shows the answers to question: Do you think technology can help you develop your English or learn English out-of-class?
All of them beleived that technology is important for learn English out of classroom Learning Language... 58 CONCLUSION This proposal study used a framework in order to explore the precise nature of learners' utilize digital platforms to learn English independently and make highlights on the most technological facilities that preferred.
This survey found that language learners used technology for different activities outside the classroom to improve their English skills.
Therefore, since the survey in this paper transfers to learners online form, it is probable that may the questions were more prejudice by learners who more active in or inquisitive for Figure (2): show the responds questions of which smart device you often use for learning English?
Answers illustrated; Smartphone is more favorable among different technological tools this may because of availability, easly gained, and using.
Figure (3): shows ansewers to question of Which types of materials do you use to learn English?
Participants more focused on using videos and movies to improve listening and speaking English skills.
Figure (4): shows responses of question, Which applications do you often use to learn English?
Youtube is became at the top, in accordance with participants choice materials (Videos and movies) as in figure 3.
Khaled... 59 learning English and technologies.
As a result, I do not assert that what I saw here is a common occurrence among all foreign language learners worldwide; however, rather I would like to confirm that learners are smart users of digital platforms and motivate to use technologies for different self-organized facets of their English learning.
Furthermore, this proposal identified the more influential technological means for learning porpuses: according to data analysis, the smartphone is frequently used to access online language learning materials.
Social media is becoming part of modern life, so finding show the majority of participants access to youtube and used to watching videos and movies; learners also mostly focus on developing listening skills (50%), whereas no one focus on writing.
REFERENCES Barron B.
2004.
Learning Ecologies for technological Fluency in a Technology rich society.
Journal of Education and computing research.
31, 37.
Benson P. 2011.
Atonomy in and out of Classroom.
TESOL Program.
University of Sevilla.
Byrnes P. 2011.
Self-regulated Learning and Technology Enhance Learnig Environment.
Journal of Applied Linguistics.
34, 345.
Black W. 2006.
Language, Culture and Identity in online Fiction.
Elearning.
33, 170.
Bown J.
2019.
Self regulatory Strategy and agency in self instruction Language Learning.
Journal Modren Language .
93, 570, 583.
Chapelle C. 2016.
Evaluation Computer Technology for Language Learning.
Ontario-TEST.
36, 56, 67.
Chusanachoti R. 2018.
EFL Learning Through Language Activities Out of class.
Published Doctoral Dissertation.
Michigan State University.
David N. AND Jack C. 2017.
Language Learning Beyond the Classroom.
Applied Linguistics Professional Series.
Eli Hinke.
Freeman M. 1999.
The Language Learning of Students Activities of EFL and French.
The Journal of Language Learning.
43,67, 568.
Learning Language... 60 Fairlie W. 2016.
Do Home Computer Improve Educational Outcomes?
Evidence of Matched Current Population Survey.
Journal of Social Studies.
34,343.
Humphreys G. and Gao Z.
2004.
Successful Understanding and Unccessful EFL Students in China University.
Journal of Modren Language.
88, 229, 244.
Hannafin J.
2010.
Cognition and Student Centered, Web-Based Learning.
Jornal of Modren Language.
11, 234, 322.
Halverson R. Collins A.
2009.
Rethinking Education in the age of Technology: the Didital Revelution and School in America.
Teacher College Record.
New York.
Inozu J.
2010.
The Nuture of Language Learning Experience Beyond the Classroom and it is learning Outcomes.
China-Us Foreign Language.
8, 14, 21.
Lai C. and Mingyue G. 2013.
Self-regulated Out-of-class Language Learning with Technology.
Journal of Computer Assisted Language Learning.
317.
335.
Lam M. 2014.
Integrate Motivation in a Globalizaing Word.
Sysem.
32,3,19.
Lamb M. 2012.
Explaining Successful Language Learning in Difficult Circumstances.
Australian Journal of TESOF.
17, 35, 52.
Mcloughin C. 2010.
Personalised and self Regulated Learning in the Web.
Australian Journal of Education Technology.
261, 28, 43.
O’Bryan A.
2008.
Providing Pedagogical Learning Training in CALL: Impact on Student use of Language Learning Strategy and Glosses.
CALICO Journal.
261, 142, 159.
Pearson N. 2014.
The Idiosyncrasies of Out-of-class Language Learning: Case Study in Chinese English Learners.
Journal of Education.
23, 234, 233.
Paula M, Diogo F, Jennifer C, and Pedro R. 2020.
Online vs Traditional Homework: Systematic Review on the Benefits to Students Performance.
Journal of Computer and Education.
152, 103869.
Green Seften.
2016.
Literature Review in Informal Learning with Technology Outside School.Beistol, UK.
Futurelab.
Shen B.
2015.
Preliminary Study of College Students Out of Classroom English Learning Activities.
Journal of language Learning.
31,464, 475.
Rustam S. and Mengke Y.
2020. Review of studies on Technology Enhanced Language Learning and Teaching.
Sustainability.
12, 524.
Khaled... 61 Thorne S. 2019.
Second Language use, socialization and Learning Online.
Journal os Modren Language.
93, 802, 821.
Silih W. and Tian A.
2018.
The use of Technology in English as Foreign Language Learning Outside the Classroom.
doi.org/10.24071/llt.2018.210203.
Steffens K. 2007.
Self regulate Learning in Technoloy Enhanced Learning Environment.
Kaleidoscope Network of Excellence.
UK.
Xinyuan, Li‑Jen Kuo, Zohreh, & Stephanie 2021.theoretical Trends of Research on Technology and L2 Vocabulary Learning: A systematic Review.
https://doi.org/10.1007/s40692-021-00187-8.
Zhang M. 2020.
Technology uses in Creating Second Language learning Environment.
CALICO Journal 211, 7, 28.
Zhao Y and Lai C. 2017.
Techology and Second Language Learning: Promises and Problems.
Journal of Applied Linguistics.
23, 53, 234. https://doi.org/10.1007/s40692-021-00187-8
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
1, January 2021 Page.
7 14 p-ISSN: 2356-2048 e-ISSN: 2356-203x 7 ENGLISH STUDENTS’ PERCEPTION ON CRITICAL THINKING PEDAGOGICAL TECHNIQUES Desty Febria English Education Department, Universitas Internasional Batam Email Correspondance: desty@uib.ac.id Abstract The purpose of the research was to discover students’ perceptions of critical thinking pedagogical techniques.
The type of research was designed by using a survey that shared the link of online questionnaires to the participants.
Based on the result of research, students agree if critical thinking skills should be taught during class and understood the pedagogical methods to develop a higher order of thinking skills.
However, it needs more development in some techniques, and to see the implementation of this technique in their teaching practice.
Keywords: Critical Thinking Skill, Pedagogical Techniques, English students.
INTRODUCTION English proficiency is one of significant skills to be possessed by society in the era 4.0.
It makes education sector especially higher education ones equip students with English as a general subject and make sure their students graduate with good English score.
It is not difficult for English education department students to achieve great English proficiency score because they have been learning English since first semester.
However, English is not the only competency that helps students compete in the global market nowadays.
English students also need to develop other skills such critical thinking, collaboration, creativity, computation logic, communication, and compassion, or known as 21 st century skills.
Besides hard skills are necessarily fulfilled by English students, they also need to develop their soft skills.
21 st century skills or called as 6C are important to promote students’ Higher Order Thinking Skills (HOTS).
By gaining these soft skills, it will support students to survive in today’s challenging world.
This is also in line with the aims of Higher Education ministry to develop students HOTS, Adaptive, Flexible, reading skill and Writing Skill.
It means cultivating English language student’s ability to think at higher Desty… 8 level order of thinking has been crucial issue.
Developing student’s critical thinking could not be separated with redesigning educational system.
It encourages ministry of Education launching new regulation which is called Merdeka Belajar Kampus Merdeka (MBKM) in early 2020.
This regulation supports student to construct their critical thinking skill by having a chance to choose their own learning activities inside or outside University.
Thus, University needs to adjust its teaching and learning process to cultivate students’ critical thinking.
Lipman (1988) defined critical thinking as fair judgements because it based on criteria, self-evaluation and putting perspectives in the context.
Critical thinking is reflective and reasonable though that focused on determining what to believe or do (Ennis, 2011).
Critical thinking is commonly described as higher order of thinking or known as Bloom’s taxonomy in educational sectors.
The structure of cognitive development in Bloom’s taxonomy started from lower order of thinking to higher order of thinking, which is started from remembering, understanding, applying, analyzing, evaluating, and creating (Krathwohl, 2002).
In addressing the global challenge, critical thinking becomes one of educational main foundations to developed in the school system (Ab Kadir, 2017) Enhancing English student’s critical thinking could not be separated from cultural background and pedagogical practices.
Student does not acquire critical thinking instantly.
Act and social practice evolve in the society gives contribution on how student shape their higher order of though.
As mentioned by Atkinson (1997), critical thinking is a behavior naturally acquired by student as they grow up.
He was conducted a research by comparing mainstream U.S children to non-mainstream US Children.
From the result of research, he claimed that the existence of critical thinking presents in social practice among society.
Atkinson and Ramanathan (1995) also found in their study about 80% English native speakers wrote more deeply on synthesizing their argument in writing compared to ESL students at US university.
In response to critical thinking in student’s writing, Stapleton (2001) was conducted an empirical study about critical thinking in the English writing of 45 undergraduate English Students…… 9 students in Japan.
Based on the result of research, he found that students delivered a higher quality and better understanding on investigating the issue in aspects of arguments, fallacies, evidence, and recognition of opposing viewpoints.
Another study on expressing deeper level of though in writing was carried out by Indah and Kusuma (2016) at undergraduate student majoring in English.
There were 130 students participating on that research.
Indah and Kusuma (2016) showed the result of student’s level of critical thinking around 45% elementary, 20% pre-intermediate, 20% intermediate, 10% post-intermediate and 5% advanced.
Based on the calculation, most students fall in the scale of pre-intermediate.
Pedagogical practice is another factor which has the correlation with previous paragraphs about cultural background.
Ng (2001) wrote in his book “Why Asian are Less Creative than Westerners” explained that the difficulties of Asian students having higher order of thinking because of passive education is embedded with the culture.
Mostly children are raising in Asian Culture asked to be obey toward their parents or relatives rather than explore their self-expression.
In contrast, Western society is more tolerant toward children’s self-expression, and it is commonly practiced among society.
Richmond (2017) revealed that the freedom of self-expression gives children more space to explore and accept their thought and emotions which lead to the process of critical thinking development.
Therefore, the rote learning method is mostly used because of passive nature education.
Students tend to be passive recipient and consider teacher as the center of knowledge.
Teachers need to encourage students to actively participate in class such speaking class; otherwise they act to be quite and passive.
Even though, there are increasing number of awareness to promo higher cognitive skills programs in Asian countries such studentcentered learning at school and university.
However, there is still found lack of awareness in pedagogical practice.
Ratnadewi and Yunianti (2019) conducted the research on Indonesia students teachers majoring English about critical thinking skills text analysis.
Based on the research.
Ratnadewi and Yunianti (2019) found that 75% of students have low achievement in reflection as part of cognitive thinking skill to observe their analysis.
Desty… 10 Furthermore, In the field of educator teaching English to speaker of other languages, some of them prefer to be more focus on methodologies and pedagogical trends such immersion, CLIL, grammar translation to audiolingualism than talking about critical thinking skill.
According to (2010) said that lacking discussion on critical thinking might be related to strengthen their critical thinking into their lesson and pedagogical practice.
Regarding these challenges of cultural background and teaching practice to the level of students’ higher order thinking skill, this research is conducted to analyzing English student’s perception on critical thinking pedagogical method.
This research is relevant to the current condition where there is gap of pedagogical method and lack awareness of teaching practice.
This research navigates English student because they will become part of English educator as the facilitator of Learning.
The result of this research is used to navigate and develop methodological English students in learning and teaching critical thinking skills.
RESEARCH METHOD The design of this research was quantitative research design to know analyzing English student’s perception on critical thinking pedagogical method.
Gay ,Mills and Airasian (2009) explains that survey design was procedure on collecting the data in quantitative research in which the investigators take to the entire population or a sample of concerns, practices, preferences, attitudes, or interest of a group of people.
The researcher collected the data by using questionnaires and analyzed the data to explain the answer of hypothesis or questions.
This research was conducted on the November last year by taking sample from English education students of Universitas International Batam.
The participants of this research was taken from third, fifth and seventh semester who already passed the basic knowledge of English language teaching.
The numbers of participants were 25 students.
Due to COVID-19, the questioners were given through online by sharing the link of question form (google form).
There was eight 10 questions given The questionnaires English Students…… 11 type was using scale Likert 1-5 which 1 means strongly disagree, 2 means agree, 3 means neutral, 4 means disagree, and 5 means strongly agree.
The result of study was seen from the percentage each of component chosen by participants.
FINDINGS AND DISCUSSION The research was done in the last of December receiving 25 participants started from third semester until seventh semesters.
The type of questions was given students’ perceptions on critical thinking pedagogical techniques.
Based on the result of research, the number of participants consisted of 32% female and 68% male.
Then, the range of semester from participants were 64% from third semester, 32% fifth semester and the rest were from seventh semester students.
There were eight statements were given on the research.
This paragraph talked about the finding first and followed by the discussion on the finding by researchers.
The first statement was asking about the importance of critical thinking skill as soft skill, there were 68% strongly, 28 agree and 4% agree.
The second statement was asking if critical thinking needs to be developed during teaching and learning process.
Based on the statement, there 56% strongly agreed, 32% agree and the rest around 12 % neutral.
Third statement asked about critical thinking could be developed by putting students in groups to solve problems, discuss answers and apply information to the particular situation, then 44 % participants were strongly agree with statements, 48% agree and 8% neutral.
The fourth statement was about reflective thought activities develop students' critical thinking.
Based on fourth statements, there were 64% choose strongly to agree, 12% agree, 20% neutral, and 4% disagree.
Then, the result of questions from number five until eight are showed in this paragraph.
The fifth statant was asked about encouraging students to "think out loud" when answering develop critical thinking.
There were 36% students strongly agree with this statement, 44% agree, 16% neutral and 4% disagree.
Then, the sixth questions asked if asking questions from simple to factual recall to more analysis and synthesis help to build students' critical thinking.
Based on that statement, there were 44% strongly agree, 48% Desty… 12 agree, and 8% neutral.
Then, the following statement was about modeling contextual example when discussing content material support students critical thinking skills, then around 44% students were strongly agreed, 44% agree and 12% neutral.
The last statement about evaluates student learning by allowing students to provide a real-life example construct critical thinking skill, then 56% strongly agree, 32% agree, 8% neutral dan 4% disagree.
Based on the following question was given about critical thinking to the participants, we can conclude mostly students agree if critical thinking is important soft skill to be possessed.
Then, there was none of them voted strongly to disagree with the statements.
However, there were around 1% disagree with critical thinking pedagogical techniques.
Even the number of students disagree was very low, it needs further evaluation and follow up about student’s point of on reflective thought and think out loud activities, then giving example on real life didn’t promote students to think critically.
The disagreement of students with kind of self-regulating activities.
Then, it could be seen correlation to result of previous paragraph from Ratnadewi and Yunianti (2019) about students’ teachers result of text analysis has lower achievement in reflective thought.
Beaumont, J.
(2010) explained that reflective though activities lead to the process of higher order of thinking because it acts ourselves to control the respond and quick judgement.
Furthermore, the mean of participants strongly agreed with whole statements of pedagogical method in critical thinking were 51%.
The rest of population around 36% agreed with statements.
It means if students comprehension on teaching methods which can promotes students to think critically.
CONCLUSION After conducting the research about English students’ perception on critical thinking pedagogical methods, the researcher found that some students already understood about teaching activities to promote students critical thinking such group problems solving discussion, reflection activities, think and loud activities, the type of questions asking English Students…… 13 about analyses and synthesis, model contextual activities, and provide life examples.
However, some students have lack understanding in the part of pedagogical techniques about reflective teaching method.
As expert in educational teaching believe, if reflection technique are able to develop students ‘critical thinking aspects.
This data is early research, so the research could be expanded to further research development in critical thinking and on how students ‘teachers implement and use those critical thinking pedagogical methods.
REFERENCES Ab Kadir, M. A.
(2017).
What teacher knowledge matters in effectively developing critical thinkers in the 21 st century curriculum?.
Thinking Skills and Creativity, 23, 79-90.
Atkinson, D., & Ramanathan, V. (1995).
Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs.
TESOL quarterly, 29(3), 539568. https://doi.org/10.2307/3587975.
Beaumont, J.
(2010).
A sequence of critical thinking tasks.
Tesol Journal, 1(4), 427-448. https://doi.org/10.5054/tj.2010.234763.
Ennis, R. H. (2011).
The Nature of Critical Thinking : An Outline of Critical Thinking Dispositions and Abilities.
1–8.
Retrieved from https://education.illinois.edu/docs/.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2009).
Educational research: Competencies for analysis and application.
Columbus, OH: Merrill.
Indah, R. N., & Kusuma, A. W. (2016).
Factors affecting the development of critical thinking of Indonesian learners of English language.
Journal Of Humanities And Social Science, 21(6), 86-94.
Leicester, M. (2010).
Critical thinking across the curriculum: Developing critical thinking skills, literacy and philosophy in the primary classroom.
McGraw-Hill Education (UK).
Lipman, M. 1988.
Critical thinking: what can it be?
Educational Leadership 46 (1): 38-43.
Krathwohl, D. R. (2002).
A Revision of Bloom‟s Taxonomy: An Overview.
Theory into Practice, 41(4), 212–219.
Ng, A. K. (2001).
Why Asians are Less Creative Than Westerners: Prentice Hall.
https://doi.org/10.2307/3587975 https://doi.org/10.5054/tj.2010.234763 https://education.illinois.edu/docs/ Desty… 14 Oda, M. (2008).
Thinking critically about critical thinking in TESOL: East vs. West.
Journal of Asia TEFL, 5(1).
Stapleton, P. (2001).
Assessing critical thinking in the writing of Japanese university students: Insights about assumptions and content familiarity.
Written communication, 18(4), 506-548.
Ratnadewi, D., & Yunianti, S. (2019).
Indonesian Sstudent teachers’critical thinking skills in text analysis with cda approach.
Humanities & Social Sciences Reviews, 7(3), 424-431.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
2, August 2022 Page.
87-95 p-ISSN: 2356-2048 e-ISSN: 2356-203x 87 THE CORRELATION BETWEEN PERSONALITY AND ENGLISH PROFICIENCY Sri Yuliani1*, Muhammad Novikar Aziz 2 1, 2 University of Muhammadiyah Palembang Correspondence email: Nyimasyuliani71@gmail.com Abstract The objective of this study was “to find out whether or not there is a significant correlation between personality and English proficiency of the eighth-semester students of the English Education Study Program Muhammadiyah University of Palembang”.
The data were analyzed by Pearson product-moment correlation coefficient.
The value of the correlation between students’ personality and English proficiency (r-obtained = 0.519) was higher than the r-table (0.325) which was significant at 0.005 level (2-tailed).
Since the value of r-obtained was higher than rtable, Ho was rejected and Ha was accepted.
It means that there was a significant correlation between students’ personalities and English proficiency.
Keywords: Correlation, Personality, English Proficiency INTRODUCTION Learning is a process that is both cognitive and social.
It is cognitive because it requires paying attention, seeing, thinking, analyzing, interpreting, and finally providing meaning to see occurrences.
As we know, there many factors that influence the second language learning process.
According to Ellis (2003) cited in Soleimani, Jafarigohar and Ramezani (2013) state that general and personal factors have social, cognitive, and affective aspects.
Because people are often assessed based on their personality, it is recognized as a very prominent category of individual differences.
Personality is the sum of total behavioral and mental characteristics that are distinctive of an individual (Colamn, 2009).
Personality influences the way an individual learns.
The students who have extrovert personalities and students who have introvert personalities have different styles and automatically will influence their learning achievement.
Students who have extrovert personality tends to focus on the outer world of people, and things, and are energized by interaction with others.
They prefer to figure out things while they are talking (Briggs, 2009).
They work best in the The Correlation … 88 classroom that allows time for discussion, and talking with a group.
Meanwhile, introvert students learn best through quiet, mental reflection.
Their attention will naturally flow inward to their thought, idea, and impression.
They tend to enjoy reading, lectures, and written over oral work.
One of the main tools of measurement to determine students’ proficiency in using the English language in the academic level is TOEFL.
In relation to language proficiency, it can be claimed the TOEFL influence the level of language proficiency.
The scores obtained by the students on English proficiency test represent the level of their ability in mastering English as it is used in written and spoken activities.
Concerning personality types and English proficiency, researcher’s observation to the eighth-semester students of English Education at Muhammadiyah University of Palembang that there were some students had extrovert personalities got high scores on TOEFL, others had introvert personalities got low scores, and vice versa.
The objective of this study was to find out: is there any significant correlation between Personality and English Proficiency of the Eight Semester students of the English Education Study Program Muhammadiyah University of Palembang.
There were some studies related to this research.
The first study is entitled “The Correlation between Extrovert and Introvert Personality of the First Semester Students of English Education Study Program of Sriwijaya University and their Proficiency” written by Pereudi (2012).
The objective of the study was to find out the correlation between personality extrovert and introverts and their English proficiency.
He found that after combining the relation between all students’ extrovert and introvert personality and their English proficiency was no significant correlation.
Another study entitled “Personality in English Language Proficiency and Achievement” was researched by Zahibi (2011).
He found out that there was a significant correlation between learners’ English language and extraversion, openness to experience, agreeableness, and conscientiousness.
However, neuroticism did not correlate significantly with English proficiency negatively.
The last study was conducted by Ghazi, Shahzad, and Ullah (2013).
The obj of this study was to find the correlation between each of personality and all academic achievement.
They found out conscientiousness, and agreeableness were Sri Yuliani... 89 high in secondary, it can be concluded that there are some similarities and differences between previous related studies and the researcher’s study.
The similarities is correlation study.
Meanwhile, the differences are correlated variables, result, population and sample.
Extroversion Extroversion is extent to which a person has a deep-seated need to receive ego enchancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself, Brown (2000, p.155).
In the role of personality in second language acquisition, Zhang (2008) also proposed that extrovert means a person more interested in what is happening around him than in his own thoughts and emotions.
An extrovert experiences the world more through contact with others and shared experience that through self examination or study.
Zafar and Meenakshi (2011) stated “extroverts are sociable, like parties, have many friends and need excitement in everything they do.
they are sensation-seekers and are lively and active.
Extroverts are easily distracted from studying, partly as a result of their gregariousness and partly because of their weak ability to concentrate for long periods.” (p.34).
Extroverts are motivated from without and their attention is directed outward.
They are people who appear relaxed, confident, and have trouble understanding life until they have lived it.
When they are feeling bad, low in energy, or stressed, they are likely to look outside themselves for relief.
They get energized from the outside world, and they look for meaning outside of th Introversion Every body was born with unique characteristics.
Someone may consider shy or introvert.
According to Zafar and Meenakshi (2011),” introverts are quiet, prefer reading rather than meeting people and talking to others, have few but close friends and usually avoid excitement.” (p.34).
Introverts are motivated from within and they are oriented towards the inner realm of ideas, imagery, and reflection.
They get their energy from within rather than from the outside world.
An introvert values quiet time alone for thinking.
Introverts believe that they cannot live life until they have understood it.
They are seen as reserved, quiet, shy, aloof, and distant.
When an introvert is tired, stressed or feels bad, he is likely to withdraw to a quiet place and engage in reflective activity that only involves herself/himself.
Introverts look to the inner world for energy and meaning.
Introverts believe that they cannot live life The Correlation … 90 until they have understood it.
They are seen as reserved, quiet, shy, aloof, and distant.
When an introvert is tired, stressed or feels bad, he is likely to withdraw to a quiet place and engage in reflective activity that only involves herself/himself.
Introverts look to the inner world for energy and meaning.
English proficiency One of the most important aspects of university education for English as a Foreign Language (EFL) students is a high level of proficiency in English to help them progress through their education.
Proficiency can be defined as “the ability of students to use the English language to make and communicate meaning in spoken and written contexts while completing their university studies” (DEEWR, 2009, cited in Ghenghesh ,2015, p.91) Therefore, an EFL student must be able to read, write, listen and speak effectively.
Moreover, English prepares students for meaningful instruction and academic performance in academic subjects taught using the English language.
Kiany (2012) defines language proficiency as the language ability or ability in language use.
Proficiency goals include general competence, mastery of four skills, or mastery of specific language behaviours.
TOEFL as Measurement of Language Proficiency A typical example of standardized proficiency test is the Test of English as a Foreign Language (TOEFL) produced by educational testing service, Brown (2000).
According to Mckeon (2008), ”TOEFL has become the major standard of measuring proficiency in English for non native English speaker throughout the world.
Furthermore, according to Sharpe (2004,p 69), “TOEFL testing are into three categories, those are: 1).
Listening comprehensionmeasure the ability to understand English including short and long conversation and short talks, 2).
Structure and written expression-measure the ability to recognize standard written English, 3).
Vocabulary and reading comprehension –measure the ability to read and understand short passage at the university level.
The test requires students to demonstrate that they have the English skills that needed to be successful for studying in university.
It also emphasizes integrated skills and provide better information about students’ ability to communicate in an academic setting and their readiness for academic coursework.
Sri Yuliani... 91 RESEARCH METHOD In conducting this study, correlational research was used.
According to Creswell (2012), A correlation is a statistical test to determine the tendency or pattern for two (or more) variables or two sets of data to vary consistently.
In this study, there were two variables related each other.
The x variables were personality and the y variable was English proficiency.
The students’ personality was identified by using readymade questionnaire and the students’ English proficiency were identified by using the result TOEFL test.
The researcher found the correlation among variables though SPSS.
The influence between variables were calculated through SPSS by regression analysis.
Finally, the researcher used Pearson Product moment Correlation Coefficient to find out the correlation between Students’ personality and their English proficiency.
Furthermore, the population of this study was all of the eighth semester students of English Education Study Program FKIP Muhammadiyah University of Palembang.
The total population is 65 students from two classes.
The researcher took the sample by using total sampling because the population is less than 100.
FINDINGS AND DISCUSSIONS The result of the TOEFL test showed that, there were 5 students (8,2%) who were in the extremely limited user level ( 5 introvert students), 7 students (11.5%) who were in limited user level (2 extrovert students and 5 introvert students), 19 students (31.1%) who were in adequate user level (4 extrovert students and 15 introvert students), 19 students (31.1%) who were in modest user level (8 extrovert students and 11 introvert students), 10 students (16.5%) who were competent user level (6 extrovert students and 4 introvert students), and 1 extrovert students who was in highy proficient user level.
Pearson Product-moment Correlation Analysis The Correlation between Extrovert Personality and English Proficiency Statistical analysis was applied to know whether or not there was correlation between student’s personality and students’ English proficiency.
The reseacher started to find out the correlation between Extrovert personality and English Proficiency.
The result of the analysis is shown in the following table.
The Correlation … 92 Table 1: The Correlation between Extrovert Personality and English Proficiency Extrovert_Personality English_Proficiency_for_Extrovert Extrovert_Personality Pearson Correlation 1 .872** Sig.
(2-tailed) .000 N 21 21 English_Proficiency_for_Extro vert Pearson Correlation .872** 1 Sig.
(2-tailed) .000 N 21 21 **.
Correlation is significant at the 0.01 level (2-tailed).
Based on the statistic of the correlation of extrovert personality toward English proficiency table above, the result showed that extrovert personality had a positive correlation with English proficiency score (r = 0.872) in two tailed testing at 0.01 of significant level of 21 samples (r-table = 0.549).
Since the value of r-obtained was higher than r-table, it meant that there was a significant correlation of extrovert personality and English proficiency.
The Correlation between Introvert Personality and English Proficiency The reseacher also tried to find out correlation of introvert personality and English proficiency.
The result of analysis is shown in the following table.
Table 2: The Correlation between Introvert Personality and English Proficiency Introvert_Person ality English_Proficiency_for_Introvert Introvert_Personality Pearson Correlation 1 .364* Sig.
(2-tailed) .001 N 40 40 English_Proficiency_for_Intr overt Pearson Correlation .364* 1 Sig.
(2-tailed) .001 N 40 40 *.
Correlation is significant at the 0.05 level (2-tailed).
From the statistic of the correlation of introvert personality and English proficiency above, the result showed that introvert personality also had a weak correlation with English proficiency score (r-obtained = 0.364) in two tailed testing at 0.05 of significant level of 40 samples.
Pearson Correlation Coefficient was from 0 (no correlation) to 1 (perfect correlation).
The correlation coefficient 0.5 shows that there was a strong enough correlation Sri Yuliani... 93 between variable X and variable Y.
It can be seen from the table above, it was found that the obtained correlation coefficient was 0.364.
This correlation coefficient was less than 0.5.
It means that the correlation between introvert personality and students’ English proficiency was weak correlation.
The Correlation between Personality and English Proficiency Finally, the researcher analyzed the correlation between students’ personality and English proficiency.
The result of statistic analysis can be seen in the following table.
Table 3: The Correlation between Personality and English Proficiency Personality_Questionaire English_Proficiency_TOE FL_Score Personality_Questionaire Pearson Correlation 1 .519** Sig.
(2-tailed) .000 N 61 61 English_Proficiency_TOEFL_Score Pearson Correlation .519** 1 Sig.
(2-tailed) .000 N 61 61 **.
Correlation is significant at the 0.01 level (2-tailed).
Based on the statistic of The Correlation between Personality and English Proficiency, it was found that the obtained coefficient (r-obtained) was 0.519 in two tailed testing at 0.01 of significant level of 61 samples (r-table = 0.325).
It was concluded that there was a positive correlation between students’ personality and English proficiency.
It was related to Kiany cited in Sharp (2008), there are two detected a positive relationship with extrovert and language proficiency, and other point to evidence that extrovert students learn foreign language better because of their willingness to interact with others and because of their reduced inhibitions.
It can be concluded that extrovert and introvert learners has their own differences in the process of perceiving and understanding information in learning process.
CONCLUSION Based on the finding of correlation between students’ personality and English Proficiency, it was found that there was a positive correlation between students’ personality and English proficiency.
Since the obtained coefficient (r-obtained) was 0.519 in two The Correlation … 94 tailed testing at 0.01 of significant level of 61 samples (r-table = 0.325).
It meant that there was a significant correlation between students’ personality and their English proficiency.
The ree concluded that there was a significant correlation between extrovert personality and English proficiency.
On the contrary, there was a weak correlation between introvert personality and English proficiency of the eighth semester students of English Education Study Program Muhammadiyah University of Palembang.
Although, the extrovert students dominated the high score in English proficiency (TOEFL Score) and most of the introvert students got low scores in English proficiency.
But, in some cases, some of the introvert students also got high score in English proficiency and some extrovert students got low scores in English proficiency.
REFERENCES Briggs, M. (2009).
Personality types and Learning.
Retrieved http://www.wnc.edu./mbti/Personality Types and Learning.php.
Brown, H. D. (2002).
Principle of Language Learning and Teaching.
New York: Addison Wesley Longman Inc. Brown, H. D. (2002).
Teaching by Principles: an interaction approach to Language Pedagogy.
New York: Addison Wesley Longman Inc. Colamn, M. A.
(2009).
Dictionary of psychology.
New York: Oxford University Press.
Creswell, J. W. (2012).
Educational Research: Planning, Conducting, and Evaluating Qualitative and Quantitative Research, Boston: Edwards Brothers.
Erton, L. (2010).
Relation between personality traits, language learning styles and Success in Foreign language Achievement.
Journal of Education,38: 115-126.
Grenghesh, P. (2015).
The Relationship between Language Proficiency and Academic Performance of University Students – should Academic Institutions really be Concerned?
International Journal of Applied Linguistics & English Literature.
4(2), 91-97.
Kiany, G. R: (1998).
English Proficiency: a preliminary study and Academic Achievement in relation to Extraversion-introversion: a preliminary study.
International Journal of Applied Linguistics.
8(1), 113-130. http://www.wnc.edu./mbti/Personality%20Types%20and%20Learning.php Sri Yuliani... 95 McKeon, D. W. (2008).
TOEFL, Score Interpretation.
Retrieved from: http//graduatesschool,vt.edu/iggs/faculty staff/toefl_interp.
20th of 2015.
Pamela J. Sharpe.
(2004).
How to prepare for the TOEFL.
USA: Barron’s Educational.
Serries, Inc. Sharp, Alastair, (2008).
Personality and Second Language Learning.
Asian Social Science.
Vol.
4, No.1.
Soleimani, H., Jafarigohar, M., & Ramezani, A.(2013.
Extroversion/Introversion and Test Performance of Iranian EFL Students on Multiple-choice and True/False Reading Comprehension Test.
International Journal of English and Education, 2(2),211-224.
Zafar and S., & Meennakshi, k. (2012).
A Study on the Relationship between Extraversion and Introversion and Risk-taking – in the context of second language Acquisition.
International Journal of Research Studies in Language Learning, 1(1), 33-40.
Zhang, Y.
(2008).
The Role of Personality in Second Language Acquisition, Asian Social Science, 4(5).
Jurnal SMART , Volume 3, No 2 (2017), Page.
84-89 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X DOI: https://doi.org/10.26638/465.203X 84 Creation is distributed under the Creative Commons License Attribution-Share Alike 4.0 International Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart Jurnal SMART : Journal of English Language Teaching and Applied Linguistics.
THE EFFECT OF A COOPERATIVE SCRIPT IN ENHANCING THE STUDENTS’ NARRATIVE WRITING Amrizal 1), Zohri Hamdani 2) 1 English Education Department, Muhammadiyah Lampung University Email: iyeck.izal@gmail.com 2 English Education Department, Muhammadiyah Lampung University Email:zohrihamdani703@gmail.com.
Abstract The objective of this study is to find out and analyze empirically the effectsofcooperative script in enhancing the narrative writing of students The study used experimental method with a control and experimental group.
The study of population was 80 students ‘electrical Engineering in the second semester at Muhammadiyah Lampung University 2016/2017.
The subjects of the study were taken from the seven sections randomly elected by the fishbowl technique.
The data collection method used pretest and posttest while data analysis used t-tests in SPSS 16.0 The study of results showed that the mean scores in the pre-test and post-test in both control and experimental groups significantly varied.
First, the treatment or the cooperativescript significantly increased the performance of the second semester students in narrative text writing, from good to very good.
Second, a significant difference existed in the post-test mean scores of the control and experimental groups.
The treatment increased the performance of the second semester students in narrative writing.
Third, the use of a cooperativescript significantly affected the performance, particularly of the experimental group.
Keywords: Cooperative Script, Writing Skill, Narrative Text 1.
INTRODUCTION Writing, speaking, listening, and reading are among the language skills that teachers should develop in students.
With the fast-growing pace brought about by globalization, communication has become an indispensable skill that people cannot live without.
Most importantly, people with a good grasp of language, particularly English, have a competitive advantage.
One form of https://doi.org/10.26638/465.203X mailto:iyeck.izal@gmail.com mailto:zohrihamdani703@gmail.com Amrizal…… 85 communication that is less likely to be developed among students is writing.
Writing is a form of communication that allows students to put their feelings and ideas on paper, organize their knowledge, ideas, and beliefs and convey information through properly constructed texts.
Written texts may be in the form of business communication, love letters, and written notes up to the most difficult forms that include writing poems, news, short stories novels and others.
Such forms of expression make life meaningful and joyful.
Based on observations in class, learning how to write is challenging and boring for students.
When a teacher gives students writing materials, the normal response is negative.
Students tend to associate such activity with punishment for not paying attention or failing to submit requirements.
The lack of vocabulary skills, low motivation, and the influence of technology make writing skills undeniably discouraging.
Understanding such, a teacher must think of activities, create suitable writing materials, and provide more inspiring lectures and, most importantly, the teacher herself should write.
Suparno and Yunus (2008: 13) expressed that writing is an activity of message delivery (communication) by using written language as medium tool and Tarigan (2008: 22) said that writing provies graphic representations depicting a language that a person understands so that others can read the graphic symbols if they understand the language and graphic representations.
Based on those explanations, the conclusion can be made that writing is an activity to providing graphic representations depicting a language that a person understands as a media tool so that others can read the graphic symbols.
Writing skill is not just the ability to write graphic symbols in the form of words that are arranged into sentences according to certain rules.
Writing skills demand high language mastery that may not be controlled by everyone.
To develop good writing skills, a writing ladder needs to be considered.
Learn the writing skill is done in stages.
There are some of stages among others are: 1) copying the manuscript in the language, 2) rewriting/reproducing what has been heard and read, 3) combiningwhat has been memorized and heard with small adaptations, 4) guided writing, and 5) composition with a student's own theme, title, or topic.
According to Rebecca (2003) narrative text is a text, which paints a series of plausible and timeless events The Effect of … 86 experienced by actors.
Further, he states that some keys to understanding a narrative include, among others, the sense of plot, theme, character, and event, and how they relate.
Moreover, Anderson and Anderson (2003a) explained that the text that tells a story so as to entertain the audience.
It has characters and settings, and actions.
Characters, settings, and narrative problems are usually introduced at the beginning.
The problem reaches its high point in the middle.
The end of the story solves the problem.
There are some of generic structures to make narrative text, among others are Purpose (Social Function), Text Organization (Orientation, Complication and Resolution) and Language Features(Derewianka, 1991).
According to Slavin, (1994:175), a cooperative script is a learning model that can improve student memory while A’la (2011:97) said that a cooperative script is a learning method in which students work in pairs and verbally summarize parts of the material they learn in the classroom.
It is very helpful for students in developing and linking facts and concepts that have been obtained in problem solving.
Brousseau in Hadi (2007:18) wrote that cooperativescript learning is a learning contract between the teacher and the students and the students on how to collaborate.
There are series steps of in the Cooperative Script Learning Model.
They are: 1.
The teacher divides the students into pairs.
2.
The teacher shares the discourse/material of each student to write a text and read and summarize.
3.
Teacher and students define who first acts as a speaker and who acts as a listener.
4.
The speaker reads the summary as completely as possible by incorporating the main ideas in his summary, while the listener must listen or complete or finalize the underlying basic idea and help to remember or to memorize the main ideas/ideas by linking the previous material or with other materials.
5.
Exchanging roles, originally acting as speakers converted into listeners and vice versa.
Then, the activities return first step.
6.
Formulating conclusions with students and teachers 7.
Closing (Riyanto, 2009:280).
Amrizal…… 87 From the explanation above, the conclusion can be made that in the cooperative script learning model for narrative text writing, the teacher divides students into groups and then shares the discourse (topic) and students write narrative text based on topic.
Every student has a job.
A student writesa paragraph about orientation, another writes a paragraph about complication and a third writes about resolution.
Then one member of the group must read the work in front of class and summarize and then ask questions for listeners from other groupsabout what he read.
All activities return to first step then teacher and students formulate the conclusion and closing.
2.
RESEARCH METHOD The experimental method was employed in this study using two groups of subjects: 1) the control and 2) the experimental group.
The experimental method of research is a method or procedure involving the control or manipulation of conditions for studying the relative effects of various treatments applied to members of a sample or of the same treatment applied to members of different samples.
The cause-and-effect relationship is determined by exposing one or more experimental groups to one or more treatment conditions and comparing the results to one or more control groups not receiving the treatment (Calderon and Gonzales, 1993: 83).
Population and Sample This study was conducted from April 3, 2017 to June 12, 2017 and was done by two researchers.
The control and experimental groups were taken from a population of 80 second semester students’ electrical engineering at Muhammadiyah Lampung University.
The subjects of the study were taken from the seven sections randomly selected by fishbowl technique to comprise the experimental and control groups.
Each section had 30 students.
The Data Collection Method This study, the researcher used easy test to know students’ skill and result this study.
In this study, students were given twice tests (pretest and posttest) the question about students’ experience.
The Effect of … 88 The Data Analysis Method The researcher used some of indicator of writing to analysis among others were content, form, grammar, vocabulary and punctuation.
Every element had score and every indicator was 20 so total of indicator was 100.
To use calculate, the researcher used SPPSS 16.0.
3.
FINDINGS AND DISCUSSION A test was conducted after the experiment.
The group subjected to treatment was the experimental group while no treatment was done to the control group.
Using SPSS, t-tests were computed to reveal whether significant differences existed between the pre-test and post-test scores of the control and experimental groups.
Findings of the study were several.
First, the mean scores obtained in the pre-test of the control group and experimental group were 51.33 and 62.63 respectively.
These were interpreted as good.
The scores obtained after conducting the treatment revealed that the mean scores of the control group after the treatment were higher than before the treatment.
However, the mean score was only 57.66.
Comparing the mean scores of the experimental group before and after the treatment, the score was higher after the treatment indicated by 75.12 mean rating.
This was interpreted as very good.
Second, the computed T value based on the results of the pre-test in the control and experimental groups was 11.78, greater than the tabular value of 2.04 at df of 29, at 5% level of significance Thus, the null hypothesis was rejected.
Furthermore, the computed T value in the post-test of the control and experimental groups was 4.37, which was higher than the tabular value of 2.04, at df of 29 and 5% level of significance.
Thus, the null hypothesis that stated that no significant difference existed in the post-test mean scores of the control and experimental groups was rejected.
Third, the use of cooperativescript had increased the performance in test of the Grade Seven students’ writing skills using narrative texts.
4.
CONCLUSION Based on the findings, the following conclusions are drawn.
First, the mean scores in the pre-test and posttest in both control and experimental groups significantly varied.
This means that the treatment or the cooperativescript had significantly increased the performance of the second semester in narrative writing, from good to very Amrizal…… 89 good.
Second, a significant difference existed in the post-test mean scores of the control and experimental groups.
The treatment increased the performance of the second semester students in narrative writing.
Third, the use of a cooperativescript had significantly affected the performance in the test particularly that of the experimental group.
Moreover, the cooperativescript is recommended for use by teacher 5.
REFERENCES A’la, M. (2011).
Quantum teaching.
Yogyakarta: Diva Press.
Anderson, M., & Anderson, K. (2003a).
Text Types in English 2.
New South Wales: Macmillan Education Australia PTY LTD. Calderon, J.F., & Gonzales, E.C.
(1993).
Methods of research and thesis writing.Manila: National Bookstore.
Derewianka, B.
(1991).
Exploring How Texts Work.
Sydney: Primary English Teaching Association (PETA).
Hadi, S. (2007).
Statistik.
Yogyakarta: Andi.
Rebecca, J. L. (2003).
A critical handbook of children’s literature.
Boston: Pearson Education, Inc. Riyanto, Y.
(2009).
Paradigmabarupembalajaran.
Jakarta: KencanaPrenada Media Group.
Slavin, R.E.
(1994).
Educational psychology: Theory and practice (3rded.).
Boston: Allyn and Bacon.
Suparno, & Mohamad, Yunus.
(2008).
Keterampilandasarmenuli s. Jakarta: Universitas Terbuka.
Tarigan, H.G.
(2008).
Menulis sebagai suatu keterampilan berbahasa.Bandung: Angkasa
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 142 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung PEER EVALUATION TO TEACH SEMANTICS Wuri Syaputri English Department, STKIP Muhammadiyah Pringsewu Email: wurisyaputri@gmail.com Abstract This study begins from the problem of student’s confidence to express their knowledge in order to support their understanding the references in learning semantics.
The objective of this study knows the significance of achievement process in Semantics class.
The technique of this study is using peer evaluation to conduct semantics class.
Method of the study is using classroom action research with questionnaire, test and documentation during the semester.
The result showed the raising reaction of the students’ confidence in expressing their knowledge.
It was proven by the gain of the students score in cycle 1 and 2.
Keywords: Semantics, Peer Evaluation, Achievement.
1.
INTRODUCTION This research focus on how the students learn the process than getting them to master the process.
Learning the terminology, being competent in statistical computations, understanding how to analyze research and other basic components of educational research are essential knowledge for the student.
Evaluation is a crucial part of the learning process was the statement came from Barrett (1986).
Then, feedback and evaluation on a student's progress are important to the student.
Students need information on their progress to make improvements in their work.
Through this way, the students can get the best goal in effective learning activity.
Through observing traditional lecture methods, it has noted that student understanding and the existence of a great deal of passive knowledge across all ages and grades, including colleges and universities as Gardner (2011) stated.
It could be assumed that students achievement goal depend on how the learning process in the classroom.
Students can follow the classroom activity as well as they can.
Then, according to Canavan (2003) it was continued that several strategies have been devised to counteract the irrelevance created by over compartmentalization of knowledge and to build a triangulation between teaching, learning, and reality.
To make an effective learning activity, peer evaluation is chosen and has a SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 143 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung hypothesis that this strategy as the best way in teaching.
In this occasion, it practiced in Semantic classroom.
The instructional strategies and techniques that are adopted by a teacher bespeak his attitudes about himself, his students, and their respective roles in the teaching learning process.
Based on interview done by the researcher, it got the statement that most of the students lack of confident when they elaborate their knowledge in linguistics class especially semantics.
In accordance with the students, they need more discussion to gain more knowledge and get the best expectation in learning process to get A as their final score.
Then, it supported by the students result from test result was various score of each student.
The average score was 51.20 from 30 students.
It can be seen that their semantics score is not good enough.
Then, to face this fact, the students need a technique to give more chance in exploring and discussing their mind.
Peer evaluation technique was chosen.
The previous research to support this research was from Reese-Durham (2005).
It was stated that the students’ researcher agreed that the feedback in peer evaluation was helpful, constructive, clear and understandable.
It assumed that peer evaluation could be an alternative way in learning process.
Further, results indicated that the student researchers realized that they need to include more substantial information in the review of the literature section and that the activity was helpful in the final paper revision process.
It could be conclude that, peer evaluation is effective to teach a class that need more analysis and theory understanding in classroom such semantics class.
Then according to Lu, Warren, Jermaine, Chaudhuri, & Rixner (2015) was supported that peer evaluation could give more motivation in the classroom.
It was because of the student did better job when grading their peers assignment.
The researcher found a term named by “grading the graders”.
The students had responsibility to give the best performance in explaining the topic in discussion session.
Then, they should capable to give the score for the other students.
So, the students’ motivation to learn harder was strong.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 144 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Semantics According to Kreidler (1998) semantics is an attempt to explicate the knowledge of any speaker of a language which allows that speaker to communicate facts, feelings, intentions and products of the imagination to other speakers and to understand what they communicate to him or her.
It assumed, as students begin by discovering the value of the subject and then move through all key topics in the field.
In semantics, pass a process called by analysis.
When the speaker speak something (written or spoken), the listener could catch the meaning of the speaker’s intend.
The processes of catching is passing the process of listening then analyze the speaker’s words.
Peer Evaluation Peer evaluation or assessment refers to the many ways in which students can share their creative work with peers for constructive feedback, and then use this feedback to revise and improve their work (n.d.).
This definition implies learning and teaching are activities of the teacher and the learner.
The students may have “heart and mind” of their teacher.
As well, it is to prove the ongoing process of improvement and enrichment of the “heart and mind” of the teacher relative to the teacher’s professional responsibility for the knowledge development.
It means that, to teach is to learn.
Such is the nature of the “calling” of teaching.
Best practice literature suggests that this effort will require “(1) building a foundation in the classroom that supports collaborative evaluation, (2) creating effective evaluation tools by articulating specific criteria and ensuring honest student participation, (3) implementing formative feedback during the collaborative experience, (4) formulating summative feedback at the conclusion of the experience, and (5) assessing the collaborative evaluation process” these were proposed by Gueldenzoph & May (2002).
To find out the result, the researcher reduced steps in practicing Peer Evaluation in the classroom.
They were five requirements then adopted to be four steps only, they were (1) Making group discussion and give the topics for every meeting, (2) giving the instruction to the students how to conduct peer evaluation in classroom, (3) implementing the feedback during the SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 145 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung collaborative experience, (4) assessing the collaborative evaluation process.
Anecdotal evidence suggests there is frustration with implementing and using peer feedback to effectively change behavior (improve individual performance) and evaluate individual contributions to team performance was proposed by Topping (1998).
Thus, to achieve what Gueldenzoph & May (2002) suggest, an instrument that can be easily and effectively implemented by the major is needed.
2.
RESEARCH METHOD The researcher used an action research.
This action research consisted of two cycles.
The series of cycling activities are planning, action, observing, and reflecting.
In collecting the data, the researcher used three research instruments, namely observation, test, and documentation.
Observation was done to watch the process of students achievement using Peer Evaluation.
During the observation the researcher also used field notes, observation checklist for students’ activity.
By making use of observation, the researcher expected that the use of Peer Evaluation to improve students’ achievement could be figured out.
Focus of the observation are: the achievement process of Semantics class during group work.
Next, in documentation, the researcher used a video camera.
The video taping took place at any kind of activities during the teaching learning process.
It made easier for the researcher to replay and examine the detail of capture.
In analyzing the data, the writer adapted steps of analysing Action Research data which is proposed by Burns (2010).
In the this research the researcher analyzed the improvement of students’ achievement by identifying appropriate data analysis and data interpreting technique.
Firstly, the researcher collected the data by using observation, test, and documentation.
Secondly, the data that had been collected was analyzed and synthesized both qualitatively and quantitatively.
The result of observation and documentation were analyzed qulitatively by categorising and inductive coding.
Inductive coding means that we look at the data from the perspectives of people closely involved in the research context and analyze their opinions and views exactly as we find them.
Thirdly, the researcher built meaning and interpretation.
Fourthly, having interpreted the result of collecting data, the writer employed WHQuestion SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 146 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung to know clearly the educational process which was occurred during the research.
The last, the researcher reported the outcomes.
3.
RESULT AND DISCUSSION Table 1 Sum up of the improvement of students’ achievement from preobservation to cycle 2 PreObservation Cycle 1 Cycle 2  Students were embarrassed to express their opinion or idea  Students lacked vocabulary .
 It was difficult for students to utter the correct sentences.
 Students tried to express their opinion .
 Grammatical Error and inappropriate pronunciation still dominated students’ speaking  A few students still made grammatical error and inappropriate pronunciation in their utterance but it did not obscure the meaning  Most of the students spoke fluently  Students’ average score 51.20.
 Some students had adequate vocabularies but others still lacked vocabulary  Most of the students used wide of vocabularies in speaking  Some students interact with other members in simple way  A few students spoke with much pausing and hesitation  Students’ average score got 62,40  Students average score got 72,90 For both cycle, students prepare their best performance as presenters in order to give clear information to their friends.
At that occasion, the other students as the participant can ask freely to the presenter about their curiosity in learning semantics.
But, some students still confuse how to participate in the classroom.
Most of them get the difficulties on their vocabulary mastery.
In the other hand, the presenters (peers) keep their friends attention and try to give interesting topic on the discussion.
Sometimes they give some joke while the presentation session.
After having the discussion session, the presenters give the time for the lecturer to explain and give the decision for best explanation.
It means that the lecturer evaluate the students accuracy of material discussion.
Then, the presenters give the evaluation for all the presenters in the test form.
The test already discussed with the lecturer before.
The test contains five questions and should answer in students’ worksheet for each student (individual).
After finish the class, the presenters submit the participant worksheet and asses the result to give score for each students.
at the last stage, the presenters give the worksheet to the lecturer and validate the assessment and scoring.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 147 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung The result in table 1 show that from the first cycle to the second cycle, peer evaluation has a chance to be good way improve the process of students achievement.
In the first cycle, students worked in group, and present it to the participant.
In this cycle only 60 % students were active in group interaction.
It could be seen during the activity.
Some students in the groups were not active while some other students enjoyed learning in group.
Active students interacted with their friends happily, they tried to express opinion to discuss the topics.
When they found difficulty, they did not give up.
They spoke without considering the structure.
Moreover some students did not enjoy learning in group, they were not enthusiastic to interact with their friends.
All of the students took a solicit turn but their interaction was still limited.
They asked and answered questions in his turn but they could not maintain the discussion.
Since their interaction was not good enough, they could not develop their speaking.
They took much pausing and hesitation in interaction.
When they were required to speak, they took much time to think or grope the words.
It was because their lack of vocabularyand they still made grammatical error and used inappropriate pronunciation.
The average students score from 30 students got 62,40.
Therefore, the lecturer and students peers had motivated them to be active.
In the second cycle, the students were required to do peer evaluation again.
Since in the first cycle, some students did not maintain the interaction, the researcher decided to prepare the lesson.
In the cycle 2, their process achievement was better than the first cycle.
The students average score got 72,90.
They were more active to be involved in students process achievements by taking the turns properly.
Most of the students maintained their interaction.
Since their interaction was great, it influenced their speaking skill.
Their speaking was also better than the previous cycle.
They also spoke with appropriate pronunciation and grammatically.
They could elaborate their speaking.
4.
CONCLUSION The research findings lead the researcher to conclude that this study was successfully done.
During the group activity over five sessions, learners were observed by the researcher.
Peer SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 148 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Evaluation was employed effectively in students’ learning.
The observation compared two cycles, and worksheet test showed that students’ achievement improve.
It could be seen from the development of students’ interaction and achievement from the first cycle to the second.
Students took the turns properly.
When they got the solicit turn, they could take it well.
They could ask and answer the question.
Then, they not only could initiate the interaction but also maintain the interaction well.
Students are curious to do interaction in Peer Evaluation technique where they can do mobile discussion; speak responsively, giving opinion, and discuss the topics.
There is improvement of Students’ achievement using Peer Evaluation.
Peer Evaluation facilitates students to give more chance make and interaction, it enhances them to be involved in learner-learner interaction.
Due to the fact that their interaction is great, it influences their speaking skill then their achievement in Semantics.
5.
REFERENCES Barrett, J.
(1986).
The Evaluation of Teachers.
ERIC Digest 12.
Retrieved from http://eric.ed.gov/?id=ED278657 Burns, A.
(2010).
Doing action research in English language teaching: A guide for practitioners.
Routledge.
Retrieved from https://www.google.com/books?hl=i d&lr=&id=s3SMAgAAQBAJ&oi=fn d&pg=PP1&dq=Burns,+A.+(2010).+ Doing+action+research+in+English+ language+teaching:+A+guide+for+p ractitioners.+&ots=9kAlTRzGT9&si g=9EuXXzVAISHEYOQgN3ruLYJ KyWg Canavan, D. (2003).
A mind of one’s own: Seeing the suchness of things.
Unpublished Manuscript.
Gardner, H. (2011).
The Unschooled Mind: How Children Think and How Schools Should Teach.
Basic Books.
Gueldenzoph, L. E., & May, G. L. (2002).
Collaborative peer evaluation: Best practices for group member assessments.
Business Communication Quarterly, 65(1), 9– 20.
Kreidler, C. W. (1998).
Introducing english semantics.
Psychology Press.
Retrieved from https://www.google.com/books?hl=i d&lr=&id=QFiv5tDnI_sC&oi=fnd& pg=PP13&dq=to+Kreidler+(1998)& ots=7hllQV494n&sig=gTB8muVAai jNSTccHqIa3NV9bTM SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 142-149 149 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Lu, Y., Warren, J., Jermaine, C., Chaudhuri, S., & Rixner, S. (2015).
Grading the Graders: Motivating Peer Graders in a MOOC.
In Proceedings of the 24th International Conference on World Wide Web (pp.
680–690).
International World Wide Web Conferences Steering Committee.
Retrieved from http://dl.acm.org/citation.cfm?id=274 1649 Reese-Durham, N. (2005).
Peer evaluation as an active learning technique.
Journal of Instructional Psychology, 32(4), 338.
Topping, K. (1998).
Peer assessment between students in colleges and universities.
Review of Educational Research, 68(3), 249–276.
(n.d.).
Retrieved April 22, 2016, from http://www.westlothian.gov.uk/medi a/2685/PeerEvaluation/pdf/peerevalu ation.pdf
SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 84 DISTINGUISH ERRORS IN STUDENTS FINAL ORAL TEST OF PHONOLOGY CLASS Wuri Syaputri English Department of STKIP Muhammadiyah Pringsewu Email: wurisyaputri@gmail.com Abstract The objectives of the study were finding the types of errors were made by the students in the final oral test and the causes of the errors.
The method was using descriptive approach which concern in descriptive qualitative technique.
The data collection method was using observation and interview.
The steps of the data analysis were recording the student’s spoken, transcribing, eliminating, identifying, composite report.
The result showed that the students gaps of the score because of three errors.
They were pre systematic, systematic and post systematic errors.
Those errors were affected by three causes.
They were interference, intralingual and developmental.
Keywords: Errors, Oral Test, Phonology 1.
INTRODUCTION Consistency in language learning is not easy to apply in language learning.
Learners should increase their language knowledge while learning in order to master some aspect in language learning.
When a learner could grab the language aspect, they could complete their knowledge.
When the learner gets gaps between language achievement and language practice, it might be called by error or mistake in learning.
Native speakers are normally capable of recognizing and correcting such mistakes, which are not the result of a deficiency in competence but the result of some sort of breakdown in the process of production.
Corder in Larsen (1992) claims that a mistake is a random performance slip caused by fatigue, excitement, etc.
and therefore can be readily self-corrected.
An error was a noticeable deviation, reflecting the competence of the student.
It was a systematic deviation made by the student who has not yet mastered the rules of the target language.
The students could not self correct an error because it was a product reflective of his or her current stage of L2 development, or underlying competence (Larsen, 1992).
Error analysis was the study of kind and quantity of error that occurs, particularly in the fields of applied linguistics.
These SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 85 errors could be divided into three subcategories: overgeneralization, incomplete rule application, and the hypothesizing of false concepts, reflected a student's competence at a certain stage and thereby differed from student to student.
Selinker (1992) in (Ho, 2003)states that errors were indispensable to students since the making of errors could be regarded as 'a device the student uses in order to learn.'
Thus, error was a proof that the student was learning.
The error was the route that the student must pass to achieve the target language.
Many factors influence the target language pronunciation of the students when they try to make the correct pronunciation in their conversation.
Locality, social surrounding, early influence and some individual problems affected student’s pronunciation.
Pronunciation plays an important role.
It is one of the elements that link the four skills of listening, speaking, reading and writing.
In order to communicate well in foreign language, students should know how to pronounce correctly.
Pronunciation has close relative with how a person speak.
Speaking is an oral matter and need full understanding phoneme to produce the right pronunciation which has meaning and sense of context in the text.
According to Selinker (1972) the only observable data from meaningful performance situations we can establish as relevant to interlingual identifications are: (1) utterances in the student’s native language produced by the student; (2) Interlanguage utterances produced by the student; and (3) Target language utterances produces by native speakers of that target language.
These three sets of utterances are the base of second language student research that observable.
Based on these utterances were identical with spoken form of the students’ language learning.
The researcher illustrated four previous studies.
They come from various countries and institutions.
They are Barzegar (2013), Sawalmeh (2013), Khansir (2012) and Eslami et.al.
(2014) that conducted about Error analysis in the students’ language learning.
Majority of them found that the errors come from the students language learning process.
An error was a noticeable deviation, reflecting the competence of the learner.
It was a systematic deviation made by the learner who has not yet mastered the rules of the target language.
The learner SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 86 could not self-correct an error because it was a product reflective of his or her current stage of L2 development, or underlying competence (Larsen, 1992).
Error analysis was the study of kind and quantity of error that occurs, particularly in the fields of applied linguistics.
These errors could be divided into three subcategories: overgeneralization, incomplete rule application, and the hypothesizing of false concepts, reflected a learner's competence at a certain stage and thereby differed from learner to learner.
Selinker (1992) in (Ho, 2003) stated that errors were indispensable to learners since the making of errors could be regarded as 'a device the learner used in order to learn.'
Thus, error was a proof that the student was learning.
The error was the route that the student must pass to achieve the target language.
Based on the explanation above the researcher concludes that error was the process of student’s language achievement and incomplete process.
When the students passed the errors, it means that the students’ progress in target language improved.
So, the error usually happened to the students in learning English.
According to Corder (1974) as cited in Ellis (1994), there were three types of errors.
They were presystematic, systematic, and postsystematic.
These errors types explained as follow: Presystematic errors This error occurred when the learner was unaware of the existence of a particular rule in the target language.
These happened in random situation.
The learner could not give any account of why a particular form was chosen.
Systematic errors Occurred when the learner had discovered a rule but it was the wrong one.
The learner was unable to correct the errors but could explain the mistaken rule used and type.
Postsystematic errors Occured when the learner known the correct target language rule but used it inconsistently (makes a mistake) the learner could explain the target-language rule that was normally used.
There were several causes of errors comes from some expert.
This research choose one of them and choosing a statement from Richard.
According to Richards (1971b) as cited in Ellis (1994) distinguishes three causes of errors.
They were: Segmental SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 87 Interference errors Occured as a result of the use of ellements from one language while speaking another.
Intralingual errors It was reflect the general characteristics of rule learning such as faulty generalization.
Developmental errors Occured when the learner attempts to build up hypotheses about the target language on the basis of limited experience.
All in all, there were three causes of errors according to Richards (1971b) as cited in Ellis (Ellis, 1994).
They were interference, intralingual and developmental.
Those causes happened when the speaker unaware import another language to target language.
Because of the speaker unawareness, it could be give some misunderstand information to the hearer.
In the other hand, the error could happened because of the speaker generalization when learning English.
Usually, it is happened in the word pronunciation.
The generalization in pronouncing some phoneme in a lexeme is making the developmental hypothesis about wrong hypothesis because of unawareness.
In short, these causes are like a circle and rotate their position as long as the error still occurs.
2.
RESEARCH METHODS This study observed about an analysis of students error in oral test, phonology class.
The purpose of this study was to find out pronunciation error made by the fifth semester’s students.
Based on the definitions above, qualitative research assumed that all knowledge was relative and tends to be an effort to generate descriptions and situational interpretations of phenomena that the researcher could offer colleagues, students, and others for modifying their own understandings of phenomena.
In this study there will use five steps of the data analysis that adopted from Louis, Lawrence, & Keith, (2007).
They are recording the students spoken, transcribing the students spoken, eliminating redundancy of the students spoken, identifying the students transcription, and composite summary of the research.
3.
FINDINGS AND DISCUSSION The researcher already took the sample of the data then analyzed the data according to the steps of the data SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 88 analysis.
The result of the data analysis explained the result based on the problem formulations.
They were (1) What errors were made by the students in the final oral test?
(2) What are the causes of the errors?.
The data was taken from the fifth semesters of phonology class.
The samples were eight students.
They were taken as the sample because of the research needed.
This research needed the students that got imbalance score between the students written score and oral score.
The result was manipulating the data and theories together with believed comparative.
The comparative of the data was using Oxford dictionary.
In Oxford dictionary was using some phonological symbol based on International Phonological Alphabet (IPA).
In this study, the error identification taken from Corder (1974) theory as cited in Ellis (1994).
Corder stated that there were three types of error.
These were presystematic, systematic, and postsystematic.
This theory would be combined with existing data and manipulate as the result below.
Pre-systematic Error Corder (1974) as cited in Ellis (1994) stated that this error type happened when the learner was un-control them self while speaking.
The students believed that their speaking is good and correct.
So, when the students try to speak, they were not feeling that they were wrong.
The listener only could listen without any correction.
In this error type found eight words with repetition.
They were ‘Valley, the, green, opened, beautiful, concept, waterboom, recreation,’.
From these data it could conclude that, the students unaware that they were wrong although somebody points them out.
Because the student did not know why it was wrong and how gave the correction.
Systematic Error This error occurs when the students achieve the rule of the knowledge but it was the wrong one.
The students could unable to correct the errors but they could explain the mistake rule used.
According to the fact, the students always do the repetition searched the correction.
In these types, the correction could come from themselves or the lecturer.
When the students felt failure to search their selves’ correction, they asked to the lecturer ho to speak well because the students were aware that they were wrong.
For example the student spoke the word ‘help’.
The proper phonological SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 89 utterance should be /ˈhelp/.
Reality the student got the correction from the lecturer not only once.
The student did this error in many times.
The first time the student mentioned by /ˈhelep/ in many times.
Then it continued by the lecturer mention by proper phonological utterance of wording ‘help’.
The spontaneous, the student follow the lecturer utterance.
Based on the fact, the student felt difficult when the lecturer made the instruction to follow the proper phonological utterance.
It was many times instruction to made the student aware that her/his phonological utterances were not in proper rule.
The fisrt time correction, the student made many time wording repetition ‘help, help, help’.
It was indicated that the student memorized the word in order gave ne word foundation of wording ‘help’.
At the second time while the student made the error with the same wording, he/she keep silent for few second and try to remember the wording.
The third and so forth, the student made the correction by themselves.
This could be the next error type was post systematic error.
Post-Systematic Error This error occurs when the students know the correct target language but they used the rules inconsistently.
Sometimes correct, and sometimes wrong.
Based on the discussion before, the third times after the student got the correction from the lecturer, the student became aware by themselves that she/he was wrong in utterance the word.
Automatically, the student made themselves correction when they did error pronunciation in the same wording of the word.
Furthermore this error happened in the student wording of the word ‘recreation’.
The student utterance of this word was stop for the first syllable ‘rec’.
after that, the student took a look to the lecturer and smile.
This moment indicate that the student was not believe (loss of confidence) to continue his /her utterance.
Implicitly, the student asked how to make the phonological utterance of a word.
Then, after smiling, the student continued by his/ her wrong wording of a word that she/he believe that it was wrong by pronounced /ˌrɪkriːˈeɪsən/.
from this wrong wording, the lecturer know the student mean and gave the correction by /ˌrekriːˈeɪʃən/ and followed by the student.
SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 90 From the case above, it could be conclude that the post systematic error could happened when the student know how to utterance the word in the proper way but he/she did not know how to tell to anyone that it was wrong.
The student gave such code like smiling and stopping for a while.
The student knew the proper phonological utterances, aware that it was wrong but the student did not know what the causes were.
The researcher would anlyze the causes of error made by the student in phonological utterance based on Richards (1971b) as cited in Ellis (1994) there were three causes of errors.
They were interference, intralingual and developmental errors.
Interference error was the result of students interlanguage that influenced by another language.
For example, the students mother tongue.
The students pronunciation was also affected by their mother tongue because the dialect, accent and the similarities in pronouncing a word.
Based on the data, it was the student wording of the word ‘boom’.
The student made the phonological utterance become heavy of /b/.
The students reflect the tongue severe.
This case always happened to the Javanese students.
The other phonological utterance of students difficulties were /ð/ and /d/.
the student difficult to decrease their Javanese in mention /ð/ and /d/ too.
Because, in Javanese phonological of /ð/ and /d/ was noted by severe.
Intralingual error was the result of the student generalization.
The students believe that all of the English phonemes have the same pronunciation in every word.
According to the data, it was happen in the word ‘adjustment’.
The first phoneme of this foreword actually had the proper phonological utterance by /ə/.
But in this case, the student mentions it by /e/.
it was because of the word before of ‘adjustment’ there were the word with the same pattern of phoneme ‘a’ such as in the word ‘communicate’, ‘language’ and ‘understand’.
The pattern of the phoneme in that word was the same form.
The phoneme ‘a’ had proper phonological utterance by /e/.
so, when the student met the word which had the same phoneme at the first syllable, the student mention it by /e/ too such like in the word ‘adjustment’ whereas it was wrong generalization.
Developmental error was the student’s result of lack of interlanguage knowledge.
The students made the SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 91 correction but they still had wrong phonological utterances.
It was happened in the word ‘pregnant’.
It word had the proper phonological utterance by /̍ preg.nənt/.
in the case, the student mention it by the first syllable only /pre/.
But at that moment spontaneously the student stop the moment for a while and re thinking the word and made the correction by /̍ prɪg.nənt/.
the student was trying to look for the best correction of this word.
But, the result, the student consistently did the error phonological utterance of this word.
In short, there were three causes of errors.
They were interference, intralingual and developmental errors.
In the classroom interaction, the teacher and students were communicated each other.
The teacher transferred his knowledge to the students.
The students could do anything to develop their knowledge in the classroom.
The teacher transferred his knowledge to the students in order to help the students in developing the students’ knowledge.
4.
CONCLUSION There were three types of errors.
They were pre-systematic errors, systematic errors and post-systematic errors.
In presystematic error the students un-aware that they were wrong although somebody points them out.
Because the student did not know why it was wrong and how gave the correction.
Systematic error happened when the students felt failure to search their selves’ correction; they asked to the lecturer ho to speak well because the students were aware that they were wrong.
Post systematic error could happened when the student know how to utterance the word in the proper way but he/she did not know how to tell to anyone that it was wrong.
The student gave such code like smiling and stopping for a while.
The student knew the proper phonological utterances, aware that it was wrong but the student did not know what the causes were.
5.
REFERENCES Barzegar, M. (2013).
Persian EFL students’ error analysis.
Asian Journal of Social Sciences and Humanities, 2(4), 322–334.
Ellis, R. (1994).
The study of second language acquisition.
Oxford University Press.
Retrieved from https://www.google.com/books?hl =id&lr=&id=3KglibyrZ5sC&oi=f nd&pg=PR5&dq=Ellis,+Rod.+19 SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 92 94.+The+Study+of+Second+Lang uage+Acquisition.&ots=wDWnhp 9HtV&sig=sykh8QX4ag5TM_kL L4h8MLKXn0g Eslami, M., Estaji, A., & Elyasi, M. (2014).
The Spelling Error Analysis of the Written Persian Essays of Russian Adult Learners of Persian.
Asian Journal of Humanities and Social Sciences (AJHSS), 2(1).
Retrieved from http://m.ajhss.org/pdfs/Vol2Issue 1/The%20Spelling%20Error%20 Analysis...pdf Ho, C. M. L. (2003).
Empowering English teachers to grapple with errors in grammar.
The Internet TESL Journal, 9(3).
Retrieved from http://202.200.82.45/englishonline /jxyj/iteslj/Ho_Grammar_Errors.h tml Khansir, A.
A.
(2012).
Error analysis and second language acquisition.
Theory and Practice in Language Studies, 2(5), 1027–1032.
Larsen, D. (1992).
An Introduction to Second Language Acquisition Research.
London: Longman.
Louis, C., Lawrence, M., & Keith, M. (2007).
Research methods in education.
New York: Routledge.
Sawalmeh, M. H. M. (2013).
Error Analysis of Written English Essays: The case of Students of the Preparatory Year Program in Saudi Arabia.
English for Specific Purposes World, 14, 1–17.
Selinker, L. (1972).
Interlanguage.
IRALInternational Review of Applied Linguistics in Language Teaching, 10(1-4), 209–232.
SMART Journal Volume 1 No.2, August 2015 hlm.
84-92 Published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 93
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
2, August 2022 Page.
127-136 p-ISSN: 2356-2048 e-ISSN: 2356-203x 127 THE INFLUENCE OF IMAGINE, ELABORATE, PREDICT, AND CONFIRM (IEPC) STRATEGY ON STUDENTS’ READING SKILL 1Hajjah Zulianti, 2Purna Wiratno, 3Monika Bunga Gita Pitaloka 123STKIP PGRI Bandar Lampung Email Correspondence: hazaulie@gmail.com Abstract This research aimed to know whether the IEPC strategy influences the students’ reading skills.
The writer used the quasi-experimental method as a research design.
The population of this research was the eight grade students of State Junior High School 20 Bandar Lampung.
In collecting the data, the writers used a multiple choice test.
To analyze the data, the writers used the t-test formula.
The result of the t-test was 6.25 which is higher than the t-table.
Therefore, there was an influence of the IEPC strategy on the students’ reading skills.
Keywords: IEPC Strategy, Reading Skill, Junior High School Students INTRODUCTION Reading is one of the skills that should be mastered by students.
Reading skill is one of important skills in English.
It is supported by Patel and Jain (2008) who said that reading is most useful and important skill for people.
This skill is more important than speaking and writing because reading is not only a source of information and pleasurable activity but also a mean of consolidating and extending one’s knowledge of the language.
According to Amiruddin et.al (2022), reading is a receptive language process.
It is a process of recognition, interpretation, and perception of written or printed materials.
In this case, reading is an exercise dominated by the eyes and the brain, the eyes receive the written messages and the brain then has to work out the significance of those message.
In this globalization era, reading comprehension is needed, especially in education.
Students use reading skills in every subject and in every aspect of life.
It this case, reading becomes a dominant skill in teaching and learning activities.
In learning reading, students can also improve their English grammar, and vocabulary, and also how to build sentences and paragraphs.
Harmer (2007) said that reading texts provide opportunities to study mailto:hazaulie@gmail.com The Influence... 128 language such as vocabulary, grammar, punctuation, constructing sentences, paragraphs, and texts.
Moreover, Yuliawati (2018) argued that through reading a text, learners will be accustomed to looking the dictionary up guessing the words, and using the words in the context properly.
She added that good vocabulary mastery will help learners express their ideas precisely and having many stocks of words, learners will be able to comprehend the reading materials, catch someone’s talk, give a response, speak fluently, and write some kinds of topics.
In reading activity, the students are required to have more attention to what they read to comprehend a reading text.
Klingner et.al.
(2007) stated that reading comprehension is the process of constructing meaning by coordinating several complex processes that include word reading, word, and world knowledge, and fluency.
In comprehending reading text, readers can use their previous knowledge to help them interpret the text and find out the meaning of the words in the text.
In addition, Kintsch and van Dijk, and Kintsch (in Gilakjani, 2016) defined reading comprehension as the process of creating meaning from text.
The purpose of reading a text is to get an understanding of the text rather than to acquire meaning from individual words or sentences.
In this case, without comprehension, reading is a frustrating, useless exercise in word calling (Azis and Yusanti, 2020) In order to be able to find out or to create a meaning in a text, students need to have a lot of exercises.
It is not uncommon to face difficulties in learning reading especially reading English text.
According to some previous studies, English foreign language students still face some difficulties in comprehending reading text.
Yusuf and Fauzan (2016) investigated students’ difficulties in comprehending reading text.
Their result analysis showed there are some factors that influenced the students’ difficulties such as vocabulary, limited knowledge in analyzing reading comprehension questions, and skill in analyzing a text.
Prihatini (2020) also discussed students’ difficulties in reading comprehension.
She found that the students faced difficulties in many levels of comprehension such as literal comprehension, inferential comprehension, critical comprehension, and creative comprehension.
The factors that caused those difficulties such as inadequate instruction presented by the teacher, lack of pupils’ interest, and Hajjah... 129 vocabulary difficulties.
In line with this case, a suitable reading method can also influence the students in comprehending text.
Yuliani (2020) has discussed one of the reading methods namely the direct method in teaching reading and it was an effective method to teach reading comprehension by showing that the null hypothesis was rejected and the alternative hypothesis was accepted.
In this case, choosing appropriate methods become the teacher’s duty to improve students’ ability in the learning process.
Looking at some previous studies, Indonesian EFL students still faced some difficulties in learning reading.
However, they still try to understand the English text even though many factors still make them find it difficult.
Based on some problems that arose, it is the teacher’s duty to help the students in learning reading and improve their reading skill.
Brown (2007) stated that teaching reading is an activity in which the teacher guides and facilitates learning, gives a chance for the learners to learn, and sets the students to do learning.
The teacher as a facilitator should be able to use appropriate reading methods,techniquese, or strategies which can help the students in improving their reading ability.
One of the reading strategies that can help students in learning reading is Imagine, Elaborate, Predict, and Confirm (sorted into IEPC) strategy.
IEPC concerns the prereading, reading, and post-reading stages.
Wood (2002) stated that the IEPC strategy is a reading comprehension strategy designed to motivate the student’s interest in reading and stimulate their ability in comprehending the text.
In addition, Vacca and Vacca (in Wood and Harmon, 2010) said that IEPC requires students to visualize (imagine) and verbalize (elaborate), which is important for reading comprehension.
In IEPC, the students are asked to imagine everything they can think of related to the text they have selected.
They use their previous knowledge in their imagination to connect previously learned information and new content through imagery and visualizations, analogies, descriptions, and details (Wood and Endres, 2004).
Then, they ask to predict information that appears in sentences they read and make a confirmation.
Based on the explanation above, the writers think that it is necessary to apply an appropriate strategy in teaching reading.
In this case, the writers were interested to apply the IEPC strategy in teaching reading to know whether or not it can influence the students’ reading ability.
This research is conducted to answer the following questions: 1) Is there any influence of using the IEPC strategy on the students’ reading skills?
2) Is the average The Influence... 130 score of the student’s reading skills who learned through the IEPC strategy higher than those who learn by using the conventional strategy?
RESEARCH METHOD This research is descriptive quantitative research.
The writers used quasi-experimental research as a research design.
It is a type of experimental research but without random assignment of individuals (Mackey, 2005).
The subject of this research is the eighth grade of SMP Negeri 20 Bandar Lampung in the academic year 2021/2022.
In this research, the writers used two classes as the sample of research, one class was used as an experimental class and another class was used as a control class.
In the experimental class, the writers applied the IEPC strategy in teaching reading, and in the control class, the writer used a conventional strategy in the teaching and learning process.
There are two variables in this research, there X variable, and the Y variable.
The X variable was the IEPC strategy and the Y variable was the students’ reading skills.
There are 5 classes in the population which consisted of 151 students.
In determining the sample of the research, the writer used a cluster random sampling technique.
To determine which class would be experimental class and control class, the writer uses lottery.
In collecting the data, the writer used multiple choice test or close ended question which consisted of 40 questions with four options (a,b,c,d).
The point of each item is 2.5.
Therefore, the highest score is 100 and the lowest score is 0.
In analyzing the data, the writers used t-test to find out whether or there was an influence of using IEPC strategy towards the students’ reading skill.
RESULTS AND DISCUSSION Normality Data Test of Experimental Class The result of analysis on the data of students who learn through IEPC strategy showed that the highest score is 91 and the lowest score is 50.
The mean is 68.61, the mode is 67, the median is 70.5, and the standard deviation is 11.02.
Then the data distribution frequency and the histogram can be seen in figure below: Hajjah... 131 Figure 1.The Data Distribution Frequency in Experimental Class Based on the data above, it was found that 𝜒𝑟𝑎𝑡𝑖𝑜 2 < 𝜒𝑡𝑎𝑏𝑙𝑒 2 .
𝜒𝑟𝑎𝑡𝑖𝑜 2 was 4.92 and 𝜒𝑡𝑎𝑏𝑙𝑒 2 at significant level of 1% was 11.3 and at significance level of 5% was 7.81.
In this case, the hypothesis was accepted.
It means that the data have normal distribution.
Normality Data Test of Control Class The result of analysis on the data of students who learn through conventional strategy showed that the highest score is 75 and the lowest score is 40.
The mean is 52.7, the mode is 53.48, the median is 54.92 and the standard deviation is 9.51.
Below is the data distribution frequency and the histogram: Figure 2.The Data Distribution Frequency in Experimental Class Based on the data above, it was found that value of 𝝌𝒓𝒂𝒕𝒊𝒐 𝟐 is 2.99 and 𝝌𝒕𝒂𝒃𝒍𝒆 𝟐 at significance level α = 0.05 was 7.81 and α = 0.01 was 11.3.
Because 𝝌𝒓𝒂𝒕𝒊𝒐 𝟐 was lower than 𝝌𝒕𝒂𝒃𝒍𝒆 𝟐 (11.3 > 2.99 < 7.81), it can be concluded that the data of control class has normal distribution.
0 2 4 6 8 10 49.5 – 56.5 56.5 – 63.5 63.5 – 70.5 70.5 – 77.5 77.5 – 84.5 84.5 – 91.5 F re q u e n cy Class Boundaries Experimental Class 0 2 4 6 8 39.5 – 45.4 45.5 – 51.5 51.5 – 57.5 57.5 – 63.5 63.5 – 69.5 69.5 – 75.5 F re q u e n cy Class Boundaries Control Class The Influence... 132 The Homogenity Test After analyzing the normality of the data, the researcher analyzed the homogeneity of the data.
It was done to know whether or not the data were homogeneous.
Based on the calculation, it showed that 𝐹𝑟𝑎𝑡𝑖𝑜 = 1.16 is lower than 𝐹𝑡𝑎𝑏𝑙𝑒 at significance level 0.05 was 1.85 and at significance level 0.01 was 2.41.
It can be concluded that the data of experimental and control class are homogeneous.
The Hypothesis Testing In the previous part, the writers have formulated the hypothesis: there is an influence of IEPC strategy towards the students’ reading skill.
To test whether or not the hypothesis is accepted, the writers used t-test formula.
The data which were analyzed in this research were post-test scores of the two classes, those are experimental and control class.
The summary of the data calculation as follow.
Determining the degree of freedom Significance level 5% df = n1 + n2 – 2 = 30 + 30 – 2 df = 58 The ttable (t1) with level of significance of 0.05 is 2.02 or 𝑡𝑡 (58; 0.05) = 2.02 Significance level 1% df = n1 + n2 – 2 = 30 + 30 2 df = 58 The ttable (t1) with level of significance of 0.01 is 2.70 or 𝑡𝑡 (58; 0,01) = 2.70 Applying the ttest 𝑡𝑡𝑒𝑠𝑡 = 𝑋1̅̅ ̅ − 𝑋2̅̅ ̅ √ 1 𝑛1 𝑠 + 1 𝑛2 With: 𝑆2 = (𝑛1 − 1)𝑆1 2 + (𝑛2 − 1 )𝑆2 2 𝑛1 + 𝑛2 − 2 Hajjah... 133 In applying ttest formula, the writers tested the null hypothesis (Ho) of this research.
Statistically, the hypothesis can be formulated as Ho Null Hypothesis.
Ho 1 : 𝜇1 = 𝜇2 it means that there is no influence of IEPC strategy towards students’ reading skill at the eighth grade of SMP Negeri 20 Bandar Lampung in 2021/2022.
Statistically, the hypothesis can be formulated as Alternative Hypothesis.
Ha 1 : 𝜇1 ≠ 𝜇2 It means that there is an influence of using IEPC strategy towards students’ reading skill at the eighth grade of SMP Negeri 20 Bandar Lampung in 2021/2022.
The result of calculation can be seen in the table below: Table 1.
The Calculation of Result HypothesisTesting Hypothesis Testing ttest ttable (0.05) ttable (0.01) 6.25 2.02 2.70 Based on the data analysis, the result of 𝑡𝑡𝑒𝑠𝑡 was 6.25 and from the distribution table for the degree of freedom of 58 at the significance level of 5%, it is known that 𝑡𝑡𝑎𝑏𝑙𝑒 = t (1𝛼2 1 ) was 2.02 and at significance level of 1% it is known that 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 𝛼2 1 ) was 2.70.
It means that 𝑡𝑡𝑒𝑠𝑡 was higher than 𝑡𝑡𝑎𝑏𝑙𝑒.
It was evident that 𝐻𝑜 is rejected and 𝐻𝛼 is accepted.
So, IEPC strategy has an influence in students’ reading skill.
Equality Test of Two Averages To know the equality test of two averages, the writer consulted t-test with t-table (by looking at G table).
Based on the data analysis, it was got 𝑡𝑡𝑒𝑠𝑡 = 6.25 and from the distribution table for degrees of freedom f 58 at the significance level 5% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 0.05 ) (dk) = 1.68 and at significance level of 1% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 0.01 ) (dk) = 2.42, it means that 𝑡𝑡𝑒𝑠𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒.
In this case, 𝐻𝑎 was accepted.
It means that there is an influence of IEPC strategy towards students’ reading skill at the eighth grade of SMP Negeri 20 Bandar Lampung in 2021/2022.
Different Test of Two Averages To know the different test of two averages, the writer consulted t-test with t-table (by looking at G table).
Based on the data analysis, it was got 𝑡𝑡𝑒𝑠𝑡 = 6.25 and from the distribution table for degrees of freedom f 58 at the significance level 5% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 𝛼2 1 ) (dk) = 2.02 and at significance level of 1% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 𝛼2 1 ) (dk) = The Influence... 134 2.70, it ,means that 𝑡𝑡𝑒𝑠𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒.
In this case, 𝐻𝑎 was accepted.
It means that the average score of students’ reading skill who learn reading through IEPC strategy higher than those who learn through conventional strategy at the eighth grade of SMP Negeri 20 Bandar Lampung in 2021/2022.
Based on the result of analysis above, it was proved that there was an influence of IEPC strategy towards the students’ reading skill.
It was also proved by the average score of standard deviation in experimental class which was higher than in control class (72.13 > 55.7).
It means that the average scores of experimental class was higher than the average scores of the control class.
From the result above, it can be known that IEPC strategy is a good strategy to improve students’ reading skill.
According to Wardani (2012) IEPC is strategy to make students expected to read the text effectively and efficiently.
It means that this strategy can really support the student s’ learning activities and can make the process of learning reading more effective and interesting.
In addition, Vacca and Vacca (in Wood and Harmon, 2010) some benefits of IEPC strategy.
First, IEPC requires students to visualize (imagine) and verbalize (elaborate), which is an important for reading comprehension.
Second, IEPC strategy is one of strategy that can use by teacher to help students organize what they have read and will help them to connect to what they already know.
Third, IEPC is a good strategy to help students’ increase comprehension in reading.
This makes students remember where important information in the text.
CONCLUSION Based on the result of the data analysis and calculation by using t-test formula, the result of analysis is proved that there was an influence of IEPC strategy towards the students’ reading skill.
It was showed that 𝑡𝑡𝑒𝑠𝑡 was higher than 𝑡𝑡𝑎𝑏𝑙𝑒 (6.25 > 2.70 > 2.02) Furthermore, the averages score of the students who learn reading through IEPC strategy was higher than those who learn through conventional strategy.
Therefore, it could be stated that IEPC strategy has an influence on the students’ reading skills at the eighth grade of SMP Negeri 20 Bandar Lampung in 2021/2022.
In this case, the writers suggested to the teachers to use the IEPC strategy in teaching reading and the writers hope Hajjah... 135 that the results of this study will be useful to scholars and researchers interested in conducting research in the same field.
REFERENCES Amiruddin, Syamsul Bahri, Mathla’ul Fajriyani, Muh Hartawan.
2022.
The Role of Independent Reading on Reading Comprehension in the Second Years Students of Mts As’adiyah Putra 1 Sengkang.
Indonesian Journal of Research and Educational Review.
Vol.
1.
No.
3: 297-304.
Azis, Edwin Nuvianto Al and Gita Yusanti.
2020.
Increasing Students’ Reading Comprehension Skill by Using Written Text Book.
Journal of English Teaching and Research.
Vol.
5.
No.
2: 179-186.
Brown, H. Douglas.
2007.
Principles of Language Learning and Teaching.
New York: Pearson Longman.
Gilakjani, Abbas Pourhosein.
2016.
How Can Students Improve Their Reading Comprehension Skill?.
Journal of Studies in Education.
Vol.
6.
No.
2: 229-240.
Harmer, Jeremy.
2007.
The Practice of English Language Teaching (4th Ed).
London: Pearson Longman.
Klingner, J.K., Vaughn, S and Boardman, A.
2007.
Teaching Reading Comprehension to Students with Learning Difficulties.
New York: The Guildford Press.
Mackey, Alison, Susan M. Gass 2005.
Second Language Research: Methodology and Design.
New Jersey London: USA.
Patel, M.F., and Jain, Praveen M. 2008.
English Language Teaching (Methods, Tools and Techniques).
Jaipur: Sunrise Publisher.
Prihatini, Sulih Okta.
2020.
An Analysis of Students’ Difficulties in Reading Comprehension at SMA Negeri 1 Sukodadi Lamongan.
E-Link Journal.
Vol.
7.
No.
1: 21-29.
Wardani, F. (2012).
The Effect of Using Imagine, Elaborate, Predict, Confirm Strategy to Improve Students’ Reading Comprehension at the Second Year of State Junior High School 14.
Research Article.
Pekanbaru: Universitas Islam Negeri Suska Riau.
Retrived from: http://repository.uinsuska.ac.id/9643/1/2012_2012668.pdf.
Wood, K. 2002.
Aiding comprehension with the imagine, elaborate, predict and confirm (IEPC) strategy.
Middle school journal 33 (3), 4754.
Retrieved from: http://adrianward.edublogs.org/files/2008/10/iepc.pdf Wood, K. D., & Endres, C. 2004.
Motivating student interest with the imagine, elaborate, predict, and confirm (IEPC) Strategy.
Internationl Reading Association (pp.
346357).
Retrieved from: http://detailmini.jsp.htm Wood, Karen D and Janis M.Harmon.
2010.
Strategies for Integrating Reading and Writing in Middle and High School.
New York: Library of Congress Cataloging.
Yuliani, Sri.
2020.
Teaching Reading Comprehension through Direct Method to the Eighth Grade Students of the State Junior High School 44 of Palembang.
SMART Journal.
Vol.
6.
No.
2: 98107.
Yuliawati, Lilik.
2018.
The Effects of Grammar and Vocabulary Mastery on Students’ Reading Comprehension.
Wanastra.
Vol X. No.1: 1-8. http://repository.uinsuska.ac.id/9643/1/2012_2012668.pdf http://adrianward.edublogs.org/files/2008/10/iepc.pdf http://detailmini.jsp.htm/ The Influence... 136 Yusuf, Qismullah and Fauzan.
2016.
EFL Students’ Difficulties in Comprehending English Reading Texts.
Proceedings of the 1st English Education International Conference (EEIC) in conjunction with the 2nd Reciprocal Graduate Research Symposium (RGRS) of the Consortium of Asia-Pacific Education Universities (CAPEU) between Sultan Idris Education University and Syiah Kuala University, 12-13 November 2016 (pp.
510-514).
(Journal of English Language Teaching and Applied Linguistics) Volume 7, No.
2, August 2021 Page.
130-139 p-ISSN: 2356-2048 e-ISSN: 2356-203x 130 INSTAGRAM: A LEARNING MEDIUM TO PROMOTE THE STUDENTS’ ENGLISH PRODUCTIVE SKILLS Aswadi Jaya1, Asti Veto Mortini2, Ferri Hidayad3, Arma Dianti Putri4, Suci Pratiwi5 1,2,3,4,5 English Education Study Program, PGRI University of Palembang Email Correspondence: aswadijaya@yahoo.com Abstract People usually use Instagram to share their personal information, such as uploading their pictures or videos and providing an explanation that is called caption under it.
Thus, this study intended to know the students’ perception of using Instagram to improve their productive skills.
This study was conducted on the students of PGRI Palembang University.
The method of this study was a descriptive qualitative study.
The result of this study showed that the students of PGRI University Palembang perceived that Instagram helped them to improve their productive skills.
Keywords: Perception, Instagram, Speaking and Writing Abilities INTRODUCTION In this era, many generations are affected by developing technology.
Also, it influences them in their daily activities is called the Digital generation, they are affected by developing technology.
Also, it influences them in their daily activities is called DGen.
According to the book, D-Gen goes to Collage (Seemiller & Grace, 2016), Digital Generationrefers to people who were born from 1995 through 2010.
The internet has transformed their life.
They are often also empty referred to as digital natives, the Net Generation, or iGeneration.
Digital Generation(D-Gen) is a modern generation of teenagers in the Western world and it is markedly different from its millennial process.
Members of D-Gen who were born after 1995 have never known life without the internet and omnipresent digital devices (Development, B. f, 2015).
Based on these statements, the researcher knows that D-Gen are born from 1995 through 2010.
Their lives are always referred to the internet and digital devices.
According to (Gottipati and Shankararaman,2017), Digital Generation(Gen-Z) students have been grown in a world of instant access to knowledge and information, a world of automation, remote controls, mailto:aswadijaya@yahoo.com Instagram... 131 and stimulation abilities to stimulate the mind.
Non-traditional teaching approaches are preferred by them.
And more understanding about technological savvy.
The students believe in smart work and none hard work.
Therefore, the institutions should service for the requirements of the Digital Generationstudents to be understood elearning education methods.
D-Gen always lives around of internet and digital device, they also usually express their opinion through social media.
In this study, the researcher discussed D-Gen students’ perceptions.
According to (Jarvis, 2015) states that Perception is the process of putting information in and analyzing it.
Another definition is stated by (Stone & Neilson, 1985) as cited by (Sarkol, K, 2016:8), Perception is the mental organization of internal and external sensory stimuli associated with a specific person, object, or event.
Based on Atkinson (1983) as cited by (Sarkol, K, 2016), Perception is the process by which people arrange and interpret the pattern of stimuli in the environment.
According to (Nurohman, 2018), Perception is an excitatory input that is preceded by a sensor of the senses and conveyed consciously or unconsciously to the human brain.
Perception is subjective and depends on one's point of view on a given thing.
As a result, elements originating from within themselves issued with their thoughts from someone influence relative perception.
According to (Mansor, N., & Normaliza, R. A, 2017), Technology has changed the sector of higher education which has a wonderful influence on the field of English as a Second Language Teaching.
The function of various applications via computers and smartphones has opened the way for ESL instructors to conduct their courses in a way that is both evolving and parallel to the new ways students learn.
It is also supported by Rosmiyati, E & Jaya, A (2017), Technology and literacy guide are quickly converging, and are left behind changes made in other impacts of students’ life.
It means that technology is always used in D-Gen students’ daily life.
Rosmiyati, E & Jaya, A (2017) states that the integration of technologies utilized outside the classroom such as word processors, e-mail, digital video, and the Internet must be part of the twenty-first century secondary English classroom.
One study on Hackl (2020), Digital Generation spends the time of 3 hours 38 minutes online on this equipment – almost 50 minutes longer than the Aswadi... 132 regular internet users.
That site also mentions that 45% of the Digital Generationget their first mobile phone between the ages of 10 and 12.
Based on (Criteo,2017), Younger DGen may love newer applications such as Snapchat and Instagram, but older D-Gen still uses Facebook a lot too.
Now in 2018, there is been a reversal with 72% of 13-17-yearsolds are using Instagram, 69% are using Snapchat, and just half (51%) are using Facebook”.
Duffy, Shrimpton, Clemence, Thomas, Whyte-Smith, & Abboud (2018).
Gilakjani & Ahmadi (2011) states that Learning how to learn is easier when you know your learning style.
Learners become more autonomous and responsible for their learning as a result.
As a result, learners' confidence will rise, and teachers' authority over them would decrease.
Learners take charge of their learning and become the center of the learning process, while teachers serve as facilitators.
Based on (Gilakjani, A, P, 2012), There are three main learning styles; visual, auditory, and kinaesthetic.
The definitions of these learning styles are as follows: Visual means that Learners think in pictures and learn best in visual images.
They rely on nonverbal signals such as body language from the instructor or facilitator to aid understanding.
Auditory indicates that some people learn things by listening to them and understanding them using pitch, intensity, and speed.
And kinaesthetic means that kinaesthetic people learn best by doing things with their hands.
These students prefer to interact with the tangible environment.
Based on Pero Ali (2014), Instagram is a fantastic program and one of the most widely used social networking platforms.
What makes it the best application in learning the English language is that its users learn excitingly and spontaneously.
Instagram has a positive feature in that it fits under the category of social networking, and communication is the most common form of networking.
Instagram can also improve students’ skills in English.
English is included of 4 skills.
There are listening, reading, writing, and speaking.
And D-Gen students can learn these skills through the Instagram application.
From previous arguments, the researcher thinks that the impact of Online Social Media is influenced by Digital Generationstudents nowadays.
Instagram is used by more than 70% of the Digital Generation students.
In their daily life.
And this will be talked about by the researcher.
Instagram... 133 In this study, speaking skills and writing skills were taken as the main focus.
According to (Jaya, & Habibi, 2016), One of the most crucial abilities that students must master is public speaking.
They can demonstrate their English proficiency by having this talent.
According to (Jaya, 2017), the Speaking ability can describe how far the language learner mastered the language itself.
Speaking ability is challenging to master because speaking skill covers all of the English elements.
Based on (Uzer, Y, 2017), Speaking comes from the word “speak”, which means saying words or sentences to take and give some information or to communicate with each other.
In another word, speaking is the instrument of language, which is used for oral communication.
And the researcher also discussed writing skills.
Writing is one of the language skills that English learners must acquire in addition to listening, speaking, and reading.
They must be able to convey their views in writing to develop their ideas, and their writing must pique students' interest when read.
They can also share information and knowledge with others by writing.
To put it another way, writing is a form of communication between the researcher and the reader Reszky, Y, H (2013) Based on the background of the study above, the researcher was interested in analyzing of D-Gen students’ perception of using Instagram to improve Speaking and Writing abilities.
RESEARCH METHOD This research used a qualitative descriptive method.
According to Sifle & Melling (2012), as cited by Shakouri N (2014), Qualitative research was primarily good for generating hypotheses rather than testing hypotheses.
This study was Descriptive Qualitative data to analyze the data that indicate to D-Gen Students’ Perception of using Instagram to improve their Speaking and Writing Abilities.
According to (Roopa, S & Satya, R, M, 2017), A questionnaire was used in case resources are limited as a questionnaire could be quite inexpensive to design and administer and time was an important resource that a questionnaire consumes to its maximum extent, protection of the privacy of the participants as participants would respond honestly only if their identity was hidden and confidentiality was maintained, and corroborating with other findings as Aswadi... 134 questionnaires can be useful confirmation tools when corroborated with other studies that have resources to pursue other data collection strategies.
So, if we used a questionnaire, we can know the basic data of respondents.
The questionnaire also has another function, it selected the data of students who are the D-Gen students.
It helped the researcher to know who has become the sample of the data and the findings of the study even first and second research questions.
Close-ended questions to find out whether D-Gen students can improve their Speaking and Writing abilities through the Instagram platform.
The interview was used to answer both research questions which want to know deeply about their perception (perceive) about Instagram for improving their Speaking and Writing abilities.
It was also mentioned by Lambert & Loiselle (2007) as cited by Frances, Patricia, & Coughlan (2009), interviews were widely used as a data collection tool in qualitative research.
They were typically used as a research strategy to gather information about participants’ experiences, views, and beliefs concerning a specific research question or phenomenon of interest.
Based on (McKechnie, 2008:573) quoted by (Editorial, 2018:1) stated that Observation in qualitative research was one of the oldest and most fundamental research methods approaches.
This approach involved collecting data using one’s senses, especially looking and listening in a systematic and meaningful way.
Based on (Liu, Pietro, Samani, Moghaddam,& Ungar, 2016:211) said that “Social Media allowed users to use data sets of users and their online behaviors, recent studies have managed successfully built models to predict a range of user attributes, such as age, gender, personality, and geography, utilizing data sets of users and their online behaviors from social media”.
According to the theories above, the researcher used this technique that systematically selects and watches behavior and characteristic of their usage of Instagram by stalking their Instagram.
According to Huberman and Miles (1994) stated that technique in analyzing qualitative data is consisting of three activities: data reduction, data display, and conclusion drawing/verification.
Based on the statement above, the researcher conducted Instagram... 135 data analysis in three phases.
The three phases of analysis data were as follows: Data Reduction: Data reduction referred to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcription.
In this study, the researcher would focus on the D-Gen students’ perception of using Instagram to improve Speaking and Writing Abilities.
Data Display: Data display was an organized, compressed assembly of information that permits conclusion drawing and action.
Conclusion Drawing and Verification: Conclusion in the view is only half of Gemini configuration.
Conclusions were also verified as the analyst proceeds.
FINDINGS AND DISCUSSION In this descriptive qualitative study.
The researcher provided questionnaires and did the interview and observation.
The questionnaire was given by the researcher to the 36 students.
The interview was given by the researcher to the 2 lecturers, They were told by the researcher to answer the questions to find out their Perception of using Instagram to improve their Speaking and Writing Abilities.
Instagram is the most popular social media platform among the D-Gen students that have told by (Lim and Yazdanifard, 2014:5), Instagram was also the most loved and the most usage by them.
Based on the results of a questionnaire that has been conducted with the students of PGRI Palembang, it can be concluded that they usually used some social media, especially Instagram.
They used it for spending their free time and also learning English on Instagram because they usually see and watch the pictures and videos contents that have been shared on Instagram.
So, they can improve their English skills especially speaking and writing abilities.
It can be proven by their answers on a google form.
Based on an interview that has been conducted with two English lecturers.
It can be concluded that they agreed, students can learn by using the Instagram application.
Because it helped them study from outside of the schools.
They can learn English everywhere and anytime.
And the students also usually spent their time on social media.
So, it can be one of the learning styles for students nowadays.
Aswadi... 136 The results from the questionnaire that shared with PGRI University Students.
It has been shown by the students that they usually use social media, especially Instagram applications.
And most of them use Instagram to improve their English ability by watching and looking at the photo or videos that are shared in the Instagram application itself.
The students feel interesting to learn by using Instagram because they usually spend their time using technology and the internet.
So, It would make them easier to study from the Instagram application.
From this study, the researcher did interviews and observations about their perception of students using the Instagram application to learn English.
From the interview, the researcher found that the teachers and the curriculum vise principal understood and knew about Instagram, they said that Instagram can be the one of media as learning English for a student outside of school.
They can use Instagram to learn English by looking at and watching the photos or videos of English content that is shared in the Instagram application.
It was also correlated with Bambang (Hermanto, 2013:4) and (Development, B. f.,2015:8), which said that D-Gen students have excited and prefer to receive the info by visual term including video.
It was the reason that made the D-Gen Students prefer to watch videos on Instagram than a meme.
The creator also knew and understood this case.
According to the data from observation, the most followed account always uploads the video as the media to share English knowledge.
Based on the observation data, the researcher can find that the Instagram application could make improving English ability to the students because students have known about the Instagram application, they usually spent their time in technology and social media, and they also felt interesting to learn by using the Instagram application because the material is easy to understand.
It was also supported that D-Gen students were also influenced by Instagram as was explained by Barcelona in (Harmanto, 2013:3) which said that D-Gen students were influenced by the Internet.
As we know that according to (Bouhami, 2016:31), Instagram allowed users to follow other people’s accounts.
The impact which will be happened.
They will get some posts of the user of the followed account (English content creator).
Instagram... 137 CONCLUSION Based on the results of the research and discussions that had been described in the previous chapter, it can be concluded that: Instagram was one of the applications that were used by the D-Gen students to learn English especially in improving their speaking and writing abilities.
Most of them had their own Instagram and used it continuously every day.
The teachers and also the vice principal agreed that Instagram could be the one of learning English style for students in the outside school because it was easy to access every time and everywhere.
The use of social media especially the Instagram application can be used for positive things including in learning English and improving the speaking and writing of D-Gen students.
On the other side, the features of Instagram can be one of the learning language styles in this era because it made D-Gen students easier to learn everywhere and anytime.
The researcher realized that PGRI University Students have already used the Instagram application to improve their speaking and writing abilities.
REFERENCES Criteo.
(2018).
D-Gen Report.
In Criteo, D-Gen Report (p. 27).
Criteo Commerce Marketing Ecosystem drives Development, B. f. (2015).
Engaging Digital Generationmotivating young people to engage positively with International Development.
European Year for Development.
Duffy, B., Shrimpton, H., Clemence, M., Thomas, F., Whyte-Smith, H., & Abboud, T. (2018).
BEYOND BINARY.
The lives and choices of Generation Z. Ipsos MORI.
Editiorial.
(2018).
Observations in Qualitative Inquiry: When What You See Is Not What You See.
International Journal of Qualitative Methods, 1-3.
Frances, R., Patricia, C., & Coughlan, M. (2009).
Interviewing in qualitative research.
International Journal of Therapy and Rehabilitation, 309-314.
Gilakjani, A. P. (2012).
Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching.
Macrothink Institute, 104-113.
Aswadi... 138 Gilakjani A.P, Ahmadi, S.M.
(2011).
Paper title: The Effect of Visual, Auditory, and Kinesthetic Learning Styles on Language Teaching.
International Conference on Social Science and Humanity, 496-472 Gottipati, S., & Shankararaman , V. (2017).
Analyzing the e-learning video environment requirements of Digital Generationstudents using the Echo360 platform.
Proceeding of the 25th International Conference on Computers in Education.
Hackl, C. (2020, September 7).
Digital Generation and the Future Of Work And Play.
Retrieved March 25, 2021, from CMO Network: https://www.forbes.com/sites/cathyhackl/2020/09/07/gen-z--the-future-work-play/?sh=2e6864f1142e Harmanto, B., (2013).
Teaching English to Digital Generationstudents (New Concept of young learners).
Muhammadiyah University of Ponorogo.
Jarvis, Matt.
2000.
Teori-Teori Psikologi Pendekatan Modern Untuk Memahami Perilaku, Perasaan Pikiran Manusia.
Translated by SPA-Teamwork.
2015.
Bandung: Nusa Media.
Jaya, A.
(2017).
The Effects of Group Discussion on The Students' Speaking Achievement and Self-Efficacy.
English Empower, 10-19.
Jaya, A.
(2017).
The Influence of the Teacher’s Questioning Strategies on The Eleventh Grade Students’ Speaking Achievement at SMKN 1 Palembang.
Jambi-English Language Teaching Journal, 1-7.
Jaya, A., & Habibi, A.
(2016).
Fishbowl Technique and Learning Interest Effects on Speaking Achievement of SMK Sumbawa.
Jambi-English Language Teaching Journal, 1-11.
Jaya, A., Hermansyah, & Mortini, A. V. (2018).
The Effect of Crawford Series Teaching (CST) on the Students’ Writing Achievement.
Journal of English Study Programme, 20-27.
Mansor, N., & Normaliza, r. a.
(2017).
Instagram in ESL Classroom.
Man in India, 107114. https://www.forbes.com/sites/cathyhackl/2020/09/07/gen-z--the-future-work--play/?sh=2e6864f1142e https://www.forbes.com/sites/cathyhackl/2020/09/07/gen-z--the-future-work--play/?sh=2e6864f1142e Instagram... 139 Mortini, A. V. (2017).
Teaching Speaking through Sleep Questionnaire.
International Conference on Language Teaching and Education (ICoLTE), 25-29.
Pero Ali.
(2014).
Instagram in Learning English Language.
from http://prezi.com/orhxy6Icpc8/ Instagram-in-learning-English-language/ Roopa, S., & Satya, R. M. (2017).
Questionnaire Designing for a Survey.
The Journal of Indian Orthodontic Society, 273-277.
Rosmiyati, E., & Jaya, A.
(2017).
Learning English through Laptop Approach to Improve the High School Students’ Achievement.
Journal of Research in English Language Teaching JR-ELT, 18-30.
Seemiller, C., & Grace, M. (2016).
Digital Generationgoes to College.
San Francisco: Jossey-Bass.
Sarkol, K. (2016).
Student Perception of Learning English in Senior High Schools of Kaimana, West Papua.
Yogyakarta: The Graduate Program of English Language Studies Sanata Dharma University.
Shakouri, N. (2014).
Qualitative Research: Incredulity toward Metanarrativeness.
Journal of Education and Human Development, 671-680 Uzer, Y.
(2017).
The Influence of Students’ Personality Types to Their Speaking Achievement on the Tenth Grade Students of the State Senior High School 6 Palembang.
The English Education Department University of PGRI Palembang, 259-268.
(Journal of English Language Teaching and Applied Linguistics) Volume 8, No.
2, August 2022 Page.
103-115 p-ISSN: 2356-2048 e-ISSN: 2356-203x 103 WHY DO SPEAKERS USE HESITATION WHEN PRODUCING THE ENGLISH LANGUAGE?
Siswoyo University of Muhammadiyah Pringsewu Email Correspondence: siswoyo@umpri.ac.id Abstract It is often found that the speakers hesitate when they are speaking.
This article is to investigate the speakers’ hesitation when they produce the English language.
The investigations were: (1) forms of hesitation, (2) factors affecting hesitation, (3) implication of having hesitation in using English language.
The current research used qualitative perspective in investigating the hesitation.
The respondents were 23 students who experienced hesitation in producing English language.
The results of the research revealed that they used (1) un-lexicalized filler, (2) repetition, (3) no sound before finding the intended words from the mental lexicon.
Hesitation is due to limited vocabulary and the speakers’ psychological factors.
Keywords: Hesitation, Language Production, English Language, Mental Lexicon INTRODUCTION Hesitation for language users is avoidable.
The language users stop the utterances in the middle of their speaking and conversation.
They cannot continue their communication when expressing their willingness from their mind.
This hesitation happens when they produce a particular language.
Moreover, foreign language speakers use it as a means of communication.
On this occasion, they use hesitation before finding specific words in the target language.
They need more time to find the intended words.
This hesitation involves repeating the same words, lexical pauses, un-lexical pauses, and body movement.
The use of “What do you call this”, “ee”, “before before”, and “amm amm” are indicators of having hesitation when producing a certain language.
Hesitation often happens for English language learners who are asked to speak English.
It is known that English is regarded as a foreign language in Indonesia.
Therefore, having hesitation in producing speech, especially in English, is natural.
mailto:siswoyo@umpri.ac.id Why Do Speakers... 104 Researchers have conducted research concerning hesitation in producing a particular language.
Researchers see that having hesitation during language production is not always problem.
It can be as an indicator of the process of finding the target word.
It means that searching for the target utterances is still in the middle of the process (Merlo & Barbosa, 2010).
The speakers still have not found what they want to express in their minds.
It needs more time to retrieve the intended utterances from the speakers’ mental lexicon.
This hesitation is also to inform the interlocutors implicitly that the speakers are still in the process of continuing the conversation (Clark & Tree, 2002).
Consequently, the listeners should not leave the speakers during the use of hesitation.
The research connected to hesitation also talks about the position of hesitation itself.
Hesitation can be in the front, middle, and final of utterances (Boonsuk et al., 2019).
The current research is to investigate hesitation from the point of view of (1) forms of hesitation, (2) factors affecting hesitation, and (3) implications of hesitation in using English language.
This article departs from the argument that learning and using English language does not always make the language learners and speakers proud of English.
It can create new issue during the teaching and learning process.
The issue requires consideration from the language planners, language teachers, and language learners.
RESEARCH METHOD The study of experiences with hesitation during English language production employs a qualitative approach, with data collected from students’ interviews.
Sources were collected randomly, based on the research theme: students' hesitation during English language production, including their use of hesitation, factors affecting hesitation, and implications of having hesitation in the brain during English language production.
Stories were also selected to highlight the direct experiences of students and cases that reflected their language hesitation.
Data collected from these observations were subsequently verified through consultations with students.
Participants were limited to the university students of English Language Study Program who, despite limited prior experience with English mastery, had language conflict in the brain when asked to speak English.
Although some Siswoyo... 105 participants had language conflict in the brain, and their English ability remained limited, they were required to use these skills to communicate with their friends in Islamic boarding schools.
Ninety-three students were used for in-depth interviews.
English Language Study Program University students were chosen purposefully.
Students were selected based on their language conflict in the brain situation, which correlates with students' familiarity with English.
Students were selected from different levels the students of Muhammadiyah University of Pringsewu: semester 2 students, semester 4 students (illustrating the case of Java), and semester 6 students.
During the data collection process, interview questions were formulated per interview guidelines.
Questions used an open-ended design and sought to collect data on three elements.
First, students' hesitation forms, a crucial factor in their involvement in communication.
Second, students' hesitation factors, which shows students' diverse abilities to access the mental lexicon.
Third, implications of hesitation to the use of English in communication.
The research was conducted in 20th, July 2022 when they have finished their lecturing.
Participants were interviewed with permission and consent and asked using open and close question.
Students were interviewed online, using Google Meet and WhatsApp.
Data collected were analyzed through three stages: restatement, description, and interpretation.
The restatement was conducted with reference to interviews with students and used to obtain their perspectives.
Description, meanwhile, was conducted to identify patterns and tendencies in the data, including students' language conflict with English language production.
Interpretation, finally, was used to understand the individual, social, and institutional context of students' language conflict.
This analysis enabled the researchers to draw conclusions through inference.
RESULTS AND DISCUSSION Producing English as the foreign language for communication makes its speakers experience hesitation before finding the English words and grammar.
It can be seen from the distribution result of questionnaire given to the students as the speakers who study Why Do Speakers... 106 English language.
The result of the questionnaire showed that the students experience hesitation when producing English language.
It can be seen in the following figure (1).
Chart 1: Speakers’ Experience in Having Hesitation Figure (1) above reveals that the students were asked to select the options related to their experiences in having hesitation during English speaking.
The options answers are (a) ever, (b) often (c) sometimes, and (d) never.
From the chart (1), it can be said most of the respondents experience hesitation during their English production.
This research explores (1) the types of hesitation experienced by the speakers, (2) it is also to map the factors that cause hesitation and (3) to investigate the implication of hesitation towards the use of English language in their communication.
Forms of Hesitation The speakers have various hesitation forms when producing the English language in spoken language.
At this form, the students were asked to mention what types of hesitation experienced by the students when producing the English language.
From the questionnaire distributed, the speakers expressed their hesitation forms by selecting the options available on the questionnaire.
There were certain choices and open choices that the students could fill freely based on their own experiences during the English language production.
The close options which were given to the students were: (a) unlexicalized fillers such as “E-e-e-e, e-e-em”, (b) repeating the previous words, (c) asking the questions such as “What do you call this?” and “What is it?”, and (d) silent pauses.
Siswoyo... 107 From the questionnaire given to the students, it can be got the answers that students used unlexicalized hesitation like “E-e-e-e, e-e-em” before finding the English words and English grammars.
They also repeated the previous words before finding the intended English words and grammar.
Besides, the students kept silent without filling sounds before finding the target English words.
The students also have another form that is not mention on the provided options.
It can be seen in the chart (2) as follows.
Chart 2: Forms of Hesitation Experienced by the Students Based on the chart (2) above, it can be revealed that some students used option “ee-e-e, e-e-em” when they found obstacles in finding the target English words.
From the total respondents, 60.7 % used this “e-e-e-e, e-e-em” in handling the gap knowledge in selecting English words.
The respondents chose to repeat the previous English words before reaching the intended English word from their mental lexicon or their brain.
The total number of the speakers who used the repetition form is about 14.3 %.
While, the speakers who kept silent without any sounds from their mouth were 21.4 %.
The respondents used hesitation when producing the language is due to the gap between what the speakers think in mind and what best words they should say (Warren, 2013).
The speakers used unlexicalized fillers, repetition and silent pauses when they could not find the unintended words.
This finding supports the research conducted by (Afriyanti & Andini, 2020; Fatimah et al., 2017; Fitriati et al., 2021; Pamolango, 2015).
The use of words repetition is different from unlexicalized fillers (Fraundorf & Watson, 2014).
The use of hesitation is to show the listeners that the speakers were still in the Why Do Speakers... 108 process of retrieving the words and structure from the mental lexicon (Rahmatian et al., 2014; Zulhemindra et al., 2022).
They were still thinking the loss words and the unidentified words.
Speakers also use hesitation to tell that the speakers are in the middle of thinking.
This is also in line with the result of the research conducted by (Stevani et al., 2018).
This hesitation is also due to the language competition between their first language and their second language before finding the intended words in the target language (Marian & Spivey, 2003).
Hesitation will appear more often when they communicate in their foreign language.
Factors Affecting Hesitation Hesitation during spoken language can happen due to the following factors.
Based on the questionnaire, the students, as the respondents, experience hesitation because of the following situations.
The question that was given to the respondents was “What are the factors that affect hesitation during English language production?”.
The respondents freely answer the questions.
The available options answers of the questionnaire are (a) Forgetting of the English words and grammar, (b) Anxiety/doubt, (c) Afraid of being mistake, (d) Lack of English vocabulary and grammar mastery.
The respondents did not add optional answer though they were given slot to choose their personal choice.
The factors affecting hesitation can be seen in the figure (3) that follows.
Chart 3: The Factors of Hesitation Experienced by the Students To forget is human.
English in Indonesia is regarded as the foreign language (Rini, 2014).
The Indonesian people do not use English as the daily means of communication.
Siswoyo... 109 For their daily communication with other Indonesian people, they have their tribal and national language.
Generally, the tribal language is used for communication with their family.
They use national language when they have ceremonial activities and in public services like in the offices and other public services (Kirkpatrick & Liddicoat, 2017).
Therefore, they only use English for certain places and purposes such as at school and other English area (Widodo, 2014).
Vocabularies or words which are not regularly used will make the language users hard to retrieve.
To make the vocabulary retrieval easy, the language users have to repeat and practice vocabulary more and more (Nakata, 2016).
They can watch the English TV Program to recall the vocabularies (Peters & Webb, 2018).
It is also to avoid being forgetful from the vocabularies.
Although the speakers have more vocabularies, it will be hard to speak English if they do not use those vocabularies in conversation.
Psychological factors determine the performance of speaking fluency.
Although the speakers have high competence in speaking material, they will have hesitation with the psychological factors.
These factors are fear of making mistakes, feeling hesitation, lack of confidence.
The results of the current research support the research conducted by (Ariyanti, 2016; Haidara, 2016; Jon et al., 2022; Patanduk, 2019).
Lack of Vocabulary Mastery Vocabulary mastery is very crucial to be able to communicate with other people.
It supports Hasan’s study that lack of vocabulary has effect towards the language skills such as reading, listening, speaking and writing (Hasan, 2016) Without having enough vocabulary, the communication will be nothing (Min, 2013).
Vocabulary is like the petroleum for the machine.
Machine cannot work without the presence of petroleum.
It is the same as communication.
Communication cannot run well without having enough vocabulary mastery (Khan et al., 2019).
The speakers have to learn more vocabulary if they want to communicate with other people e. One of the vocabulary mastery practice is to practice it in communication.
Practicing makes perfect.
Language is to practice and it is not enough by memorizing vocabularies without being practiced.
The speakers have to add more vocabularies if they want to communicate.
It is better for the speakers to add vocabulary in a context.
They can add vocabularies by memorizing new vocabularies every day.
The speakers can list some vocabularies every Why Do Speakers... 110 day.
Then, they have to memorize those vocabularies in a context.
Memorizing vocabularies in isolation from the context is dangerous.
The speakers will lose the use of the vocabularies in their appropriate use.
Besides, the speakers can read the English written text such as English magazines (Suliyono, 2022), English newspaper (Siahaan, 2022), English songs (Hermida, 2019; Kurnia, 2017).
They can also listen to the English news broadcasted on the television.
Adding vocabularies can be done by various techniques based on the speakers’ willingness (Patahuddin et al., 2017).
Implications of Hesitation towards the Use of English Language Having hesitation makes the speakers felt various responses.
They felt that the presence of hesitation during speaking English caused them do some actions.
The respondents can answer based on their own experience.
The question is “What is the implication of having hesitation during English Language production in spoken form?” There were given four close option completed with free option to express.
The options are (a) Trying to practice English more.
(b) Easy going to the hesitation.
(c) Avoiding the use of English language.
(d) Using gestures in English communication instead.
The respondents only selected the provided options on the questioner without giving other own expression.
From the results of the questionnaire, it can be found that the respondents tried to use English in communication around 77 %.
The respondents who chose the easy-going behavior were about 5.6%.
Besides, the respondents who avoided the English conversation were around 11.1.
While, those who used gesture and movement before finding the target English words were 5.6%.
Siswoyo... 111 Chart 4: The Impacts of Hesitation Experienced by the Students Hesitation has impact toward the use of English in communication.
The presence of hesitation in producing English language make the students tried to practice English more.
Language learning success needs high motivation.
It is high motivation from the students to enrich their English in communication.
Motivation is one of the important factors in language learning (Al-Tamimi & Shuib, 2009; Dörnyei, 1994; Jianfeng et al., 2018; Lamb, 2017; Saleh & Majeed, 2021; Zareian & Jodaei, 2015).
It is known that there are two kinds of motivation.
They are intrinsic and extrinsic motivation.
Intrinsic motivation is the motivation that comes from inside.
While, the extrinsic motivation is the motivation that comes from outside (Ng & Ng, 2015).
Intrinsic motivation makes the students have high effort and struggle to reach what they dream.
They will do everything to achieve their goal.
They encourage themselves to become better performance.
Motivation and hard struggle are the key to be a successful English language learners (ChengChiang Chen & Kent, 2020).
The implication of hesitation also leads the students to avoid using English communication.
They feel unconfident to communicate in English language.
They have burden to communicate in English language.
They chose to keep silent when there is English speech and conversation.
Speaking in English language makes them hard to understand.
The English pronunciations are not the same as their spelling.
Their pronunciations are not always the same though they have the same phonemes.
This is one of the hard problems in understanding and speaking English language.
CONCLUSION There were various responses towards hesitation phenomena effects in speaking.
Some students felt that they have to encourage themselves to study more but some of them were not confident to use English in communication.
They kept silent and avoid English conversation with their environment.
This factor is due to the limitation of the vocabulary mastery.
They were afraid of being laughed by their friends.
The current research is directed to the students who have hesitation in producing the English language.
The further researcher should conduct the research with the more various participants.
Why Do Speakers... 112 REFERENCES Afriyanti, R., & Andini, D. S. (2020).
Fillers Used by Male and Female Students in Practice Teaching Performance of Micro Teaching Class.
TELL-US Journal, 6(1), 13–36.
Ajani, K. M. (2021).
They Who Hesitate: The Influencing Factors of Hesitation Phenomena in Students’ Speaking at IAIN Langsa Keane Mariza Ajani 1* 1 English Department of Tarbiyah Faculty IAIN Langsa, Indonesia.
JADEs: Journal of Academia in English Education, 2(2), 110–134.
Al-Ghazali, A., & Alrefaee, Y.
(2019).
Silent Pauses in the Speech of Yemeni EFL Learners.
ELS Journal on Interdisciplinary Studies on Humanities, 2(1), 39–48.
https://doi.org/10.34050/els-jish.v2i1.6008 Al-Tamimi, A., & Shuib, M. (2009).
Motivation And Attitudes Towards Learning English : A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology.
GEMA Online Journal of Language Studies, 9(2), 29–55.
Ariyanti, A.
(2016).
Psychological Factors Affecting EFL Students’ Speaking Performance.
ASIAN TEFL Journal of Language Teaching and Applied Linguistics, 1(1), 77–88.
https://doi.org/10.21462/asiantefl.v1i1.14 Boonsuk, Y., Ambele, E. A., & Buddharat, C. (2019).
Position of Hesitation Markers in Everyday, Informal Conversation in English.
ABAC Journal, 39(3), 129–140.
Burridge, K., & Stebbins, T. N. (2020).
For The Love of Lanaguage: An Introduction To Linguistics (Second Edi).
Cambridge Universiry Press.
Bussmann, H. (2006).
Dictionary of Language and Linguistics (G. Trauth & K. Kazzazi (eds.
); First Publ).
Taylor & Francis e-Library.
Carrol, D. W. (2008).
Psychology of Language (E. Evans (ed.
); Fifth Edit).
Thomson Wadsworth.
ChengChiang Chen, J., & Kent, S. (2020).
Task Engagement, Learner Motivation and Avatar Identities of Struggling English Language Learners in the 3D Virtual World.
System.
https://doi.org/10.1016/j.system.2019.102168 Clark, H. H., & Tree, J. E. F. (2002).
Using uh and um in Spontaneous Speaking.
Cognition, 84, 73–111.
De Bot, K. (1992).
A Bilingual Production Model: Levelt’s ’Speaking’Model Adapted Downloaded from.
Applied Linguistics, 13(I), 1–24.
http://applij.oxfordjournals.org/ Dörnyei, Z.
(1994).
Motivation and Motivating in the Foreign Language Classroom.
The Modern Language Journal, 78(3), 273–284.
https://doi.org/10.1111/j.1540Siswoyo... 113 4781.1994.tb02042.x Fatimah, G. S., Febriani, B., & Apollonia, R. (2017).
An Analysis of Fillers Used By Lecturer and Students in EFL Classroom Interaction.
JALL (Journal of Applied Linguistics and Literacy), 1(2), 43–51.
https://doi.org/10.25157/jall.v1i2.1735 Fitriati, S. W., Mujiyanto, J., Susilowati, E., & Akmilia, P. M. (2021).
The Use of Conversation Fillers in English by Indonesian EFL Master’s students.
Linguistic Research, 38(Special Edition), 25–52.
https://doi.org/10.17250/khisli.38..202109.002 Fraundorf, S. H., & Watson, D. G. (2014).
Alice’s Adventures in Um-Derland : Psycholinguistic Sources of Variation in Disfluency Production.
Language, Cognition and Neuroscience, 29(No.9), 1083–1096.
https://doi.org/10.1080/01690965.2013.832785 Haidara, Y.
(2016).
Psychological Factor Affecting English Speaking Performance for the English Learners in Indonesia.
Universal Journal of Educational Research, 4(7), 1501–1505.
https://doi.org/10.13189/ujer.2016.040701 Hasan, L. A.-N. K. (2016).
The Effect of Lack of Vocabulary on English Language Learners’ Performance with Reference to English Departments students at Salahaddin University-Erbil.
ZANCO Journal of Pure and Applied Science, 20(2), 211–227.
Hermida, R. (2019).
Vocabulary Acquisition for Young Learners Through Songs.
Gender Equality: International Journal of Child and Gender Studies, 5(1), 95–104.
https://doi.org/10.22373/equality.v5i1.5381 Jianfeng, C., Raj, G. S., & Ai, J. T. T. (2018).
The Correlations among Learning Motivation, Autonomy and Language Proficiency in Chinese EFL Context.
LEARN Journal: Language Education and Acquisition Research Network, 11(1), 1–14.
https://eric.ed.gov/?q=learning+motivation&id=EJ1225852%0Ahttps://www.tcithaijo.org/index.php/LEARN/article/view/135861 Jon, R. B., Fitri, H. alfiani, & Purnama, B.
(2022).
Eight Factors Bringing about Students’ Speaking Disfluency in Indonesia.
International Journal of English and Applied Linguistics (IJEAL), 2(1), 83–94.
https://doi.org/10.47709/ijeal.v2i1.1427 Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A. H., & Mustafa, G. (2019).
The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners.
Arab World English Journal (AWEJ), 9(1), 9–25.
Kirkpatrick, A., & Liddicoat, A. J.
(2017).
Language Education Policy and Practice in East and Southeast Asia.
Language Teaching, 50(2), 155–188.
https://doi.org/10.1017/S0261444817000027 Kurnia, C. (2017).
Increasing Young Learners’ Vocabulary Mastery By Using English Why Do Speakers... 114 Songs.
JELE (Journal of English Language and Education), 3(1), 42–53.
https://doi.org/10.26486/jele.v3i1.266 Lamb, M. (2017).
The Motivational Dimension of Language Teaching.
Language Teaching, 50(3), 301–346.
https://doi.org/10.1017/S0261444817000088 Marian, V., & Spivey, M. (2003).
Competing Activation in Bilingual language Processing: Withinand between-LanguagCompetition.
Bilingualism: Language and Cognition, 6(2), 97–115.
https://doi.org/10.1017/s1366728903001068 Merlo, S., & Barbosa, P. A.
(2010).
Hesitation Phenomena: A Dynamical Perspective.
Cogn Process, 11, 251–261.
https://doi.org/10.1007/s10339-009-0348-x Min, Y.-K. (2013).
Vocabulary Acquisition: Practical Strategies for ESL Students.
Journal of International Students, 3(1), 64–69.
https://doi.org/10.32674/jis.v3i1.520 Nakata, T. (2016).
Does Repeated Practice Make Perfect?
The Effects of WithinSEssion Repeated Retrieval on SEcond Language Vocabulary Learning.
Studies in Second Language Acquisition, 653–679.
https://doi.org/10.1017/S0272263116000280 Ng, C. F., & Ng, P. K. (2015).
A Review of Intrinsic and Extrinsic Motivations of ESL Learners.
International Journal of Languages, Literature and Linguistics, 24–31.
https://doi.org/10.7763/ijlll.2015.v1.20 Pamolango, V. A.
(2015).
Types and Functions of Fillers Used By the Female Teacher and Lecturer in Surabaya.
Jurnal Kajian Kebahasaan & Kesastraan, 15(01)., 15(01), 11–16.
Patahuddin, P., Syawal, S., & Bin-Tahir, S. Z.
(2017).
Investigating Indonesian EFL Learners’ Learning and Acquiring English Vocabulary.
International Journal of English Linguistics, 7(4), 128–137.
https://doi.org/10.5539/ijel.v7n4p128 Patanduk, S. T. (2019).
Speaking English Problems Faced by the Fourth Semester Students of English Education Study Program UKI Toraja.
7(2), 21–30.
Peters, E., & Webb, S. (2018).
Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors that Affect Learning.
Studies in Second Language Acquisition, 40(3), 1–27.
https://doi.org/10.1017/S0272263117000407 Rad, S. K., & Abdullah, A. N. (2012).
Effect of Context on Types of Hesitation Strategies Used by Iranian EFL Learners in L2 Oral Language Tests.
English Language Teaching, 5(7), 102–109.
https://doi.org/10.5539/elt.v5n7p102 Rahmatian, R., Mehrabi, M., Safa, P., & Golfam, A.
(2014).
The Study of the Phenomenon of Hesitation as a Cognitive Process in Iranian French Learners’ Oral Production.
International Education Studies, 7(2), 106–116.
Siswoyo... 115 https://doi.org/10.5539/ies.v7n2p106 Richards, J. C., & Schmidt, R. (2010).
Longman Dictionary of Language Teaching and Applied Linguitics (Fourth Edi).
Pearson Education Limited.
Rini, J. E. (2014).
English in Indonesia: Its position among other languages in Indonesia i.
Beyond Words, 2(2), 19–39.
Saleh, S. J., & Majeed, S. J.
(2021).
Motivation toward English Language Learning among Iraqi University Students.
Middle Eastern Journal of Research in Education and Social Sciences, 2(3), 46–56.
https://doi.org/10.47631/mejress.v2i3.294 Siahaan, R. A.
(2022).
The Effect Of Using Jakarta Post Headlines And Sub Headlines as Teaching Media Towards The Students Vocabulary Mastery.
The Explora, 8(1), 47–51.
https://doi.org/10.51622/explora.v8i1.534 Stevani, A., Sudarsono, & Supardi, I.
(2018).
An Analysis of Fillers Usage in Academic Presentation.
Journal FKIP Untan Pontianak, 2(1), 1–9.
Suliyono.
(2022).
The Effect of CICADA English Youth Magazine on Secondary School Orphans’ Vocabulary Mastery.
Beyond Words, 10(1), 1–14.
Taylor, P. (2009).
Text to Speech Systems.
In Text-to-Speech Synthesis.
Cambridge Universiry Press.
Wang, Y.
(2021).
A Study on the Use of Hesitation Markers in Varied-Level EFL Learners’ L2 Speaking Process.
Open Journal of Modern Linguistics, 11, 823–840.
https://doi.org/10.4236/ojml.2021.115063 Warren, P. (2013).
Introducing Psycholinguistics (First).
Cambridge University Press.
Widodo, H. P. (2014).
Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Sector.
English Language Education Policy in Asia, 9(November), 1–16.
https://doi.org/10.1007/978-3-319-22464-0 Zareian, G., & Jodaei, H. (2015).
Motivation in Second Language Acquistion: A State of the Art Article.
International J. Soc.
Sci.
& EDUCATION, 5(2), 295–308.
Zulhemindra, MUnir, S., Yulnerti, & Putra, K. P. (2022).
Investigating Filled Pauses Found in English Students ’ Conversation.
Ahmad Dahlan Journal of English Studies, 9(1), 14–26.
Jurnal Fokus Konseling Volume 1 No.
1, Januari 2015 hlm 1-8 SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 33 AN ANALYSIS OF DIFFERENT POLITENESS EXPRESSION IN SHOWING APOLOGIZING Humaira 1 ), Siti Lamusiah 2 ) 1 Faculty of Teachers Training and Education (FKIP), Muhammadiyah University of Mataram mairamoe@yahoo.com 2 Faculty of Teachers Training and Education (FKIP), Muhammadiyah University of Mataram Lamusiah.siti@yahoo.com Abstract This study supposes to know the different expression of the students when they showing apologizing and also analyze more deeply about their culture background.
It is affected their apologizing expression or not.
It analyzed by descriptive qualitative approach with 19 students from different culture as participant in Postgraduate State University of Semarang.
The results of analysis are; every culture differs from each other in their politeness of showing apologizing even though not really significant.
Different background of culture is one of the important things that make people differ in particular expression.
Key words: politeness, apologizing, expression, and expressive speech act.
1.
INTRODUCTION Searle (1969) as cited in Mey L J (1993: 151) affirms that when we speak we are performing speech acts, acts such as making statements, giving commands, asking questions, making promises and so on.
He suggests that these acts are performed in accordance with certain rules for the use of linguistic elements.
Still, according to Searle the goal of spoken interaction is to communicate things to the hearer by getting him/her to recognize the intention that one has to communicate those things.
The speaker then must achieve the intended effect on the hearer by allowing him/her to recognize his/her intention to achieve that effect.
Once, the hearer recognizes the intention of the speaker to achieve an effect this is generally achieved.
What the speakers intend to achieve related to hearers‟s response has strong relation with how speakers deliver the speech in what we called politeness.
Terms “politeness” has became an issue since 1970s.
This term represents the action and willingness to be pleasant to one and other.
Basically, there was no written standard of level in politeness, and how to judge people more polite than other.
Sometimes we found one group more emphasis in their talk rather than other groups.
As example in Indonesia, different culture of Indonesia might mailto:mairamoe@yahoo.com mailto:Lamusiah.siti@yahoo.com SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 34 appears too much different belief about politeness itself.
It can be concluded that something that we only can assess is about to what speakers say and to how their hearers react.
That is why “politeness” then become one of the important field in pragmatic, especially in speech act discourse (Thomas, 1995: 150).
In the early discussed, politeness focused on investigating the utterances performanced by the speaker.
It refers to how much politeness can be delivered by the speaker in expressing “the hierarchy of politeness”.
Based on Brown and Levinson (1987: 93) clarify two strategies in expressing the level of politeness.
First, involve organization and ordering of the expression in utterances.
Example (1) if you don’t mind me asking, where did you get the dress?.
(2) where did you get the dress, if you don’t mind me asking?.
We may observe that according to the organization and ordering, the first uttarance may more polite than the second utterance.
Second, is about the performance of the speaker (face effort), the more speakers‟ face expends in facemaintaining behaviour, the more speakers‟ communicate his sincere desire.
The act of communicating such an acknowledgment is politeness.
Face (Brown and Levinson, 1987) is assumed to be of two types: positive face, or they want to be approved of by others, and negative face or they want to be unimpeded by others.
Acts that run contrary to these wants threaten the face of the speaker (e.g.
apologies) or the hearer (e.g.
requests).
Certain acts of politeness, such as orders or requests, are intrinsically face-threatening (FTA) and thus require strategic redress.
The choice of appropriate polite expressions in a given context depends on a number of factors which Brown and Levinson have reduced to a simple formula: P = Distance (D) of the speaker and hearer, the relative power (P) between them, and the absolute ranking (R) of the imposition in the particular culture.
Politeness conducted in some kinds of speech act and utterances, and apology is the most frequently utilized speech acts (Farashaiyan & Amirkhiz, 2011).
Brown and Levinson (1987: 187) stated that an apology is the expression showed by the speakers to the hearers in order to requires the speakers to admit the responsibility for the same behaviour.
Goffman (1971) as cited in Farashaiyan SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 35 & Amirkhiz (2011) defines apologies as remedial interchanges used to reestablish social harmony after a real or virtual offence.
He further claims that a successful apology has several felicity conditions the most important of which are for the apologizer to acknowledge an offense has taken place, to take responsibility for that offense, and, finally, to offer some compensation for reparation.
The reason of the writer for choosing this topic is because with the rapid development of globalization, crosscultural communication has been a more and more important part in people‟s ordinary life.
It becomes rather important about how to communicate properly and politely with people in different cultural backgrounds.
Moreover in Indonesia that have too much cultural background.
It indicates that different background of culture will impact in how people express their apologizing when they are trying to ask sorry to another.
Class C or Rombel 3 conducted of students from different background of culture, they have own language and many differences in showing some expressions, in this case, the writer suppose to know the different expression showed by the students in Rombel C when they ask apology in their classmates, and also if there are any different expression, what are the background of those expressions.
So that, this paper try to investigate more about politeness in showing apologizing.
The statements of problems stated as follows: (1) Is there any different politeness showing by students in apologizing expression?
(2) Why students differ from each other in their showing apologizing expression?
Many researchers had conducted previous study that related to this research, cross cultural studies of apologies have been carried out by many researches: Firsly, Apology Strategies of Iranian Undergraduate Students done by Dadkhah Tehrani & Omid Rezaei, et al (2012).
This study investigated the different primary and secondary strategies the Iranian EFL students use in different situations and the effect of gender on this.
The results showed that the Statement of remorse was the strategy most frequently used by male and female respondents across the sample, and female participants used this strategy more frequently than male participants.
Moreover The four primary strategies used by the male respondents were SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 36 accounts, compensation reparation, negative assessment of responsibility (30%, 20%, 15%, 15%, respectively), while those used by female respondents were compensation, Showing lack of intent to do harm, accounts, reparation (20%, 20%, 15%, 10%, respectively).
Male respondents tended to use negative assessment of responsibility more than their females, counterparts (15% and 5%, respectively).
Female respondents used the strategy of promise not to repeat offense in 10% of the situations, while their male counterparts did not use this strategy at all.
The second study conducted by Wagner, L. C. (2012).
This is an ethnographic investigation of naturally occurring apologies and politeness strategies in Cuernavaca Spanish was accomplished.
The basic strategies and sub-strategies used by members of the Cuernavaca speech community to apologize for a wide range of offenses were identified and discussed.
Both positiveand negativepoliteness strategies within the apology acts were noted.
Finally, the findings from this sample were compared with the findings of previously conducted studies on apologizing and politeness in other varieties of Spanish.
Results from this investigation dispel Brown and Levinson‟s claim that negative politeness is the universally preferred approach for doing facework, and it is advocated that additional investigations of (FTAs) and politeness using culturally-sensitive models of interaction be used.
The third study was A DescriptiveComparative Analysis of Apology Strategies: The case of Iranian EFL and Malaysian ESL University Students, carried out by Farashaiyan & Amirkhiz (2011).
This paper describe and compare the apology strategies utilized by Iranian EFL and Malaysian ESL learners in confronting identical apology situations.
For this purpose, data were elicited from 15 Iranian and 15 Malaysian students through a Discourse completion tasks questionnaire.
The participants were of the same language proficiency.
Results of the study showed certain similarities and differences in terms of frequency and typology of strategies used by Iranian and Malaysian students.
The findings of this study might be of pedagogical help and significance to teachers, students and those interested in pragmatics in general and apology speech act in particular.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 37 Zhu and Bao (2010) also studied about The Pragmatic Comparison of Chinese and Western “Politeness” in Cross-cultural Communication.
This paper analyzes the similarities and differences of Chinese and western cultures from the aspects of connotation of “politeness”, its choice preference and the way of expression and clarifies that only by correct use of politeness principles can people get the best effect of communication.
Strategies of Apologizing Generally speaking, human beings apologize when they commit a transgression under a low or high obligation.
To offer an apology one needs to use one or a combination of apology strategies in order to be impressive in a remedial exchange.
They are the available devices of the apology exchangers in order to maintain the social equilibrium.
Brown and Levinson (1987) imply that apologetic strategies are specific methods of approaching an offence, modes of operation for confirming or assuring of mutual solidarity and “planned designs for controlling and manipulating certain” speech acts.
In the course of an ongoing interaction, apology makers recognize the degree of the offence, the relative power of the addressee over the addressor, the social distance, and the relative circumstance in order to revitalize the position of the previous event.
Fraser (1980) cited in A. Eslami-Rasekh & Mehdi Mardani (2010) said that apologies are rule-governed.
For example, uttering “I'm really sorry”.
It means that the offended person may either admit the apology or sorry for persuing person.
The denial or acceptance of excuse may involve a set of strategies.
If you apologize, you are respected and answered; if you are apologized, the rule states that you respond politely.
In that case, you will be reverenced.
The ability to interpret, give and respond to apologizing appropriately is a social skill which can add greatly to the language learners‟ opportunities to enter into friendly relationship with native speakers and incidentally gain needed practice in using the target language.
2.
RESEARCH METHOD SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 38 This study using descriptive qualitative approach, the qualitative research is research which purposes for understanding the phenomena about what the subject feels, for example; habitual, perception, motivation, action, etc.
This study is a non-experimental research.
There was no administration or control group as it found in an experimental research and it was not directed toward hypothesis testing either.
Instead, it just attempted to get the information about something.
Apologies for instance, due to the fact that they appear to be context dependent, are very hard to record as natural talk.
Another disadvantage is the difficulty in controlling variables such as power, status, gender, and age difference between the participants.
These apologies were also analyzed and compared according to the following variables: type of apology, degree of politeness in each cultural background, power relationship between hearer and speaker (symmetrical or asymmetrical), social distance, and settings.
All of postgraduate students from Class C PPs Unnes participated in this study as respondents.
All were university students majoring in English.
The writer observed directly about the interaction happened in the classroom.
There were 19 students in Rombel 3, they were come from Kupang (NTT) 3 students, Lombok (NTB) 2 students, Padang (Sumatera) 1 student, Lampung 1 student, and other were Javanese.
This observation result analyzed descriptively based on some notes made by the writer when observed each student from different city.
The apologizing expressions that investigated in this observation could be Short Massage Send (SMS), conversation and interaction happened in the classroom weather among student and other student in formal situation, also students‟ interaction in formal situation such as discussion or presentations.
3.
FINDINGS AND DISCUSSION Based on the observation, the writer would like to present the result of observation in descriptive analysis related to the politeness of showing apologizing in Rombel 3 Postgraduate State University of Semarang as follow: Disarming apologies Disarming apologies are those apologies that anticipate an offence and they are often issued in both sets of data before formulating a question, asking for SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 39 repetition of what has been said or before making a statement that is contrary to the one already formulated by the speaker.
Edmondson (1981) as cited in Fahey, M. P (2005) sserts that disarming apologies are issued before a speech act that could be considered by the speaker inconvenient for the hearer or contrary to the hearer's views.
These apologies play an important politeness role because they soften the threat to face and aim to maintain harmony with the hearer.
Disarming apologies are often easier to convey than remedial apologies because the latter involves a higher cost of face for the speaker.
Disarming apologies that showing by students from each city present in range 10%-100% on the table below: Table 1 Disarming Apologies Students from Degree of disarming in percentage Explanation Javanese 90% Very high Lampung 80% Intermediate Padang 85% High Kupang, NTT 75% Enough Lombok, NTB 75% Enough Remedial apologies Remedial apologies are those apologies that are uttered after an offence has been committed.
They are retrospective, supportive of the hearer and self-demeaning (Aijmer, 1996: 99).
The apologizer‟s main concern is the reestablishment of harmony with the hearer.
The choice of a particular strategy or combination of strategies for conveying remedial apology supposes the consideration of the following variables: seriousness of the offence, relationship of power between the participants, and the consideration of setting.
(Fahey, M. P: 2005).
The following table shows the findings regarding types of offences in both sets of data: Table 2 Type of Offense Student‟s cultural background Seriousness of the offence Relationship of power between the participants The consideration of setting Javanese 85% 95% 80% Lampung 85% 90% 80% Padang 85% 90% 80% Kupang, NTT 85% 90% 80% Lombok, NTB 85% 90% 80% Degree of politeness Expressive speech acts are associated with positive politeness, which may be explained referring to the approval and modesty maxims of politeness.
The agreement maxim requires „minimizing dispraise of other‟ and „maximizing SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 40 praise of other‟; the modesty maxims requires „minimizing praise of self‟ and „maximizing dispraise of self‟.
The expression of politeness in showing apologizing seen from intonations, stressing, and the language choose in utterance to express “sorry, excuse me, I beg your pardon etc”, the different expression also shown from the way of telling and the face performance.
Based on the observation that the writer done, the writer presents that in percentage as follow: Table 3 Degree of Politness Cultural background Intonation and stressing Language choose Expression Javanese Very soft Very High Polite Lampung Soft High Polite Padang Soft High Polite Kupang, NTT Soft enough High enough Polite Lombok, NTB Soft enough High enough Polite 4.
CONCLUSIONS According to the data presented above, it could be conclude that: 1.
There are some different expressions from each student who came from different city in the Rombel C; students from Javanese usually more soft in intonation, stressing and language choose when they are ask sorry to one another.
Students from Lampung and Padang almost the same in their politeness and apologizing expression.
Then Kupang and Lombok found little bit differ from other city.
Even they are the same language choose in showing apologizing, but they differ when they use language especially in stressing and intonation.
Kupang and Lombok sounds harder than other cities.
2.
The differences of each students perform in their apologizing expression cannot separate from the background of culture which where they come from.
Java which is known well as cultivated people with the gentle language use, make the students and people from Java are really soft in their expression generally.
Then other cities which are come from other culture such as Kupang and Lombok are little bit harder in their intonations and words stressing.
5.REFERENCES Aijmer, K. (1996).
Conversational Routines in English.
London: Longman.
SMART Journal Volume 2 No.
1, Januari 2016 Hlm.
33-41 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung 41 A.Eslami-Rasekh & Mehdi Mardani.
(2010).
Investigating the Effects of Teaching Apology Speech Act, with a Focus on Intensifying strategies, on Pragmatic Development of EFL Learners: The Iranian Context.
The International Journal of Language Society and Culture.
LSC-Issue 30: 96-103.
Brown & Levinson.
( 1987).
Politeness: Some Universals in Language Usage.
Cambridge: Cambridge University Press.
Dadkhah, T.M., Rezaei, O & Dezhara, S. et al (2012).
Apology Strategies of Iranian Undergraduate Students.
English Language Teaching.
Vol.
5, No.
2; 93-100.
Fahey, M. P. (2005).
Speech Acts as Intercultural Danger Zones: A CrossCultural Comparison of the Speech Act of Apologizing in Irish and Chilean Soap Operation.
Intercultural Communication.
ISSN 1404-1634, 2005, issue 8: 1-20.
Farashaiyan, A.,Yasin, S. & Amirkhiz, Y.
(2011).
A Descriptive-Comparative Analysis of Apology Strategies: The case of Iranian EFL and Malaysian ESL University Students.
English Language Teaching.
Vol.
4, No.
1; 225-229.
Mey, Jacob L. (1993).
Pragmatic: An Introduction.
Cambridge: Blackwell Publisher.
Thomas, J.
(1995).
Meaning in Interaction: an Introduction to Pragmatics.
London: Longman.
Wagner, L.C.
(2012).
Positiveand Negative-Politeness Strategies: Apologizing in the Speech Community of Cuernavaca, Mexico.
International Journal of the Sociology of Language, 27: 93-109.
Zhu, J & Bao, Y.
(2010).
The Pragmatic Comparison of Chinese and Western “Politeness” in Cross-cultural Communication.
Journal of Language Teaching and Research.
Vol.
1, No.
6, pp.
848-851.
SMART Journal , Volume 6, No.
2, August 2020, Page 8297 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X 82 RETHINKING THE ROLE OF ENGLISH LECTURERS IN THE DIGITAL ERA Disa Evawani Lestari Faculty of Humanity, President University Email Correspondence: disa.silaen@president.ac.id Abstract Along the era of rapid advancement on the performance of Artificial Intelligence, there have been intense discussion and debates among educationists about the future of human teachers and AI teachers.
It is intriguing to listen to students’ perspectives on the roles they expect from their teachers, especially in learning English subjects, when abundant resources are available online within their fingertips.
To serve that purpose, 160 students were recruited as research participants.
Data were collected through questionnaire and interview.
The results indicated that students perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback.
Keywords: Lecturers, roles, digital 1.
INTRODUCTION Technology shifts civilization.
As someone born and raised in the end of 20 th century, millennial have experienced that technology has changed human being routine and needs in many ways.
In the late 20 th century, the access of information was not as massive as today.
People were still tame, patient, and sufficed with the “slow-paced” life.
With the increasing use of blended learning approaches in classroom, various kinds of technologies are incorporated to provide digital teaching and learning resources to support students.
Education nowadays involves technology on its daily basis.
Teacher is not the only source of information anymore but more precise information is now provided in our fingertips; there has even been a phrase “Google Disa… 83 it” in the term of asking someone to seek certain information on Google.
Learning becomes more colorful and visual and the unexpected challenge grows.
Many schools or universities have developed its own online learning which can reduce the direct interaction between educators and students in the classroom.
It is not only about how to create an intelligent students cognitively but also how to create students who are able to deal with billions of information provided on the internet, to choose which information is fact or hoax, and to focus.
Furthermore, social-emotional intelligent is an important issue to develop in this digital era since millennial and postmillennial will be responsible for taking the role of active contributors to the future world and its citizens.
In addition to that, because of the sprouting emergence of social media platforms, exposure to English language use in daily life context is higher.
One may live in the Expanding Circle countries Kachru as cited in (Mollin, 2006), but manage to be exposed to, or even use, English just like how English is used for daily communication in the Inner and Outer Circle countries just by using a smartphone.
It is easy to notice how young people these days confidently share or comment on an issue on social media using English.
Educators must realize that in order to survive the civilization, one must adapt and have the skills that are necessary in that time.
According to some researchers, the era of 21 st century is the creativity and digital era.
When all information can be accessed easily, some questions appear amidst this rapid change; if all knowledge can be accessed within our students‟ fingertips, to what extent do millennial and postmillennial children still need teachers in the classroom?
What are the roles of teachers in the classroom that technology does not provide?
There have been some studies discussing about education in the digital era which suggest that an educator‟s role is to be a facilitator, but do our students agree with that consensus?
Is it culture-bound?
Rethinking… 84 Since most of the existing studies are conducted in western countries, in which students‟ learning independence is high, and students and teachers are deemed equal, it is really intriguing to listen to students in Indonesian university‟s perspective on the roles which they expect their lecturers to take.
Along the era of rapid technology advancement on the performance of Artificial Intelligence (henceforth AI), there have been intense discussion and debates among educationists about the future of human teachers and AI teachers.
Ljosa (1998), long before online learning platforms started to sprout, has predicted that “the new technology will not change the work of the teachers fundamentally, but will, nevertheless, have profound impact on how the various approaches to teaching can be implemented in radically different technological and organizational environments”.
On the other hand, in a more recent study, Susskind &Susskind (2015) argued that technology will transform the work of human experts, including teacher profession.
They further elaborated that, for now, human teachers and AI teachers will still operate in parallel, but in the longer run, gradual dismantling will occur, leading to the domination of AI teachers.
Regardless from the ongoing debate, however, there seems to be a consensus among those researchers that both human teachers and AI teachers will co-exist, but in various levels of dominance.
Therefore, it is emphasized that schools need transformation of pedagogy and practice as well as broaden learning experiences (Tan, 2013) and better address students‟ diverse learning needs (Poon, Kong, Yau, Wong & Ling, 2017).
Tan‟s idea indicates that the person behind the scene scene here means learning process is still important to design an effective teaching and classwork who will still prepare the lesson planning and continuous assessment for the students, which is something that cannot be completely done by technology only The Roles of Technology.
Disa… 85 Courville (2011) states that the role of technology, in a traditional school setting, is to facilitate, through increased efficiency and effectiveness, the education of knowledge and skills.
Nowadays, learning can be done online as well.
Many terms have been developed such as blended learning, distance learning, online course and many more.
Courville adds that it is no longer necessary for students to have geographical proximity to a university in order to pursue higher education and certification.
This trend towards online classes and educational opportunities has even become so prevalent that there are universities which consist of online classes only, allowing students to complete an entire course of study through distance learning (Dempsey & Van Eck, 2012).
Second, the use of distance learning is not limited to the university setting, but also found in school site, district, and state levels of professional development for teachers, with the emergence of web-based conferences and seminars.
This indicates that online learning becomes one method of teaching because, for some reasons, it can diminish things that can be some obstacles, such as course cost, geographical restraints, and time restraints (Means, Toyama, Murphy & Jones, 2009).
According to the office of technology of U.S Department of Education (28, 2017), technology can empower educators to become co-learners with their students by building new experiences for deeper exploration of content.
This enhanced learning experience embodies John Dewey‟s notion of creating “more mature learners.” Side-by-side, students and teachers can become engineers of collaboration, designers of learning experiences, leaders, guides, and catalysts of change.
Following are some descriptions of these educator roles and examples of how technology can play an integral part.
Technology does not change the role of educators yet together teacher, students, and technology collaborate to explore new experiences in learning.
Rethinking… 86 Lee, Chow, Button &Tan (2017) conducted a study which focuses on the use of nonlinear pedagogy in Physical Education.
Nonlinear pedagogy is learner-centered method emphasizing autonomy and guided discovery.
Findings from this study, which involves primary school students, show that such pedagogies facilitate social skills and teamwork.
The application of nonlinear pedagogies essentially gives students more freedom to explore, resulting in greater perceived competence in their learning, as well as more opportunities to demonstrate problem-solving and creativity.
Our students need inclusive pedagogy which is the integration of qualified learning with technology to meet the standard that is demanded by the 21 st century.
The Roles of Teachers From the perspective of the Triarchal Instruction Model proposed by Guey, Cheng & Shibata (2010), the roles of teachers can be categorized as behavioral, cognitive, and humanistic work.
This is based on the more explicit roles proposed much earlier by Bjorgen (as cited by Ljosa, 1998).These explicit roles are: the sculptor, the entertainer, the coach, and the manager.
The following is the explanation of each role: The sculptor role is to be fully responsible for the presentation of all relevant materials.
He determines the schedule and the curriculum concepts as well as the work of the students.
This type does not pay much attention to motivate the students as it is considered the students‟ responsibility to learn what the teacher tells them.
The focus of classroom interaction is to clarify the content of the textbooks and to correct students‟ work.
The entertainer role resembles the role of an actor, responsible for arousing students‟ interest so that it is easier for the students to understand the subject.
He maintains an active dialogue in presenting or accentuating his view.
Disa… 87 1.
The coach acts as a catalyst to make the students get the work done by themselves and to maximize their individual attainment.
He is clear on the subject goals, assessment criteria, and provides supportive feedback.
2.
The manager perceives the classroom as a working place, thus manages students to work in groups.
In doing so, he acknowledges the uniqueness of each student and their differences.
He is responsible for making sure that all students can co-operate one another to achieve the best possible result.
Research Gap: The Integration of Technology into Classrooms Tan excerpted Richard Elmore term “Core of Educational Practice” to visualize that teachers must understand the students‟ nature of learning.
In the beginning of this research, it has been explained that students of 20 th century have many differences in nature with students of 21 st century.
What matters the most in this century is the ability to communicate, collaborate, being creative, and have critical thinking.
In addition to that, they are so close to technology that the absence of such things in the learning process can lead to unfamiliarity and less motivation (Israel, 2015).
Therefore, teacher must adapt and be able to provide these needs to their students to experience the learning process and achieve the result at its best.
In general, students nowadays are often assumed to be digital natives or are more familiar with technology.
This familiarity to technology is often interpreted as them being able to make use of online resources for an independent learning with very little, if not any, guidance from their teachers (Prensky, 2001; BennertMaton&Kervin, 2008).
However, some more recent studies reveal that such claim seems to be overrated for some reasons.
First, students tend to be overwhelmed with the abundant number of contents on the Internet (Kim & Frick, 2011).
Second, it is claimed that technology provides students with too much available information which increases students‟ Rethinking… 88 passivity and interferes with the active learning pedagogy that should be the hallmark of a law school classroom (Caron& Gely, 2004).
In addition to that, it is also found that English language proficiency impedes online learning success, especially those who do not speak English as their first language (Shariman, Razak, & Noor, 2012).Furthermore, in a more recent study, Selwyn (2016) rings the bell to balance our enthusiasm for what we consider might be achieved through technology-enabled learning, with the unsatisfactory realities of students‟ encounters with digital technology.
Based on his survey of 1,658 undergraduate students from two Australian universities, his study finds out that there are four distinct digital downsides that students often see as the source of frustration and confusion that drag them down from effective learning.
In conclusion, those studies suggest that students‟ digital nativeness should not be overrated and that teachers should step in and play their „newly adjusted teacher’s roles‟ responding to the unique challenges students encounter when learning with online resources.
Hence, the researchers believe that research into students‟ perspectives should be one of the fundamental bases to formulate effective and customized teachers‟ roles.
This is the gap that this research tries to fill in.
By listening to the opportunities and challenges students encounter, teachers can better rethink, re-question, and redesign their approach in teaching in order to achieve greater learning attainment.
Thus, this study seeks to achieve aforementioned purposes, and the issues to be discussed in this study can be summarized in the following research questions: 1.
To what extend does the Internet support students‟ learning activities for English subject?
2.
What roles do students expect their lecturers to take in their learning process in the midst of abundant online resources?
Disa… 89 2.
RESEARCH METHOD Research Design The current study employs a mixed method approach to put quantitative and qualitative data together.
The study adopts such triangulation design to allow the researchers to collect both quantitative and qualitative data concurrently and to figure out if there is convergence, differences, or some combination (Cresswell, 2009).
Participants The study was conducted from April-November 2019 involving 160 students in President University, West Java.
There are sixteen study programs in this university, ranging from school of business, school of humanities, and school of computing.
All of those study programs will be represented by equal number of students.
This purposive sampling was implemented to capture the extent to which the incorporation of technology in the learning process varies across majors, which might then affect students‟ responses on their perceptions on the roles of lecturers.
Prior to the distribution of questionnaire, all students were provided with the consent form, the types of lecturers‟ role, and the overall picture of the research significance.
Instruments Questionnaire and interview were used to collect data in this research.
Prior to the distribution of research instruments, all research participants were gathered and informed about the research purposes.
They were then given an informed consent form as well as the introduction to the theories used in this research, including the four types of teachers‟ roles and the four types of learning styles.
Only after the study framework was understood was the data collection started.
The questionnaire (see Appendix 1)was distributed online and designed based on the theory of roles of lecturers in teaching and learning process (Guey et al., 2010).
The questionnaire consists of 15 closed-ended questions using a six-likert scale and Rethinking… 90 three open-ended questions.
The questionnaire was administered to capture the intensity of technology use in their classrooms, the benefits and challenges of using online learning resources and the roles they wish their teachers take.
After that, an interview was conducted to 32 students.
The interview (see Appendix 2), which consists of five questions, aimed to gain in-depth explanation and description on the roles of lecturers in the learning process given that there have been abundant number of resources online which might have replaced some of the roles of lecturers throughout their learning process.
Data Analysis The data from students‟ closed-ended questionnaire was statistically computed to find out the percentage of each statement and then were interpreted descriptively.
The interview data were transcribed and analyzed for repeating key features to sharpen and confirm the ideas which have been gathered through questionnaire.
3.
RESULT AND DISCUSSION Diagram I: How Much the Internet Supports Students’ Learning?
1% 4% 15% 12% 47% 21% T H E I N T E R N E T S U P P O R T S M Y L E A R N I N G Strongly disagree Disagree Slightly disagree Slightly agree Agree Strongly agree Disa… 91 As can be observed in the pie chart, 145 over 180 (80.5%) participants reported that the Internet has supported their learning.
It was further claimed that the ease of learning through the Internet is due to the instant answer they get just by typing the questions they have in the search engine.
This is in line with the previous study conducted by Palocsay, White & Zimmerman (2004).They explained that the Internet has become a platform for individuals to search information, understanding and solutions.
On the other hand, the 35 students who did not seem to benefit from the Internet further reasoned that they were easily distracted when learning with their gadget or computer with the Internet connection.
The sources of those distractions include pop-up advertisements, social media notifications, unstable connection, and difficulty to stay focused on getting the information they need.
Diagram 2: Students’ Learning Preferences From the figure above, it is clearly seen that millennial students have an inclination for learning through group discussion and watching videos/visuals.
Inclination toward the former looks like a surprising fact.
Millenials‟ addiction to gadgets is often associated to their tendency to be isolated to their surroundings.
Interestingly.
However, when it comes to making sense of complex issues or abstract ideas, and solving complicated problems, millennial love working in groups, Individual Reading 23% Group Discussion 81% Watching Videos 73% Attending Lectures 36% Rethinking… 92 particularly small group.
This similar thing was admitted by more than two-thirds of the interviewed participants.
This might be linked to their difficulty to sustain concentration when working by themselves (Marcus, 2011), which could also explain the participants‟ reluctance to do individual reading (23%).
In addition to that, millennial‟ inclination toward watching videos echoes Tapscott‟s (2009) findings which also acknowledge that millennial have relatively more advanced visual memory and visual processing skills compared to the previous generations.
Attending lecture, which is viewed by 33% of the participants as a long boring one-way speech by the lecturers, often does not incorporate the projector technology to display interactive presentation slides.
And if presentation slides exist, they are often in a form of long words rather than a visual aid which provides clearer picture of the topic being discussed.
Expected Roles of Lecturers Accommodating discussion, one of the most expected roles lecturers to take is to accommodate discussion (81%).
This means providing a more interactive discussion during classroom meetings, not only one-way lecture.
In other words, ideas do not only come from the lecturers (one way), but two ways, in which students are given the opportunity to voice their thoughts and gain feedback from their lecturers and peers.
Providing immediate and frequent feedback, It has been discussed that millennial “thrive in situations where expectations are made explicit and ambiguity is limited”(Moore, 2012).
In other words, they expect room for creativity and trial for error.
They are also often described as relaxed type of learners who like to experiment and learn by doing, not being afraid of making mistakes.
Therefore, they do not try to reach perfection and prefer to start with whatever level they are and expect the Disa… 93 lecturers to provide immediate feedback.
This impatience might be the cause of instant gratification of the fast Internet.
1.
Guiding Learning Students may develop frustration due to the digital divide between them and their lecturers.
When lecturers are not up to date in their technology, they(especially those from previous generation) may not have adequate, if not equal, digital literacy rate by not incorporating open online library to find more recent facts about the current issue in their field, but instead, rely on the university library which provide books talking about the old less irrelevant issues students might not relate to.
Another example, 83 participants reported, is the policy to submit printed work rather than online file shared on Google Drive, through which a thesis adviser can give comments on the advisee‟s work at his/her convenient time without asking the student to come to campus and wait for several hours due to the busy schedule of the adviser for thesis supervising appointment.
Instead of guiding students‟ learning, these lecturers have given the students some frustration which might lead to a distrust and disrespect which might distract them from gaining knowledge from their lecturers.
Just over half of the participants (83) acknowledged that they seem to be easily distracted when surfing online, especially when there is no or only limited guidance given about the website to visit.
Goggling the keywords to find the perfect source forces students to check the appearing results one by one, this is very time-consuming.
In addition to that, they will also be distracted by the less relevant but seemingly interesting article, and before they know it, they have spent hours of being exhausted reading something not really relevant to what they need.
Therefore, the role of lecturers in prescribing reliable websites is crucial.
2.
Assigning more group work Rethinking… 94 While millennial are often praised by their multitasking skill, they seem to struggle to sustain concentration in a long period of time by themselves due to that skill.
Consequently, putting them to work in group is one way to keep them on the right track to approaching their task accomplishment (74%).
In addition to that, some argue that group work gives them a sense of social task fulfillment which they cannot get online (68%).
From the descriptions above, it can be concluded that the roles of lecturers millennial expect from in the midst of abundant online learning resources are combination of Coach and Manager types described by Ljosa (1998), which has been reviewed in Literature Review Chapter.
If Human Teachers Would Ever be Replaced by AI About three-quarters of the interviewed participants (78%) argue that human teachers would never be replaced by machines or AI robots.
Their reasons vary, from highlighting the importance of discussion/negotiation, giving constructive and understandable feedback, to giving them motivation.
On the other hand, 22% of them explain that it is possible that human teachers will be replaced as they are more accurate, fast, automatic, and well-structured.
4.
CONCLUSIONS The changing landscape of millennial‟ world has been indicated that there is a strong need to adapt teaching and learning practices to millennial lifestyle.
In the future, this generation is expected to be able to work with the Internet and to utilize it for maximizing potentials and more efficient use of time, energy, and resources.
However, they need a patron to guide them.
Digital divide between the lecturers and students is clear in this study and has led to several unintended result.
Consequently, lecturers are expected to have Disa… 95 adequate, if not better than their students, digital literacy skill to guide them distinguishing reliable source of information, distinguishing facts and hoaxes, and honing their critical thinking skills.
Students might seem to be more digital literate than their lecturers, but they still lack of critical thinking and content knowledge basis.
5.
REFERENCES Bennett, S., M. K.. & Kervin, L. (2008).
The „Digital Natives‟ Debate: A Critical Review of the Evidence.
British Journal of Educational Technology.
Vol 39: 775-786.
Caron, P. L., &Gely, R. (2004).
Taking Back the Law School Classroom: Using Technology to Foster Active Student Learning.
J.
Legal Education.Vol.
54.
551.
Courville, K. (2011).
Technology and its use in Education: Present Roles and Future Prospects.
The 2011 Recovery School District Technology Summit .
Vol.
5.
19.
Cresswell, J.W.
(2009).
Research Design: Qualitative, quantitative, and mixed Methods Approaches.
California: SAGE Publications, Inc. Dempsey, J. V., & Van Eck, R. N. (2012).
E-learning and instructional design.
Trends and Issues in Instructional Design and Technology, Vol.
2.
281-289.
Guey, C. C., Cheng, Y. Y., & Shibata, S. (2010).
A Triarchal instruction model: integration of principles from Behaviorism, Cognitivism, and Humanism.
Procedia-Social and Behavioral Sciences.
Vol.
9, 105-118.
Israel, M. J.
(2015).
Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students.
The International Review of Research in Open and Distributed Learning.
Vol.
5.
16.
Kim, K. J., & Frick, T. W. (2011).
Changes in student motivat ion during online learning.
Journal of Educational Computing Research, Vol.
1.
1-23.
Rethinking… 96 Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017).
Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience.
Asia Pacific Journal of Education, Vol.
4.
483-499.
March 29, 2019. https://www.tandfonline.com/doi/abs/10.1080/02188791.2017.1386089.
Ljoså, E. (1998).
The role of university teachers in a digital era.
European Journal of Open, Distance and E-Learning, Vol.
1.
March 5, 2019. http://www.eurodl.org/materials/contrib/1998/eden98/Ljosa.pdf.
Marcus, J.
(2011).
US Unplugged: Manifold Benefits of Disconnected Learning.
Times Higher Education, Ed.
2.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009).
Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.
Vol.
2.
March 5, 2019. http://repository.alt.ac.uk/629/ Mollin, S. (2006).
English as a Lingua Franca: A New Variety in the New Expanding Circle?
Journal Nordic Journal of English Studies.
Vol.
5 41-57.
Moore, L. (2012).
Millenials in Social Work Field Education.
Journal of Field Educator.
Vol.
2.
December 3, 2019. https://pdfs.semanticscholar.org/7e60/352a8699f73bb6401a53b077b8217d9aa8 10.pdf.
Palocsay, S. W., White, M. M., & Zimmerman, D. K. (2004).
Interdisciplinary collaborative learning: Using decision analysts to enhance undergraduate international management education.
Journal of Management Education, 28(2), 250-259.
December 3, 2019. https://journals.sagepub.com/doi/pdf/10.1177/1052562903261040.
Poon, L. K., Kong, S. C., Yau, T. S., Wong, M., & Ling, M. H. Learning Analytics for Monitoring Students Participation.
[ Online].
Visualizing Navigational Patterns on Learning Management System.
Presented in International Conference on Blended Learning .
Prensky, M. (2001).
Digital natives, digital immigrants part 1.
On the horizon, 9(5), 16.
March 5, 2019.: https://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf.
/Users/disasilaen/Downloads/Retrieved%20on%2020%20March%202019%20from%20https:/www.tandfonline.com/doi/abs/10.1080/02188791.2017.1386089 /Users/disasilaen/Downloads/Retrieved%20on%2020%20March%202019%20from%20https:/www.tandfonline.com/doi/abs/10.1080/02188791.2017.1386089 http://repository.alt.ac.uk/629/ https://journals.sagepub.com/doi/pdf/10.1177/1052562903261040 https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Disa… 97 Selwyn, N. (2016).
Digital downsides: exploring university students‟ negative engagements with digital technology.
Teaching in Higher Education, 21(8), 1006-1021.
Shariman, T. P. N. T., Razak, N. A., & Noor, N. F. M. (2012).
Digital literacy competence for academic needs: An analysis of Malaysian students in three universities.
March 25, 2019.
Procedia-Social and Behavioral Sciences, 69, 1489-1496. https://core.ac.uk/download/pdf/82032669.pdf .
Susskind, R. E., & Susskind, D. (2015).
The Future of the Professions: How Technology Will Transform the Work of Human Experts.
Oxford University Press, USA.
Tan, E. (2013).
Informal Learning on Youtube: Exploring Digital Literacy In Independent Online Learning.
Learning, Media and Technology.
Vol.
4., 463477.
Tapscott, D. (2008).
Grown Up Digital.
Boston: McGraw-Hill Education.
Technology, O. o.
(2017).
Reimagining the Role of Technlogy in Education.
Washington: US Department of Education.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 150 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung WASHBACK OF THE ENGLISH SECTION OF COLLEGE ENTRANCE EXAM ON THE STUDENTS’ PRODUCTIVE AND RECEPTIVE SKILLS Fitri Wulandari English Education Departmen of STKIP Muhammadiyah Pringsewu email: adwaafaf@yahoo.co.id Abstract Exam plays a powerful role in educational system and exerts significant washback on students’ learning.
Washback, the impact of exams on education in general and language examining in particular, has become a popular area of study within educational research.
This paper focuses on the washback effects of college entrance exam on students’ productive and receptive skills in STKIP Muhammadiyah Pringsewu Lampung.
The main concern of the study was to investigate the impact of college entrance exam on productive and receptive language skills in STKIP Muhammadiyah Pringsewu Lampung.
53 first year students at English Education Department in the academic year of 2015-2016 of STKIP Muhammadiyah Pringsewu Lampung attended the study.
A 26-item questionnaire was designed and administered to 53 students.
The data were analyzed using statistical analysis including descriptive statistics (frequency, percentage, mean, and standard deviation).
It has been found out that the exam has some negative effects on students’ language productive and receptive skills on the first year students at English Education Department of STKIP Muhammadiyah Pringsewu Lampung.
Some changes to exam that might be grateful are discussed in the last section of the paper.
Keywords: washback effect, college entrance exam, students’ productive skills 1.
INTRODUCTION Definitely, testing is never a neutral process and always has consequences.
Negative or positive, strong or weak, the influence of tests on learning has been termed as „washback‟or „backwash‟ (Biggs: 1995).
Washback or backwash, a term now commonly used in applied linguistics, refers to the influence of testing on teaching and learning (Alderson & Wall: 1993), and has become an increasingly prevalent and prominent phenomenon in education “what is assessed becomes what is valued, which becomes what is taught” (McEwen: 1995, p. 42).
College entrance exam was designed to select candidate students for STKIP Muhammadiyah Pringsewu Lampung and to know their basic knowledge in verbal and non verbal skill, English, and math.
Since English is a compulsory core subject in high school teaching, the college entrance exam of STKIP Muhammadiyah Pringsewu mailto:adwaafaf@yahoo.co.id SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 151 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Lampung remains some components of the college entrance exam.
The English component of this exam included the aspect of vocabulary mastery such as finding synonym of the word based on context.
The main concern of the study was to investigate the impact of college entrance exam on students‟ productive and receptive language skills in STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2015/2016.
The study addressed the following research questions in particular: 1.
What is the washback effect of the English components of college entrance exam of STKIP Muhammadiyah Pringsewu Lampung on productive skills (writing and speaking) of the first year students of English Education Department?
2.
What is the washback effect of the English components of college entrance exam of STKIP Muhammadiyah Pringsewu Lampung on receptive skills (reading and listening) of the first year students of English Education Department?
3.
What do the students think about the changes to the exam that might be useful?
2.
RESEARCH METHOD The participants of this study were 53 (48 females and 5 males) first year students of English education department of STKIP Muhammadiyah Pringsewu Lampung.
The data of this study came from two sources: a structured questionnaire and a set of semi-structured interviews.
In most of the washback studies, the methods used are based on surveys, interviews, testing measures, classroom observations or a combination of these (Alderson & Wall, 1993; Shohamy, Donitsa-Schmidt, Ferman, 1996; Watanabe, 1996).
The survey comprised of 5-point Likert-scale items (1=strongly disagree; 2=disagree; 3=no idea; 4=agree; 5=strongly agree).
The survey which skills participants focus on how they study while getting prepared for college entrance exam of STKIP Muhammadiyah Pringsewu Lampung and, their attitudes towards the influence of college entrance exam of STKIP Muhammadiyah Pringsewu Lampung of on their language productive skills (writing and speaking).
All questionnaires were delivered in Indonesian language in order to prevent any misunderstandings of the survey items.
Chi-square test was used to SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 152 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung determine the reliability of the survey questions.
It is a “nonparametric statistical test of hypotheses for variables” The chisquare values were sig<0.05 indicating adequate reliability for each of the dimension of the survey.
The face validity of the survey instrument was ascertained by presenting the questionnaire to four experts studying in the Foreign Language Education department.
The experts made some observations and modifications on the survey items.
Descriptive statistics including frequency, percentage, means and standard deviations were used to find an answer for the research objective: the first objective, “What is the washback effect of the English components of college entrance exam of STKIP Muhammadiyah Pringsewu Lampung on productive skills (writing and speaking) of the first year students of English Education Department?”, the second objective, “What is the washback effect of the English components of college entrance exam of STKIP Muhammadiyah Pringsewu Lampung on receptive skills (reading and listening) of the first year students of English Education Department?”, and the third objective “What do the students think about the changes to the exam that might be useful?” All statistical analysis was performed using SPSS software (SPSS Version 19).
3.FINDING AND DISCUSSION Washback effect of college the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on productive skills (writing and speaking) of the first year students of English education department The first question on this study asked about “What is the washback effect of college the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on productive skills (writing and speaking) of the first year students of English education department?” Washback on writing In the survey item related to writing skills, participants were asked if they had studied to improve their writing ability although it was not tested in the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung.
87.2% of the participants stated that they did not study to develop their writing skills since it was not tested in the college entrance exam of STKIP Muhammadiyah Pringsewu SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 153 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Lampung.
87.2% of the participants‟ not studying to develop their writing skills as it was not tested implies that the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung have a strong negative effect on learners‟ writing skills.
The next survey item about writing skill questions whether the participants would study to improve their writing skills if it was tested in the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung.
The strong negative impact of the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung on writing skills confirms the findings of the previous survey item.
85.4% of the participants stated that they would study to develop their writing skills if the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung had a part which test this skill.
Washback on speaking The participants were asked whether they had tried to improve their listening skill or not although it was not tested in the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung.
82.4% of the participants did not do anything to develop their speaking skills just because the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung did not check how well they spoke.
82.4% of the participants‟ not studying to develop their speaking skills as it was not tested implies that the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung have a strong negative effect on learners‟ speaking skills.
So as to clarify the negative washback effect of the tests on their speaking skills participants were also asked whether they would study to improve their speaking ability if it was tested.
81.5% of the participants stated that they would study to develop speaking skills if the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung had a part testing it, which can be interpreted as the negative washback effect of these tests on oral skills.
Washback effect of the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on receptive skills of the first year students of English education department The second question of this study asked “What is the washback effect of the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 154 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung receptive skills of the first year students of English education department?” Washback on reading To evaluate the impact of the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung on reading participants were asked if they had studied to improve their reading skill while getting prepared for the entrance exam of STKIP Muhammadiyah Pringsewu Lampung, 55.7% of the participants stated that they had studied to improve their reading skills although it was not tested in the college entrance exam of STKIP Muhammadiyah Pringsewu Lampung.
On the other hand, only 44.3% of the participants disagreed that they had studied to improve their reading skills.
The high rate (55.7%) of agree implies that the entrance exam of STKIP Muhammadiyah Pringsewu Lampung have positive washback effect on reading.
Washback on listening Participants were asked whether they had studied to improve their listening skills although it was not tested in the entrance exam of STKIP Muhammadiyah Pringsewu Lampung.
91.6% of the participants did not study for listening skills on account of the fact that it was not tested in the entrance exam of STKIP Muhammadiyah Pringsewu Lampung.
As for proving the negative washback effect of the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on listening skills, the students were also asked whether they would study to develop their listening skill if it was tested.
83.5% of the participants stated that they would study to develop their listening skills if the entrance exam of STKIP Muhammadiyah Pringsewu Lampung had a part that tested listening.
Only 16.5% of the participants stated that even if the entrance exam of STKIP Muhammadiyah Pringsewu Lampung tested listening skills, they would still not study to develop this skill.
Changes to the exam that might be useful The last question of this study asked about “What do the students think about the changes to the exam that might be useful?” The students who were interviewed for this study suggested some changes for the exam.
Firstly, they said vocabulary sections of the exam should be reviewed.
Vocabulary questions should be contextual, and they should be SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 155 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung integrated in the test items of other skills where possible.
Secondly, although it is not ideal to test writing and speaking skills indirect multiple choice test items, there should be more items in the test which indirectly measure students‟ writing and speaking abilities.
Thirdly, the reading and listening test that reflect the real-life texts, having variety in length and genres is needed to be included in the test.
The last, in all the sections of the test, there should be fewer explicitanswer questions and more impliedmeaning questions as these impliedmeaning questions require the use of critical thinking.
Discussion The aim of this study is to investigate the washback effect of the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on productive and receptive skills of the first year students of English education department.
The results of the survey analysis reveal that the most positively affected skill by these language tests is reading skill.
This is an indication of the negative washback effect of the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on particularly on the productive skills of speaking and writing and the receptive skill of listening.
The findings of the study are in line with Sevimli (2007) who has studied washback effects of foreign language component of the university entrance examination.
There is also similarity with the findings of Karabulut (2007) who found that students and teachers focus more on the grammar, reading and vocabulary which are tested in YGS and ignore the ones that are not tested (listening, speaking,writing).
Rahimi and Nazhand‟s (2010) findings about the washback effect of IELTS preparation courses are also parallel to the results of the current study.
They asserted that IELTS exam has a negative washback effect on the development of speaking skill since the format of the IELTS restricts the speaking skill.
If people learn a language with the aim of passing an exam at the end of the learning process, they usually tend to study the subjects or improve the skills that they will be tested.
For example; if an English test does not involve listening skills, most of the attendees will not have a tendency to improve that specific skill.
This outcome is in line with Wall and Alderson (1993) who assert that a test will influence what students study.
Most SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 156 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung of the students who take the entrance exam of STKIP Muhammadiyah Pringsewu Lampung on as an academic requirement of STKIP Muhammadiyah Pringsewu Lampung will mostly focus on passing the exam.
As a result, they will not spend any effort to improve the skills such as listening, speaking and writing that are not included in these tests.
This result matches with that of Ferman (2004) who explains how washback is observed through an increased focus on skills included on the test, resulting in “an increase in time allotted for the development of these skills” .
Shohamy (1992) and Shohamy et al.
(1996) who emphasize that a measurement-driven system leads to cramming for the test and concentrates attention on the skills that are tested.
Finally, the results of the current study reveal significant differences between the development of productive and receptive skills of the participants.
They do not focus on the skills which are not tested in the exams.
These findings are in line with the findings of Smith (1991) that the test itself determines what people will study and test like activities are all consequences of external testing.
4.
CONCLUSIONS In conclusion, the entrance exam of STKIP Muhammadiyah Pringsewu Lampung have positive washback effect only on reading skills of the Turkish academics while these tests have negative on writing, listening and speaking skills.
In other words, productive skills of speaking and writing and receptive skill of listening are totally neglected by the participants of these tests since these skills are not tested.
When the structure and content of these exams are taken into consideration, the reason why the participants do not do any kinds of listening, writing, speaking activities for getting prepared these exams could be easily understood.
Participants are highly interested in developing their reading skills since these exams require individuals to have highly developed reading skills and knowledge of grammar to get a high score.
However, language tests are expected to integrate all the four skills for assessing test takers‟ language performance.
A language test should definitely be multi-faceted.
As the entrance exam of STKIP Muhammadiyah Pringsewu Lampung only vocabulary mastery rather than writing, speaking and listening skills, we can say that they are SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 157 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung not multifaceted tests.
Consequently, the test designers in STKIP Muhammadiyah Pringsewu Lampung should design and use alternative language assessment tests which include all the dimensions of language performance considering the fact that academicians have to compete with their counterparts in the international arena.
5.
REFERENCES Alderson, J. C., & Wall, D. (1993).
Does washback exist?
Applied Linguistics, 14, 115–129 Biggs, J (1995).
Assumptions Underlying New Approaches to Educational Assesment for Learning Putting it into Practice.
Maidenhead: Open University Press.
Ferman, I.
(2004).
The Washback of an EFL National Oral Matriculation Test to Teaching and Learning.
In L. Cheng, Y. Watanabe, & A. Curtis (Eds.
), Washback in Language Testing: Research Contexts and Methods (pp.
191-210).
Mahwah, NJ: Lawrence Erlbaum.
Karabulut, A.
(2007).
Micro level impacts of foreign language test (university entrance examination) in Turkey: A washback study (Unpublished master‟s thesis).
Iowa State University, USA.
McEwen, N. (1995).
Educational accountability in Alberta.
Canadian Journal of Education, 20, 27–44.
Rahimi, Z., & Nazhand, N. (2010).
Perspectives on IELTS Preparation Courses to the learners: IranianLearners Perspectives on IELTS Preperation Courses.
2010 International Conference on eEducation, e-Business, eManagement and e-Learning (pp.
490-494).
Los Alamitos: IEEE Computer Society.
Sevimli, S. (2007).
Washback effects of foreign language component of the university entrance examination on the teaching and learning context of English language groups in secondaryeducation (Unpublished master‟s thesis).
University of Gaziantep, Turkey.
Shohamy, E., Donitsa-Schmidt, S., & Ferman, I.
(1996).
Test Impact revisited: Washback effect over time.
Language Testing, 13, 298–317.
Shohamy, E. (1992).
Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning.
Modern Language Journal, 76(4), 513-521.
Shohamy, E. et al.
(1996).
Test Impact Revisited: Washback Effect Over Time.
Language Testing, 13(3), 29831 Smith, M. L. (1991).
Put to the test: The effects of external testing on teachers.
Educational Researcher,20(5), 8-11 Wall, D., & Anderson, J.C. (1993).
Examining Washback: The Srilankan Impact Study.
Language Testing, 10(1), 41-69 SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 150-158 158 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Watanabe, Y.
(1996b).
Does grammar translation come from the entrance examination?
Preliminary findings from classroom-based research.
Language Testing, 13, 318–333
65 (J ou r n a l of E n glish La n gu a ge Tea ch in g a n d Applied Lin gu ist ics) Volu m e 7, N o.
2, Au gu st 2021 P a ge.
65-80 p-ISSN : 2356-2048 e-ISSN : 2356-203x ASSERTIVE ILLOCUTIONARY ACTS STUDY OF BRITISH AND KOREAN IN KOREAN ENGLISHMAN YOUTUBE CHANNEL Akbar Ghifari Abdullah Muhammad, Linguistics Master Program, Airlangga University Email Correspondence: akbar.ghifari.abdullah-2019@fib.unair.ac.id Abstract This study discusses the use of assertive illocutionary acts uttered by Beckham and HeungMin in the videos of the Korean Englishman YouTube Channel.
The study aims to discover the types and differences of assertive illocutionary acts used by the British, represented by Beckham, and Korean, represented by Heung-Min.
This research is descriptive qualitative research as it is designed to get an in-depth understanding and analysis to describe the pattern of assertive illocutionary acts in British Culture and Korean Culture.
British and Korean use assertive acts in their communication, but they use them differently.
The differences occur because of cultural background differences.
British tend to use assertive acts more directive.
Korean mostly use assertive acts in the manner of thinking about other people's pride.
Keywords: Assertive Illocutionary Act, British, Cross-Cultural Pragmatics, Illocutionary Act, Korean.
INTRODUCTION A human being is a social creature who tends to communicate and interact with one another.
Communication holds a crucial role in trading thoughts or ideas among people.
Buck & VanLear (2002) state that there are two types of communication, verbal and non-verbal communication.
Verbal communication is communication using words as tools and it includes text, voice, or symbol.
Non-verbal communication is a way of communicating by using gestures, body movements, eye contact, facial expressions o, RCT appearances as tools.
Fakhrurrazi (2017) argues that if speaking activities are considered as actions, it means that in every speaking activity or speech there is a speech act in it.
Hence, speech acts hold an important role in communication.
Unfortunately, there are chances that they misunderstand each other and do not get the meaning of communication due to the speaker's speech.
Grice (1989) states that this kind of problem is implicature.
It required the addressee to understand and know the meaning from the speaker's context.
It is needed to understand the speaker's meaning in another context in the conversational context, and the non-conversational context; the addressee should understand the implicature in conversation.
To deal with such Assertive… 66 phenomena, people need to understand the intentions in it.
As proposed by Austin (1970) these terms are related to the dimension of acts; (1) locutionary acts is a basic act of utterance (literal meaning), (2) illocutionary act is purposive utterance, (3) perlocutionary act is the act of interpretation that come as a result of the utterances depending on the situations.
If communication is successful, the illocutionary and the perlocutionary are alike or nearly alike (Kreidler, 2013).
Searle (1976) classified illocutionary acts into five characteristics: assertive, directive, commissive, declaration, and expressive.
It cannot be denied that speech acts hold an important role in daily life since these terms are inseparable from human communication.
People tend to speak up and convey what is in their mind, ideas, or/and beliefs, which unconsciously causes an action to the interlocutor.
They may offer arguments, descriptions, explanations, information, and so on.
This description belongs to one of the illocutionary act types, namely assertive or representative speech act.
It cannot be denied that in this digital era, technology changes the way of communication.
Nowadays, communication can be done easily by using the internet.
We can connect and make a line of communication with someone from a different country that has different culture and language.
The human being as an individual and as a part of society has different cultures to hold based on where they are born, grow up, and live.
Hence, every person will hold different values and norms based on the culture they hold.
Culture holds an important role in determining language norms.
For example, an interaction between Korean and Japanese will be different from the interaction between Korean and American.
Moreover, even if the interaction happened between the same nationality, there is the possibility that the interaction will be also different if they come from different cultures, one of them is Javanese and the other is Betawi.
Even if they are from the same ethnic group, such as Java, it does not guarantee that they will have the same language norms and values because there are language variations, regional variations, and social variations (Wardhaugh & Janet, 2015).
Hence, different cultures will generate different ways of speaking and different communicative styles (Wierzbicka, 2003).
Looking at those reasons, this study comes to investigate the assertive illocutionary acts among British and Korean.
As mentioned before, in different societies and communities people speak differently and the differences are profound and systematic.
The differences in cultural background between Akbar Ghifari….
67 England and South Korea will generate various language behaviors.
In South Korea, there is an etiquette called kibun.
There is no literal English translation for kibun.
The closest terms to define it are pride, face, mood, feelings, or state of mind.
Korean think it is important to maintain a comfortable atmosphere even if it is needed to tell white lies.
Korean need to save other people’s faces.
They need to keep the balance of other people’s kibun and their kibun.
In Korea, social harmony is crucial and it makes communication can be complicated because they dislike refusing (Song, 2005).
British does not have something similar to kibun.
They have an interesting mix of communication styles encompassing both understatement and direct communication.
They tend to use qualifiers in communicating with other people such as ‘perhaps’, ‘possibly’, or ‘it could be.
British communication style can be classified as direct but modest because they see people as equal to themselves in rank or class (Higgins, Smith, & Storey, 2010).
The different cultures of communicating will generate different ways of asserting.
Hence, the asserting illocutionary act is proposed in this study.
In conducting this study, some previous studies on illocutionary acts are used.
The first previous study discussed the assertive illocutionary acts of the main character in My Sister’s Keeper movie.
This study was written by Indraswuri (2015) and aimed to discover the assertive acts from the main character in the movie.
This study shows that there are six assertive acts used by the main character.
The acts are used to have specific meanings based on the situations.
The second one is a study of expressive and commissive illocutionary acts and their intended meanings in Steel’s The Cottage.
The study was conducted by Putu et al.
(2017) to discover the illocutionary acts, specifically commissive and expressive, that happened in The Cottage.
It found out that there are five commissive acts and four expressive acts.
The third one is a study that focuses on the pattern of compliments in Instagram photo comments.
This study investigates the pattern of compliments and responses on the topic of skill or ability used on Instagram.
The result of the study reveals that mostly the compliments and the responses use minimal syntactic patterns with the dominant use of adjectives.
Considering those previous studies above, the present study is conducted to explore and compare the assertive illocutionary acts in Korean and British culture through 영국남자 Korean Englishman video based on the following reasons.
First, the previous studies only investigate the act from one culture, but this study will investigate British and Korean assertive Assertive… 68 illocutionary acts.
Second, this study also compares the differences between British assertive illocutionary acts and the Korean assertive illocutionary acts.
RESEARCH METHOD This study is categorized as qualitative research.
Qualitative research is based on descriptive data without using quantification and statistical procedures.
This study used the documentation method to collect the data by watching the video thoroughly, making the transcription, and selecting the samples.
The data were obtained from videos in 영국남자 Korean Englishman YouTube channel.
영국남자 Korean Englishman is a YouTube channel created by British, Joshua Carrot and Oliver Kendal, which has been broadcasting since 2013 until the present.
The content of the channel mostly introduces Korean cultures to British people and vice-versa.
The channel has 8.85 million subscribers, and 398 videos counted until 19th May 2020.
To solve the research problems, purposive sampling is used to obtain samples for the research.
Hence, criterion-based sampling is applied in this study besides purposive sampling.
Pragmatics research data are always in the form of utterances, including the contexts of the text in written form or orally.
Hence, two videos are selected to consider the guest, background, and activities in the video.
The first video is an interview video of David Joseph Beckham, a retired British football player who played for the various big clubs around the world.
The video was published on 23rd October 2019 under the titled 한우 + 치즈 조합 처음 먹어보고 영국 못 갈 뻔한 데이비드 베컴?!
(형님 푸파셨군요..!!)
with an English title as DAVID BECKHAM Tries Korean Beef for the First time!!?
(He's a foodie!!!)
(영국남자 Korean Englishman, 2019).
The video length is 13 minutes and 17 seconds, with 24 assertive utterances found.
The second video is the interview of Son Heung-Min, a Korean football player that plays for Tottenham Hotspur FC under the titled 영국음식이 진짜로 얼마나 맛없는지 보여주는 손흥민!!
(입맛은 아직 100% 한국인), which translated as Son Heung-Min Tries British FISH-HEAD PIE!!
(영국남자 Korean Englishman, 2020).
The video was uploaded on 22nd January 2020.
The Akbar Ghifari….
69 video is 14 minutes and 56 seconds long.
Fourteen assertive utterances can be found in the video.
Through direct observation of the videos, the researcher re-transcribed the available transcripts found in the videos.
The taken data were from the interactions that occurred in the JOLLY YouTube channel and the utterances are classified as their own.
The researcher also examined the social aspects and cultural backgrounds of the assertive speech acts conveyed by Heung-Min and Beckham.
Data collection in this study will go through three stages.
Firstly, the researcher watched the videos on the JOLLY YouTube channel numerous times.
By watching numerous times, the researcher would be familiar and able to take notes of the interactions that happened in the videos.
Secondly, the researcher also re-transcribed the data because some parts of the videos did not have transcription.
Lastly, the researcher codified the data based on the categories and take notes on the participants’ background knowledge.
Then, collected data were analyzed using Searle's (1976) speech act classification theory to find assertive illocutionary acts.
After collecting the data, it was followed by analyzing the data.
The data were presented in the form of sentences.
The utterances which were analyzed were in bold and italic types.
There were some steps taken in the process of analyzing the data.
First, identifying the type of assertive illocutionary act within the video and the context of the situation that influences the meanings of the illocutionary act at the same time while watching the video.
When the data was found, it was noted down with the time stamp it occurred.
After identifying the type of assertive illocutionary act in the video, the data were classified by its types based on Searle's (1976) illocutionary acts classification.
Afterward, the intended meaning of the act within the video was also explained.
The data will then be compared between Beckham's assertive illocutionary acts and Heung-Min's to know the differences between British and Korean assertive illocutionary acts.
FINDINGS AND DISCUSSION Searle (1976) stated that the "assertive act is an illocutionary act that commits the speaker to something's being the case, to the truth of the expressed proposition."
It also means that it is representing some situations.
The actions that belong in these categories are classified as asserting, reporting, explaining, suggesting, and refusing.
The collected data are transcribed and analyzed using Searle’s speech act classification.
Assertive… 70 Asserting Asserting is the most dominant act uttered by Beckham and Heung-Min in the interviews.
Asserting is defined as an act of stating the right information and fact (Turnbull et al., n.d.).
The forms of asserting are claiming, stating, affirming, and so forth.
Data 1.
Asserting Utterance by David Beckham I Beckham : “Thanks for having me down!” Josh : “No, thank you so much for filming with us!
Privileged.” Beckham : “Pleasure” Josh : “Now you've been to Korea several times before, and you've had Korean food, I presume, many times.” Beckham : “Yes, I am a fan of food in general so, wherever I go around the world, I always try to find the hole in the wall places actually, so.” Josh : “I love that!
The places where locals go…” Based on the context of the situation, the dialogue in data 1 occurred between Josh and Beckham.
The conversation took place in a hotel in Seoul, South Korea.
In this conversation, Josh assumed that Beckham already visited South Korea several times and already tried Korean dishes before.
Beckham directly but implicitly asserted that he had tried several Korean dishes that can be seen in the bold sentence above.
The utterance implied that Beckham intended to state that he already tried a couple of foods when he visited South Korea in the past.
Beckham uttered the asserting utterance because he wanted to tell Josh that he is a food lover and always tries to eat traditional food when he visits.
Data 2.
Asserting Utterance by David Beckham II Josh : “It is a soybean-based soup.
It has got a bit of tofu in there, got a bit of meat.” Beckham : “I like the kick”.
Josh : “It has got some spice to it.
You're alright with that?” Beckham : “That's a perfect amount of spice.” The dialogue from data 2 occurred when Beckham tried one traditional stew from South Korea, namely doenjang jjigae (Korean soybean paste stew).
This assertive act is categorized as claiming because he believes that the amount of spice in the stew is perfect.
Turnbull et al.
(2015) define claiming as an act of saying something that is although it is not proven yet, and it is based on someone's perspective.
In data 2, Beckham feels that the spice in the stew is perfectly suitable for his taste.
Akbar Ghifari….
71 Data 3.
Assertive Utterance by Heung-Min I Josh : “Today, we are in England.
So, I thought it would be a good idea to test how well you know British food..” Heung-Min : “Scary”.
Josh : “You’re gonna be fine Heung-Min : “I’m a little bit scared.
But I don’t know British food that well.” Josh : “You don’t” Heung-Min : “No, because I always eat the same sort of food.
I just didn’t have the time to try a lot of foods.” Based on the situation context, the dialogue between Josh and Heung-Min happened in the interview that was located at the hotel in London, England.
Heung-min was invited to interview while trying several types of traditional or unique British dishes, but he did not know about the dish.
Hence, he stated that he was afraid of what he would taste.
In data 3, he uttered assertive utterances twice, this utterance 'I’m a little bit scared.
But I don’t know British food that well’ and this utterance ‘No because I always eat some sort of food.
I just didn’t have the time to try a lot of foods.'.
These utterances are categorized as an assertive type of stating because Heung-Min clearly said that he always has the same kind of food to eat, and he does not know well about British food.
Data 4.
Assertive Utterance by Heung-Min II The conversation from data 2 occurred with the context of the situation Heung-Min tried a mysterious dish that Josh brought.
He gave it a taste for the first time.
The utterance said by Heung-Min is categorized as an assertive type of stating because he wanted Josh to know that he had never seen the sausage roll before, even though they sell it in the stadium.
Hence, the utterance in data 4 is categorized as assertive acts.
Josh : “You’ve never seen this before” Heung-Min : “Yeah...” Josh : “Wow...If you’re new to this...” Heung-Min : “I’ve never seen this before” Josh : “Oh, I think you might be in trouble then!” Heung-Min : “Really, this is my first time!” Josh : “ Actually, you can get sausage rolls even in places like stadiums.
But sausage rolls in the stadium are a little bit longer and have less meat.” Assertive… 72 Reporting Reporting is one of the types of assertive illocutionary acts that has the purpose of informing someone about something that has been done Turnbull et al., (2015).
The addresser tries to inform the addressee about things that happened in the addresser’s life.
Data 5.
Reporting Utterance by David Beckham III Beckham : “I'm a big meat fan.
So, Korean barbecue was one of the things I was looking for while I was here.
So...” Josh : “I heard that you’re a fan of kimchi as well.” Beckham : “I am, I am, but I like it spicy.
I had some kimchi yesterday evening.
That’s the first time I tasted it, but it’s not been spicy.” Josh : “Okay, maybe it was white kimchi?
Very different, right?” In data 5 mentioned above, two assertive utterances were uttered by Beckham.
The context of the situation is that Josh and Beckham are trying to grill some signature cuts from the Korean barbecue.
While waiting for the meat to be done, Beckham tells Josh that he likes to eat meat.
Beckham wants Josh to know that he likes eating meat by saying he is a big meat fan.
The intended meaning of the utterance is that Beckham wants Josh to give him enough meat to eat.
He thinks that Josh should know that fact.
Another assertive utterance follows this utterance.
The following utterance has an intention that Beckham can eat kimchi, and he is fine eating kimchi.
Moreover, he tells Josh that he prefers to eat spicy food than bland ones.
Both utterances in data 5 are categorized as an assertive act of reporting.
Data 6: Reporting Utterance by Beckham IV Beckham : “Yeah, and the funny story about that game was I had to borrow those boots.
Josh : “Really.” Beckham : “Yeah, because there was a player, he was called Charlie Miller.
Those were the only boots that were available so, they had ‘Charlie’ on them.
On the tongue.” Josh : “That is hilarious!
I had no idea!” The conversation in data 6 talks about one of the great games played by Beckham; it was when he played for Manchester United and scored 60 yards goal against Wimbledon.
Beckham wanted to tell Josh the truth about the boots he wore at that game.
He told Josh whose boots he wore to score 60 yards goal.
The intended meaning of the utterance is that Beckham wants to tell the story behind the boots worn at that game.
He wanted to tell Josh that even he borrowed Akbar Ghifari….
73 the boots, it did not affect his performance.
Beckham also implicitly conveyed his thought about the boots; he thought that the boots were good.
Hence, the utterance from data 6 is categorized as an assertive act of reporting because Beckham purposely told Josh about an event that he had in the past.
Data 7.
Reporting Utterance by Heung-Min III Josh : “Give it a look.” Heung-Min : “Ah!
Toast beans, yeah?” Josh : “Yeah!
Beans on toast!
Exactly!
Heung-Min : “That’s what we have every breakfast in the training ground as well.” Josh : “Really?
Do you guys have beans on the toast?!
That’s an English classic!” The context of the situation of data 7 is Heung-Min was given a tray with a dish inside it.
He did not know what kind of dish was inside the tray.
Hence, Josh asked him to take a look at it.
After knowing what was inside the tray, Heung-Min tried to inform Josh that he usually has it for breakfast.
Heung-Min intended to give information to Josh that he never tried before.
He thought that he did not need to give it a taste because he already had it.
Data 8.
Reporting Utterance by Heung-Min IV Josh : “It’s easier to use words.” Heung-Min : “But it was really helpful.
They speak so fast, then I go to the players, looks like they’re speaking so slow.” Data 7 contains an assertive reporting act.
The context of the situation is that Josh asked Heung-Min how he learned German when he moved to Germany.
Heung-Min told Josh that he learned Germany by watching SpongeBob SquarePants.
Hence, in data 7, he implied that his teammates' speaking is slower than what he learned.
He gave Josh information that watching SpongeBob helped him learn German and made him think other people spoke slowly.
Explaining According to Turnbull et al.
(2015), explaining is described as telling somebody about something in detail in a way that is easy to understand.
The addresser usually utters explaining sentences to describe something.
It is the addresser's way to make the utterance to be clear and understandable for the addressee.
The utterances that use an assertive act of explaining are presented as follows.
Data 9.
Explaining Utterance by David Beckham V Assertive… 74 Josh : “Okay, interesting!
I didn’t know that!” Beckham : “I always cook at home with the kids on the barbecue, so.” Josh : “Really” Beckham : “Yeah.
Even when it’s raining.
We always pick different cuts of meat and we go out to the barbecue.” Josh : “That’s awesome.” The conversation that happened in data 9 is the conversation continuation from data 5.
It has the same context of the situation as the previous data.
In data 9, Beckham wants to report to Josh that he usually cooks and does a barbecue with his kids despite the bad weather.
The intended meaning of the utterances is to convince Josh that he is a huge fan of the meat.
The reason he uttered it is to strengthen his previous utterances that he is a fan of meat.
Data 10.
Explaining Utterance by David Beckham VI Josh : “You know, I’ve heard, the Beckham of Korea, Son Heung-min.” Heung-Min : “Great player.
You know some so many great players are Korean that played in Europe that played obviously all over the world, but I always find that players that I played against, obviously they play with passion, but there are determination and a love of the game.
And that's why I always find there's a real strength and depth with the way they play and the way they enjoy the game as well.” Josh : “Oh, sure!
Okay, yeah!
I’m so glad you like this”.
The data context of the situation is Josh was asking Beckham about his thought on Heung-Min that has a nickname, the Korean David Beckham.
Josh wanted to know Beckham's opinion about him and his nickname.
Therefore, Beckham explained to Josh what he thought about Heung-Min.
He gave quite a detailed explanation of his thoughts on Heung-Min.
As a result, Josh had an idea of how Beckham thought about Heung-Min and his nickname as the Korean David Beckham.
Therefore, this utterance is categorized as an assertive act of explaining because Beckham gave detailed information about his thoughts on Heung-Min.
Explaining Utterances Uttered by Heung-Mi Data 11.
Explaining Utterance by Heung-Min JOSH : Would you recommend that?
As a way to learn a new language?
HEUNG-MIN : It was really difficult cuz Spongebob speaks so fast and I mean… I just tried it because I needed it.
Cause I was so desperate, although I Akbar Ghifari….
75 couldn’t understand and I would just guess what they’re saying from the pictures.
That’s how I understood because animation is much easier to understand than drama or films, so that was my strategy.
JOSH : It’s easier to use words.
The data has a context of a situation in which Josh was confirming to Heung-Min that he learned German by watching tv shows.
As a result, Josh asked him whether learning a new language through tv shows was a good way or not.
Afterward, Heung-Min told Josh good and bad things about learning language through tv shows, especially animation.
Heung-Min felt that it was difficult for him to learn a language through animation because the way they talk is fast.
However, it is easier to use animation as media than dramas or films.
The utterance gives detailed information on how Heung-Min felt learning through watching SpongeBob.
Hence, the utterance in data 11 is categorized as an assertive act of explaining.
Data 12.
Explaining Utterance by Heung-Min JOSH : What is a day in the life of Son Heung-min in London like?
HEUNG-MIN : Well, on a normal day, I would wake up at 7:30, get dressed and ready, and go training, then come home when I'm done at about 2, 3 in the afternoon.
Then I just rest, and I sleep at about 9 or 10 o'clock.
I sleep early, to be ready for the next day.
That's a normal day and on game days, the routine is a bit different.
So, I sleep a little later, at 8, have breakfast, and relax until I get ready and go to the stadium.
And also, I always shave before a game.
I've recently started to shave with the new Skintech.
It's really good!
This… I have very sensitive skin so, very sensitive.
So, if my skin is irritated after every time I shave, it not only looks bad but feels like I’m doing it wrong.
The situation context for the above data is that Josh asks Heung-Min how he does his daily activities like a football player.
Hence, Heung-Min tells Josh what he usually does when there are a game and no game life.
He gives Josh pretty detailed information on what he does daily.
As a result, the utterance in data 12 is an assertive act of suggesting.
Suggesting Turnbull et al.
(2015) define suggesting as an act of giving choices to the addressee.
In this act, the addresser gives an idea or proportion to be considered by the addressee.
The assertive act of suggesting is only found in Beckham's data.
There are no suggesting actions that can be found in Heung-Min's utterances data.
The following is suggesting data uttered by Beckham.
Data 13.
Suggesting Utterance by Beckham JOSH : I mean, what’s going through your mind?!
Assertive… 76 BECKHAM : I mean I had a good sleep the night before.
So, I felt good, ready for it.
JOSH : Wow!
BECKHAM : You might need to turn that up a little bit.
JOSH : Sorry, you’re teaching me how to do this!
This data happened when Josh was grilling some meats for him and Beckham.
While grilling, he also interviewed Beckham and asked him some questions.
However, Beckham noticed that the heat was too low for the meats.
Hence, he asked Josh to turn the heat a bit up to make sure that it was well-cooked.
This utterance is categorized as an assertive act of suggesting because by uttering the sentence, Beckham gave some advice act for Josh to turn the heat up.
He did not force Josh to turn up the heat, but he let Josh choose an action by giving him a suggestion.
Based on the data analysis, to be more understandable, the data can be concluded as a percentage in the table below: Table 1.
Assertive Classification Of David Beckhams’ Utterances And Son Heung-Min’s Utterances.
Assertive Classifications David Beckham (British) Percentage Son Heung-Min (Korean) Percentage Asserting 10 41.6% 7 50.0% Reporting 8 33.3% 3 21.4% Explaining 5 20.8% 4 28.5% Suggesting 1 4.1% 0 0.00% Refusing 0 0.00% 0 0.00% Total 24 14 The contained data in table 1 shows that both speakers use certain acts proposed by Searle (1976).
It can be seen that both British and Korean frequently produce illocutionary acts without realizing, whether in formal or informal situations.
.
Yule (1996) stated that illocutionary acts are interlocked speech acts.
Dibdyaningsih (2019) stated that people also perform utterances when they do communicate.
Searle (1976) classified illocutionary into five types, those are assertive, directives, commissive, expressive, and declarations.
Further, this study focuses on the finding of assertive illocutionary acts.
There are five types of assertive acts; asserting, reporting, explaining, suggesting, and refusing.
However, there are only four types of assertive illocutionary acts are found in the research data.
Hornby & Crowther (1995) defines asserting as the act of expressing truth and factual information.
The forms of assertive acts can be in the forms of claiming, stating, confirming, and so on.
Reporting illocutionary act is defined as an act to provide information about Akbar Ghifari….
77 something that has been done and completed.
Explaining is defined as a way of telling something with great details in it.
The speakers frequently use extensive sentences to make the story clear enough for the listener to understand.
Suggesting is defined as a statement that something is to be chosen.
The speakers frequently express an idea or a plan to be considered by the hearer.
Refusing is defined as an act of stating that someone will not perform something that has been asked.
Some various circumstances and scenarios make the individual decide on something.
According to the data, Beckham uses four out of five assertive acts in the interview session.
Meanwhile, Heung-Min uses three out of five assertive acts in the interview.
Both do not use the assertive act of refusing in the interview sessions.
Moreover, it is not found the assertive act of suggesting uttered by Heung-Min.
Additionally, asserting becomes the most dominant act uttered by Beckham and Heung-Min with the total number of Beckham counts 10 per 24 (41.6%), and Heung-Min is counted 7 per 14 (50%).
It shows in specific ways, both Beckham and Heung-Min tend to state the statements as the way to claim, declare, affirm, and so forth.
There are some differences in uttering assertive illocutionary acts between British and Korean.
According to The differences cannot be separated from cultures and values.
British that is part of western culture has different ways of uttering assertive acts than Korean that are part of eastern culture.
Korean, as a part of eastern culture, shows that in uttering assertive utterances, they tend to show affection toward the addresser.
They tend to make the atmosphere comfortable for the addresser and the addressee.
This act is related to Korean etiquette kibun.
However, in British culture, they tend to speak directly but are still modest.
They utter what they want to make the atmosphere comfortable modestly and still.
It is further explained by Hall (1989) that Asians and Europeans have differences in their communication styles, which are heavily affected by their respective culture.
He explains that there are two classifications of communication style, which are Low Context and High Context.
Low Context communication style is classified as being dramatic, dominant, animated, relaxed, attentive, open, friendly, contentious, and impression-leaving.
High context, however, is in contrast with Low Context is classified by being indirect, inferring meaning, interpersonal sensitivity, using feelings to guide behaviour, and using silence.
In a High Context culture, such as South Korea, people tend to speak information implicitly during Assertive… 78 communication.
People in Korea also be more concerned about long-term relationships and loyalty and have fewer rules and structures implemented.
As for Low context, people who adhere to this culture, such as the UK, tend to exchange information explicitly and rarely make the conversation implicit or hidden.
According to Hall (1989), Asian cultures tend to adhere to high context communication styles, while European cultures tend to adhere to low context communication styles.
In a further observation, Gudykunst (2003) found that European Americans reported tending to be more dramatic, more open, and more precise than Asian Americans, while Asian Americans reported being more indirect than European Americans.
CONCLUSION Based on the findings, there are 38 assertive speech acts used by Beckham and Heung-Min in the videos.
The utterances are divided into 24 illocutionary acts uttered by Beckham and 14 illocutionary acts uttered by Heung-Min.
In details, Beckham uttered 10 (41.6%) asserting, 8 (33.3%) reporting, 5 (20.8%) explaining, and 1 (4.1%) suggesting.
In Heung-Min’s data, it included 7 (50%) asserting, 3 (21.4%) reporting, and 4 (28.5%) explaining.
The most widely used is an assertive illocutionary act.
In contrast, refusing is never used by Beckham or HeungMin in the videos.
This study investigates the differences between British and Korean in uttering assertive illocutionary acts.
This study reveals that British and Korean use the same assertive illocutionary acts.
However, there are some differences in how they utter the acts.
The differences have happened because there are cultural and values differences in each culture.
First, Korean culture tends to make the atmosphere more comfortable by thinking about the interlocutor's pride.
They only say what they need to say, not what they want to say.
In other words, Korean culture utters assertive illocutionary acts while doing face-saving because of their kibun etiquette.
Second, the British tend to use assertive acts directly.
They utter things that they want but in modesty.
REFERENCES Austin, J.
(1970).
How to do things with words: the William James lectures delivered at Harvard University in 1955. https://ixtheo.de/Record/1105545040 Buck, R., & VanLear, C. A.
(2002).
Verbal and nonverbal communication: Distinguishing Akbar Ghifari….
79 symbolic, spontaneous, and pseudo-spontaneous nonverbal behavior.
Journal of Communication, 52(3), 522–541.
https://doi.org/10.1093/joc/52.3.522 Dibdyaningsih, H. (2019).
An Analysis of Teacher Speech Act in Giving Motivation for English Students.
JELTII (Journal of English Language Teaching and Islamic Integration), 2(02), 218–229.
https://doi.org/10.31227/osf.io/yzh34 Fakhrurrazi.
(2017).
Dinamika Pendidikan Dayah Antara Tradisional dan Modern.
Jurnal AtTafkir, X(2), 100–111.
Grice, H. (1989).
Studies in the Way of Words.
https://www.google.com/books?hl=en&lr=&id=QqtAbkbs34C&oi=fnd&pg=PA1&dq=Grice,+P.+(1989).+Study+in+the+Way+of+Words.+Cam bridge:+Harvard+University+Press.&ots=QrzjajZqtg&sig=rCkg1TyKE7Fe_ymU_nX5OpN5Vo Gudykunst, W. (2003).
Cross-cultural and intercultural communication.
https://www.google.com/books?hl=en&lr=&id=5sjpr1ypmcC&oi=fnd&pg=PP9&dq=gudykunst+cross+cultural&ots=GFjl96JFVY&sig =p5pftzwCke1jJy6PlmUmAqCQ0TM Hall, E. T. (1989).
Beyond culture.
Anchor.
Hornby, A. S., & Crowther, J.
(1995).
Oxford advanced learner’s dictionary of current English.
Oxford University Press.
Indraswuri, V. (2015).
the Study on the Assertive Illocutionary Acts of the Main Characters in My Sister ’ S Keeper Movie Script By Nick Cassavetes and Jeremy Leven, Film My Sister ’ S Keeper Oleh Nick Cassavetes Dan Jeremy Leven ).
Repository.Une.Ac.Id.
https://voxy.com/blog/index.php/2011/04/inspirational-quotes-for-language-learners/, Kreidler, C. (2013).
Introducing English Semantics.
In Introducing English Semantics.
https://doi.org/10.4324/9781315886428 Putu, A.
A., Dewi, R., Made Rajeg, I., & Netra, I. M. (2017).
Commissive And Expressive Illocutionary Acts And Their Intended Meanings In Steel’s The Cottage.
Humanis, 16(3), 7–14.
Searle, J. R. (1976).
A classification of illocutionary acts.
Language in Society, 5(1), 1–23.
https://doi.org/10.1017/S0047404500006837 Turnbull, J., Lea, D., Parkinson, D., … P.
P.-I., & 2010, U.
(n.d.).
Oxford advanced learner’s dictionary.
In doc1.bibliothek.li.
Retrieved July 6, 2020, from https://doc1.bibliothek.li/aav/FLMA142353.pdf Yule, G. (1996).
Pragmatics: Oxford University Press.
Jurnal SMART , Volume 3, No 2 (2017), Page.
103-109 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X DOI: https://doi.org/10.26638/467.203X 103 TECHNIQUES IN TEACHING VOCABULARY AT THE FIRST GRADE SD CITRA BANGSA SCHOOL PRINGSEWU Tiara Noviarini STMIK Mitra Karya Bekasi Tiaranoviarini140315@gmail.com Abstract This study reports on research results aimed at investigating the techniques used by a teacher and techniques employed implemented to be teach vocabulary to students, as well as students’ responses in employing those techniques.
Interview, observation, and documentation were carried out to collect the data.
The findings indicate that the teacher applied various techniques with various responses in teaching vocabulary.
In teaching vocabulary, the teacher mostly employed Repetition drill, vocabulary networks, guess the word, guess the picture, and sing a song.
It is relevant to procedure of techniques in teaching English vocabulary.
Most of the students of first grade give positive response, they were very enthusiastic and motivated by the techniques used by the teacher.
Keywords: Teaching techniques, vocabulary, presenting vocabulary.
1.
INTRODUCTION Vocabulary is main parts of English.
By having bundle of vocabularies, the students can speak well, understand what the other say, able to write and comprehend ideas in reading.
Improving students’ vocabulary is very important, even though it is not main goal of the learning process Thornburry, (2002:148).
Therefore, a teacher in teaching English cannot ignore the vocabulary.
It is related to School Based Curriculum (KTSP).
In the School Based Curriculum, teaching English should be integrated with other skills and language competences like speaking, listening, reading, and writing.
Vocabulary is a basic component of them.
So, the teacher should teach vocabulary first before going to teach other skills.
Teaching vocabulary to young learner is not easy.
There is a difference between teaching to children and adults.
According to Harmer (2007:82), teaching children is not a simple thing.
They have complex characteristic.
They do not just focus on Creation is distributed under the Creative Commons License Attribution-Share Alike 4.0 International Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart Jurnal SMART : Journal of English Language Teaching and Applied Linguistics.
https://doi.org/10.26638/467.203X Tiara Noviarini … 104 what is being taught, but also learn all sorts of other things at the same time, trying to find information from whatever is going on around them.
So, the teacher needs to manipulate some techniques to support the teaching learning process and to introduce new vocabulary to the students because it is one of the teacher’s main aims (Harmer, 2001:82).
Based on the information obtained from Education Office in Pringsewu, SD Citra Bangsa School (the research location) is one of the favorite elementary schools in Pringsewu than other elementary school in Pringsewu.
The average of students’ vocabulary in SD Citra Bangsa School is higher than the other schools.
Therefore, based on the explanation above, in this research, the researcher wants to analyze the technique on teaching English vocabulary and the effectiveness of this technique, especially for students of first grade at SD Citra Bangsa School in academic year 2015/2016.
2.
RESEARCH METHOD This study used qualitative method.
According to Dornyei (2008: 196), the purpose of qualitative research is to provide descriptions of social phenomena which happen naturally.
This qualitative research that involved descriptive study was conducted in SD Citra Bangsa School Pringsewu.
The participant of this research was English teacher who teach in first grade and the students in first grade.
The data collecting techniques used in this research were observation, interview, and documentation based on Takač (2008:67).
3.
FINDINGS AND DISCUSSION Based on the result of observation, interview and documentation in SD Citra Bangsa School the researcher got some data about the techniques used by the teacher in teaching vocabulary.
Then, the researcher discusses about techniques of teaching vocabulary, what techniques are employed by the teacher, how the techniques employed implemented, and what are the students’ responses in employing those techniques.
It is also presented in the form of procedural texts.
1.
Techniques employed by the teacher in presenting the teaching of vocabulary to the learners.
Based on the result of observation, interview and documentation, the researcher found some data about the techniques used by the teacher in teaching vocabulary.
The teacher used 5 techniques in teaching vocabulary.
They were repetition drill, vocabulary Techniques in Teaching Vocabulary…… 105 networks, guess the word, guess the picture, and sing a song.
2.
How the techniques employed is implemented to be teach vocabulary to students Based on the result of observation, the writer got data about the using of vocabulary teaching techniques at first grade students of SD SD Citra Bangsa School.
The detailed uses of those techniques were described as follow: a. Repetition Drill Based on the observation and interview, by used repetition drill can help them to memorize the words.
The procedure of this technique is very easy.
First, the teacher explained the materials and then at the end the teacher repeated the materials again.
In the third observation, the teacher taught about Things in the bedroom.
First the teacher gave explanation about the things in the bedroom and after that in the end the teacher repeated the lesson again to make the students understood and remembered the words.
b.
Vocabulary Network During the observation, the researcher found that the teacher of in the first class used vocabulary networks two times.
In the first meeting in English class, the teacher given the the topic Part of House.
In this lesson, teachers tells the story of the picture given (Nation, 2003:129).
There is a picture of house shown by teacher provide to students.
Then, the teacher enthusiastically explained by asking existing space around the house to students.
Students are able to mention and understand all the room around the house.
Teacher writes the topic in the middle circle in English, and draws five legs of spider because one of the activities today is making spider word/mind mapping.
Teacher asks each child to put a word in the middle (related to the topic have learned before) on the five bottom lines of each of the outer circles.
Students begin to mention one by one.
In the second meeting, the teacher given the topic: Things in the bedroom.
The Vocabulary network still used in the class to introduced the new vocabulary.
The procedures of this technique is still same with lesson before.
teachers tells the story of the picture given.
There is a picture of bedroom shown by teacher provide to students.
Then, the teacher explained by asking existing space around the house to students.
Students are able to mention and understand all the things around the bedroom.
Teacher writes the topic in the middle circle in Tiara Noviarini … 106 English, and draws six legs of spider because one of the activities today is making spider word/mind mapping.
Teacher asks each child to put a word in the middle (related to the topic have learned before) on the six bottom lines of each of the outer circles.
Students begin to mention one by one part of living room.
And the teachers write down the part of bedroom in English.
c. Guess the Word Based on observation, guess the words often used by the teacher of first grade.
Almost every meeting, this technique is used in various activities.
The purpose was to brainstorm students’ ideas and also make students active in class.
In the first meeting meeting with the topic: Part of house, teacher give the characteristics of a certain room of house.
After that, students guess what a room it is.
When students began to silent and look surrender to answer, teacher stand in front of class and start to give clues, students try to answer the room is meant by teacher.
In the third meeting with topic: Things in the bedroom.
The researcher found guess the words as a technique that were used by the teacher.
At the beginning of the learning, the teacher asks question based on the topic of the day.
Students guess what things in the bedroom, after that teacher stand in front of class and start to give clues, and students try to answer the question.
The observation in the fourth meeting was conducted in the first grade student of SD Citra Bangsa School Pringsewu with the topic: Part of body.
The teacher used guess the words as one of the technique in teaching vocabulary.
The procedures of guess the word are not different with before activity.
The first, teacher story about daily routines such as breakfast, brush your teeth, go to school, watching tv, etc.
After that the techer given the question about part of body based on the story before.
The students try to guess the name’s part of body.
The teacher used guess the word to the students and most of the students could remember the meaning of the words.
Besides that, the students were active in answering the questions.
d. Guess the Picture Teacher of first grade teach vocabulary by using picture (flashcard).
Here, teacher asks certain flashcard and students guess what the picture it is.
In teaching vocabulary using pictures (flash card) is a good way to make children understand and easy to follow the Techniques in Teaching Vocabulary…… 107 vocabulary lesson.
They study and have fun with the activities from the teachers.
The researcher found the Guess the picture in three meeting.
First, with topic Part of body.
The procedure and activities of making flashcards in the first meeting at first class as follow: First, the teacher gives a copy of the picture, related to the topic.
The topic is House.
After that, the teacher asks students to make flashcards as well as their creativity.
Teachers prepares the tools for making flashcard; scissors, glue and color pencils/crayons.
After the ingredients prepared, the students try to make the best colorful flashcards.
Then, the students start by cut the picture and it’s name were provided by the teacher, the students pressed further into the image and name of colorful paper.
And the last, students use their flashcards to learn more about room around the house with the teacher.
e. Sing A Song Based on the observation, the researcher found the Sing a song as one of the techniques that used by teacher in teaching vocabulary.
In the second meeting, with the topic: Part of house.
And in the sixth meeting, with the topic: Part of Body.
Teacher gives song that is related to the topic in the first grade.
Teaching vocabulary to the SD Citra Bangsa School students using songs is appropriate and helped them to memorize the new words easily.
3.
The students’ responses in employing those techniques.
Based on the observation and interview in SD Citra bangsa School at the first grade, the researcher found 4 techniques used by the teacher in teaching vocabulary.
In each technique given, the students gives the responses in each techniques.
a. Repeatation Drill Repetition Drill became a part of teaching vocabulary by the teacher at SD Citra Bangsa School to expand the context range of an item and make students easy and always remember the new words.
From the observation, the researchers looked at the students actively repeat the word what the teacher said.
b.
Vocabulary Network Vocabulary network is effective enough to teach vocabulary, but it will be less effective when they know little references of words.
It will be more effective when it is used to help them classify group words.
When the teacher used this technique, the students gave Tiara Noviarini … 108 positive response by showing their interest, enthusiasm and motivation during the action.
It was known from observation and interview done during the research.
c. Guess the word Based on the result of observation and interview, the teacher of first grade also uses “guessing word” as her techniques to introduce some new vocabularies.
Most students seem curious to do this activity.
It is very effective in improving their curiosity.
Meanwhile, most students of first grade are enthusiastic in guessing some words using various activities.
It is effective to warm up them when they lost their interest in the middle of teaching and learning process.
d. Guess the Picture From the observation and interview, most technique of teaching vocabulary used in first grade is guessing picture by using real objects, pictures, and flashcards.
Most of the students were enthusiastic to guess some things appointed by teacher.
It is very effective to recall their schemata to guess the words in the target language.
From the finding research above, it can be described that guess picture is effective to be used in various activities.
From my observation, the students were really enthusiastic when cutting and patching the pictures based on the vocabulary given by the teacher.
They also patched the pictures with the meaning on the wall so while they sat or played in the class they still remembered the vocabulary through pictures.
e. Sing a Song The result of this study showed that the technique in learning vocabulary using songs can help students memorize some new words easily.
Besides, it also created a very good atmosphere in class and reduce tense, so every students felt enjoy in their study and the quality of learning process was increasing.
The evidence showed that the students were enthusiastic in doing the exercise and the evaluation was very good.
Similarly, the teacher was also enthusiastic in vocabulary teaching technique through songs because it can help her evaluate and control the classroom.
In brief, in teaching and learning English vocabulary by using songs gave a very good response for both students and teacher.
So, it constituted a valuable thing in achieving the goal of English teaching and learning process.
4.
CONCLUSION Techniques in Teaching Vocabulary…… 109 This research focused on techniques in teaching vocabulary in SD Citra Bangsa School Pringsewu Lampung at the frist grade.
The purpose of the study was to to find out the techniques employed by the teacher in presenting the teaching of vocabulary to the learners, to find out techniques employed implemented to be teach vocabulary to students, and to find out the students’ responses in employing those techniques.
5.REFERENCES Dornyei, Z.
(2008).
Research methods in applied linguistics.
Oxford: Oxford University Press.
Harmer, J.
(2001).The practice of English language teaching (3rdedition).
England: Pearson Education Limited.
___________(2007).
How To Teach English: New Edition.
Edinburg Gate : Pearson Education Limited.
Nation, I.S.P.
(2003).
Learning Vocabulary In Another Language.Fourth printing.Victoria University of Wellington: Cambridge University Press.
Takač, V. P., & Singleton, D.
(Eds.).
(2008).
Vocabulary learning strategies and foreign language acquisition.
Canada: Multilingual Matters Ltd. Thornburry, Scott.
(2002).
How to teach vocabulary.
England: Longman: Pearson Education limited.
Jurnal SMART , Volume 3, No 2 (2017) , Page.
110-116 ISSN Cetak : 2356-2048 ISSN Online : 2356-203X DOI: https://doi.org/10.26638//468.203X 110 PROJECT BASED LEARNING IN EVOKING STUDENTS’ WILLINGNESS TO CREATE BUSINESS: A CASE STUDY IN CLASS OF ENTREPRENEURSHIP Rahmatika Kayyis English Department, STKIP Muhammadiyah Pringsewu kayyis@stkipmpringsewu-lpg.ac.id Abstract This research has a purpose to report the implementation of Project Based Learning (PBL) as a teaching method to evoke students’ willingness in creating business in entrepreneurship class.The research used qualitative approach which involved the case study method.
In doing the project, 62 students of STKIP Muhammadiyah Pringsewu was divided into 31 pairs.
The technique of collecting data by using questionaire of motivation in creating bussiness by Utoyo.
The results showed that PBL evokes students willingness and creates students independency in using their talent in creating bussiness.
Keywords: Entrepeneurship, Project Based Learning, Bussiness.
1.
INTRODUCTION Asian Economic Community (AEC) gives new opportunity to Indonesia for growth and prosperity.
AEC brings the challenge for Indonesian people to be more creative in creating business.
This challenge is accepted in SKTIP Muhammadiyah Pringsewu Lampung by preparing the sudents skill of bussiness in enterpreneurship class.
Although, the objective of teaching learning in this subject may change, but the essence is still the same.
For students in English education, the enterpreneurship class existed to evoke the willingness of doing bussiness.
Realize it or not, the chance of fresh-graduated to be recruited as a teacher or goverment employees.
The chance should be created by optimalizing the students talents to create their own bussiness in the class.
Of course, the learning method shuld be designed to gve the students autonomy in learning.
There are many kinds of teaching Creation is distributed under the Creative Commons License Attribution-Share Alike 4.0 International Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart JurnalSMART : Journal of English Language Teaching and Applied Linguistics.
https://doi.org/10.26638/468.203X Project Based Learning…… 111 methodology which can be employed to promote learner autonomy: using process syllabus (Widdowson, 1990), employing self-access learning (Jordan, 1997; Lynch, 2001), involving taskbased and project-based learning (Robinson, 1991; Robinson et al., 2001).
Project Based Learning is mentioned as the teaching methodology that promote learner autonomy.
Kalabzova (2015: 1) states that Project Based Learning (PBL) represents nowadays an approach to learning which may meet several students´ needs.
For one thing it offers a skill-based practice for another it symbolizes the focus on students who should become involved, show inner motivation and creativity.
The main advantage is that students deal with real subject matter by working on the real problems.
It emerges that this sense of solving an authentic difficulty, in the area of group work and cooperation experience has the potential to help students learn.
However, project work comprises quite a complex topic since its implementation and usage at schools lays increased demands both on organization and psychological aspects of teachers ‘work.
According to Beckett (2002: 54) in the context of second language (L2) education, PBL has a variety of terms that he finds interchangeable, such as project work, project method, project approach, project-oriented approach or project-based instruction.
He claims that this method was firstly applied in L2 setting more than 20 years ago in order to provide learners with chances “to interact and communicate with each other and with native speakers of the target language in authentic context.” Moreover, Ribé and Vidal (1993) see PBL as a chance for students with poor linguistic skills to be in project work actively participating as they may make use of their other talents in other nonlinguistic tasks and consequently improve their confidence and general attitude towards language learning.
Based on those theories it can be assumed that project based learning is teaching method that offer learner autonomy and freedom to be enggaged with their learning activity.
From that also the learner can learn their language (L2) by doing their project conciously or unconciously.
Project based learning also believed can promote learner autonomy in class of enterpreneurship.
By alowing the students to do the bussiness, the students also can show the talent in other linguistic tasks and improve their confidence and attitude toward learning.
Afterwards, the perceptions of students Rahmatika… 112 need to be analyzed in order to measure the level of success or failure of this implementation in evoking students willingness to create bussiness.
2.
RESERCH METHOD This qualitative research that involved one shoot-case study was conducted in SMAN 2 Pringsewu..
The participants of this study were 62 sixthsemester undergraduate English Education students that registered as students in enterpreneurship class divided in two classes.
The data were collected mainly from the students’questionaires about their willingness of creating bussiness in the form of motivation doing enterpreneurship.
3.
FINDINGS AND DISCUSSION Related to the question of how PBL can evoke students willingness to create bussiness The researcher conducted PBL in three phases included preparation phase, realization phase, and evaluation phase (Miller, 2011).
Started from preparation phase, students did the observation and interview to the business owner who run the business on course education.
Realization phase included planning and implementation.
In this phase, students created logos, vision, mission, marketing plan, business plan, and budget plan.
Those plans reported and consulted to the lecturer before implemented in real situation.
In evaluation phase, the result can be concluded that they were reported creating and running the business.
The question can be answered based on the result of questionaire about the students willingness in creating bussiness.
Table 1 The Motvation in Creating Bussiness Sosial Prestige Questions EA A N NA DN A 1 I feel proud if I create and own my bussiness 89 % 7% 4% 0% 0% 2 I regard that doing bussiness is one of social prestiges 50 % 32 % 4% 10 % 4% 3 I feel more proud in socialitat ion if I own my bussiness 50 % 30 % 10 % 5% 5% Individual Challenge Project Based Learning…… 113 Questions EA A N N A DN A 1 I alway s want to try new things 60 % 30 % 5 % 4% 1% 2 I have a vision that “if they can do it, I can do it.” 70 % 25 % 3 I am risk taker of the risk that I take 45 % 30 % Being an Owner Questions EA A N NA DN A 1 I want to have an obligatio n right of the bussines s result 70 % 15 % 15 % 2 I prefer to make my own decision 60 % 20 % 20 % 3 I have a willingn 80 15 5% ess to be free of being a worker % % Inovation Questions EA A N N A DN A 1 I am smart in finding and creating idea of bussines s 45 % 50 % 5 % 2 I always prefer of somethin g that needs creativit y 30 % 70 % 3 I always want to create or develop bussines s 40 % 40 % Leadership Questions EA A N N A DN A 1 I have willingne ss to be inisiative 60 % 40 % 10 % 2 I can make some interactio n with various 70 % 20 % 5% 5 % Rahmatika… 114 personali ty 3 I have ability in influenci ng others 50 % 40 % 10 % Flexibility Questions EA A N N A DN A 1 I preferles s in routinity 40 % 50 % 10 % 2 I want to be free in regulati ng my own bussines s 80 % 10 % 5% 5 % 3 I do not like to be in contract with (compan y as worker) 50 % 35 % Profit Questions EA A N N A DN A 1 I want to earn my own bussines s profit 90% 10 % 2 I want to be free 95% 5% in managin g the bussines s profit 3 I want to earn and enjoy the profit from my own bussines s 100 % *) EA= Extremely Agree, A=Agree, N=Neutral, NA=Not Agree, DNA=Definitely Not Agree (Utoyo, 2010) Based on the result of questionaire, the research found the result as follows: The precentage of social prestige that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated by the high precentage of their social prestige.
PBL offers students to use their talents in creating bussiness.
Based on the result, the social prestiges was one of intangible rewards that students got afterall.
The precentage of individual challenge that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated Project Based Learning…… 115 by the high precentage of their challenge in creating bussiness.Of course, PBL is mostly gave autonomy for students to create their project.
In this case, the level of independency is high and also the challenge.
The precentage of being an owner that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated by the high precentage of their being an owner.
PBL gave students their own control and management in controlling their own bussiness.
The precentage of inovation that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated by the high precentage of their inovation.
PBL offers freedom for student to create their innovation of bussiness.
The precentage of leadership that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated by the high precentage of their leadership.
Each of bussiness they created, they have control on it.
Exactly it teaches also their leadership.
The precentage of flexibility that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated by the high precentage of their flexibility.
Bussiness can not be improved alone, it needs to be socialized to improve their bussiness.
The precentage of profit that students get after owning a bussines is on high scale.
It indicates that PBL were succeed in evoking students willingness to create bussiness indicated by the high precentage of their profit.The motivation that they get after creating bussiness is profit.
PBL was suceed in evoking their willingness to create bussiness.
4.
CONCLUSION From the data, it can be concluded that this project based learning can be used in enterpreneurship class to evoke students willingness in creating bussiness.
It indicates by the high result of motivation of creating bussiness.
Those asked about their social prestige, individual challenge, inovation, leadership, being an owner, flexibility, and profit that they got after creating their own bussiness.
5.
REFERENCES Rahmatika… 116 Beckett, G. H. (2002).
Teacher and student evaluations of Project-Based Instruction.TESL Canada Journal, 19 (2), 929.
[Online].
Available: http://www.teslcanadajournal.ca/ind ex.php/tesl/article/view/929.
[6 May 2016] Jordan, R.R.
(1997).
English for Academic Purposes: A Guide and Resource Book for Teachers.
Cambridge: Cambridge University Press.
Kalabzova, M. (2015).
The Application of Project Based Language in the English Classrooms.
(Thesis).
University of West Bohemia: Faculty of Education.
Lynch, T. (2001).
Promoting EAP Learner Autonomy in a Second Language: University Context.
In J. Flowerdew& M. Peacock (Eds.
), Research Perspectives on English for Academic Purposes.
Cambridge: Cambridge University Press.
Miller, A.
(2011).
Twenty Tips for Managing Project-Based Learning.
Edutopia Journal.
[Online].
Available: http://www.edutopia.org/blog/20tips-pbl-project-based-learningeducators-andrew-miller.
[6 May 2016] Ribé, R., Vidal, N. (1993).
Project work: Step by step.
Oxford: Heinemann.
Robinson, P.C.
(1991).
ESP Today: A Practitioner’s Guide.
Englewood Cliffs, NJ: Prentice Hall Inc. Robinson, P.C.
et al.
(2001).
The development of EAP oral discussion ability.
In J. Flowerdew & M. Peacock (Eds.
), Research Perspectives on English for Academic Purposes.
Cambridge: Cambridge University Press.
Widdowson, H. G. (1990).
Aspects of Language Teaching.
Oxford: Oxford University Press.
Utoyo, F. (2010).
Identifikasi Konsep Diri, Minat Berwirausaha, dan Ciriciri Wirausaha.
Thesis.
Faculty of Management of Soegijapranata Catholic University.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 128-133 128 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung SIMILARITIES AND DIFFERENCES BETWEEN ENGLISH AND ARABIC VERB Siswoyo English Department, STKIP Muhammadiyah Pringsewu Lampung email: siswoyo.hadie@yahoo.com Abstract This paper is to know the similarities and differences between English and Arabic verb.
The similarities between English and Arabic verb can be used as media to learn both languages.
The English verb is the same as Arabic that needs object and has the agreement of the subject and the verb.
The difference between English and Arabic verb is that English verb has no change of the first letter of the verb because of the change of the various subject.
Keywords: fi‟il madli, mudlori‟, amr, transitive verb, intransitive verb 1.
INTRODUCTION Language is media to express idea.
There are two languages used by the language users, they are verbal and non-verbal language.
Human being uses verbal and non-verbal language for expressing idea and intention.
English and Arabic language are verbal languages admitted as international languages.
For Indonesian people, Arabic and English language are foreign language.
Some of the Indonesian people, as the language learners, learn Arabic and English for their specific purposes.
Some of them said that Arabic language is more difficult than English language and some of them said that Arabic language is more difficult than English.
Indonesian people learn English because it is one of the international languages which is widely used by the people around the world.
Lots of books are written in English, lots of product instructions are written in English, the students who want to continue studying at international universities have to take English test, internet and computer instructions are also written in English.
Arabic language is also one of the international languages which is widely used by Indonesian people.
There are many Islamic and boarding schools in Indonesia.
The students who learn in these schools will get Arabic language in curriculum.
Many Indonesian Muslims also learn Arabic to study and learn the Holy Quran and prophetic tradition which are originally written in Arabic.
mailto:siswoyo.hadie@yahoo.com SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 128-133 129 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Both of English and Arabic verb has similarities besides their differences.
Actually the students, as the language learners, are able to learn both languages using their similarities and differences.
What are the similarities and the differences of the English and Arabic verb?
2.
Discussion English Verb There are many linguists that describe the definition of the verb.
Hornby (1987: 953) explained that verb is word or phrase indicating what somebody or something does.
Meanwhile, according to Murthy (2003: 86), “A verb is described as a word which is used to indicate an action, a state of being of existence or possession”.
According to many linguists above, it is clear that the definition of the verb is the word that identifies the activity or the action which is done by doer of the action either the person or something such as to give, to bring, to go and so on.
The verb itself can be divided into many kinds based on its classification.
In general, the classification of the verb (English) based on the time can be classified into three.
Murthy (2003: 151) said: "The tenses of English verb are divided into: 1.
Present Tense consists of: (a) Simple Present Tense (b Present Continuous Tense (c) Present Perfect Tense d. Present Perfect Continuous Tense 2.
Past Tense consists of: (a) Simple Past Tense (b) Past Continuous Tense (c) Past Perfect Tense (d) Past Perfect Continuous Tense 3.
Future Tense consists of: (a) Simple Future Tense (b) Future Continuous Tense (c) Future Perfect Tense (d) Future Perfect Continuous Tense".
The verb also can be classified based on the need of the object of the verb.
Based on this classification, the verb can be classified into two kinds, they are transitive and intransitive verb.
According to Swan (2000: 579) “Verb is divided into two kinds :1.
Transitive verb 2.
Intransitive verb.
Transitive verb is some verbs usually followed by nouns or pronouns that act as direct object.
Intransitive verb is some verbs are normally not followed by direct objects.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 128-133 130 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung Some of the transitive verbs are followed by one object or direct object and some of the verbs are followed by two objects.
The example of intransitive verb is I run very quickly.
The word run is the verb that does not need an object.
The example of the verb that needs object is the students read books.
The word read is the verb that needs object because the sentence is not complete by the absence of the object books.
The English verb also can be changed from active into passive voice using certain rule.
Wishon (1980:216) said, "The passive form is composed of some form of the verb be + the appropriate auxiliary, if any, + the past participle form of the verb".
The passive voice or the passive form is used when it is not important to know the doer of the activity when the doer of the activity is not known.
The example of passive voice is The letter is written by the students.
English verb has the agreement of the subject and the verb.
The English verb must agree with the subject (noun) in number and person such as I go to Surabaya, You go to Surabaya, Fadel (he) goes to Surabaya, the students (they) go to Surabaya and we go to Surabaya.
Murphy (1998: 20) said that I work, we like, you do, they have, he works, she likes, she does, it has.
From these examples it is clear that the simple present tense verb is changed at the end of the verb.
It can be seen from the various change of the end of the verb.
Arabic Verb There are some linguists that define Arabic Verb.
Malik (2004: 13) said,” Al-fi‟lu maa dalaa alaa hadatsin wa huwa kalimatun tadullu alaa syaiin muqtarinin bi zamaanin sawaan akaana maadliyan nahwu qooma zaidun am mustaqbalan nahwu: qum muhtamilan lil haal aw al istiqbaal nahwu: yaquumu zaidun”.
It means that the verb is something that shows action related to time either in the past like, qooma Zaidun (Zaidun stood) or future like: stand up or at present and future like yaquumu zaidun (Zaidun is standing.
Al-Jarim and amin (1999: 16) said, "Al-fi'il huwa kullu lafdzin yadullu 'ala hushul syai'in fi al-zaman al-khas".
It means that a verb is a word that shows the state of being or the occurrence of an activity at a certain time.
SMART Journal Volume 2 No.
2, Agustus 2016 Hlm 128-133 131 Published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart English Department of STKIP Muhammadiyah Pringsewu Lampung According to Al-Jarim and amin (1999: 19): "Taqsiim al-fi'il bi‟ibaari zamaanihi (I) al-fi'il al-madli wa huwa kullu fi‟il yadullu 'ala hushul amalin fi zaman al-madli (2) fill mudlari' huwa kullu fi'il vadullu 'ala hushul 'amal fi