4
thEnglish Language Teaching, Literature , and Translation
International Conference 2015
Unnes in collaboration with AWEJ, RELO &
University of Auckland
Conference Proceedings
“Perspectives in English Language
Teaching,
Literature, and Translation”
Faculty of Languages & Arts
4th ELTLT CONFERENCE PROCEEDINGS Faculty of Languages and Arts, Unnes
Published by:
Faculty of Languages and Arts State University of Semarang
Gedung Dekanat FBS, Jl. Raya Sekaran Gunungpati Semarang, Jawa Tengah 50229
Email: eltlt.unnes@gmail.com Web: www.eltlt.org
Telp & Fax: (024) 8508071
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of English Department of the Faculty of Languages and Arts, Unnes.
First published in January 2016
Editors: Siti Wachidah, Dewi Rochsantiningsih, Issy Yuliasri, Khairi Obaid Al-Zubaidi, Mirjam Anugerahwati
Layout: Thomas Sugeng H
Cover Design: Thomas Sugeng H
Library of cataloguing in Publication Data:
ELTLT Conference Proceedings published by English Department of the Faculty of Languages and Arts, Unnes
includes bibliographical references Series ISBN 978-602-73769-1-5
Distributed by:
English Department of Unnes
B3 Building, Faculty of Languages and Arts, Unnes Jl. Raya Sekaran, Gunungpati, Semarang 50229 Telp. & Fax. (024) 8508071
Preface ISBN 978-602-73769-1-5 v
Preface
ELTLT conference is one of a bridge that channels bond amongst academics, especially the expertise of English language teaching, literature, and translation. Last year, we discussed about The Global Trends in English language Teaching, Literature and Translation.Right now, we discuss about Perspectives in English Language Teaching, Literature, and Translation.
As the chair of the 4th English Language Teaching, Literature, and Translation International Conference 2015, I would like to extend our sincere gratitude to all presenters, especially a representative speaker from AWEJ,Dr. Joseph G. Mallia from the University of Malta, Malta, besides that, thank you to Jennifer Uhler from RELO and Dr. John Hope from The University of Auckland, New Zealand for accepting the invitation to speak as the keynote speakers. At present, we have 3 keynote speakers and 117 presenters from abroad and domestic. Besides that, we also have many participants not only abroad but also domestic.
We would like to do best for the smooth of the programs. The committee would also like to thank the rector of State University of Semarang, Prof. Dr. Fathur Rokhman, M.Hum. and the Dean of Languages and Arts Faculty, Prof. Dr. Agus Nuryatin, M.Hum. for their full support. The last, we expect all presenters and participants to have wonderful conference at present and we hope all of you would like to join 5thELTLT next year
Bambang Purwanto, S.S., M.Hum Chair of ELTLT Committee
Welcome from the Dean of Languages and Arts ISBN 978-602-73769-1-5 vii
Welcome from the Dean of Languages and Arts Faculty
As the Dean of Languages and Arts Faculty, we are proud to have an annual international conference such as ELTLT 2015.
To be chosen as presenters for the parallel presentation in this conference is a considerable honor and achievement. I would like to congratulate the presenters who have been selected, as well as the reviewers who have chosen the successful presenters. Obviously not everyone interested in the chosen topic could attend this conference, so the post-conference proceeding will present to a much wider audience issues related to the topic. The proceeding is also a proof that the contributions of presenters are valued.
I also would like to offer my congratulations and appreciation to the organising committee who have been working hard to prepare the conference, and to all keynote speakers, presenters, and participants for such an impressive conference.
We hope that through this annual ELTLT conference, there will be a stronger bond amongst academics, especially those with the expertise of English language teaching, literature, and translation. I wish you a wonderful conference.
Semarang, October 2015
Welcome from the Head of English Department ISBN 978-602-73769-1-5 ix
Welcome from the Head of English Department
We are privileged to organize this annual conference on English Language Teaching, Literature, and Translation. This year is our 4th year, and we have learned a lot from our previous experiences, and so we are now doing our best to minimize weaknesses. We have received quite a lot of abstracts, a lot more than the previous years. This means that more academics are interested in our conference and trust us as organizer of the conference. We are happy that we can accommodate most proposed papers for presentations. However, with regrets, we had to reject some due to time constraints and limited quota. We do hope that next year we can accommodate more.
I would like to congratulate the organizing committee who has been working hard to prepare the conference. I also would like to extend my deepest gratitude to all keynote speakers, presenters, and participants for their contribution to our conference.
I also wish that this annual ELTLT conference could serve as a bridge that connects academics, especially those with the expertise of English language teaching, literature, and translation.
With best wishes for a rewarding and successful conference!
Dr. Issy Yuliasri, M.Pd Head of English Department Faculty of Languages and Arts
Content ISBN 978-602-73769-1-5 xi
Content
Preface ... v
Welcome from the Dean of Languages and Arts Faculty ... vii
Welcome from the Head of English Department ... ix
Content ... xi
GRAPHIC ORGANIZERS (GOS): AN ALTERNATIVE TO IMPROVE STUDENTS‟ READING COMPREHENSION IN LEARNING ANALYTICAL EXPOSITION TEXT (A CASE OF ENGLISH LESSON AT MA SHOLAHUDDIN DEMAK) Abdul Ayiz ... 1
WHEN SENSING TEACHES MORE THAN TEXT BOOKS: REVITALIZING TEAM, ICT AND OBSERVATIONAL LEARNING TO THRIVE SOCIO-AFFECTIVE CONSCIOUSNESS IN LANGUAGE CLASSROOM Adi Suryani ... 18
DEVELOPING DIGITAL ENGLISH GRAMMAR MATERIALS FOR THE SENIOR HIGH SCHOOL STUDENTS Agnes Santi Widiati, Y.G. Harto Pramono and Hady Sutris Winarlim ... 31
AN ANALYSIS OF CONVERSATION STRUCTURE OF LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE Ahmad Sofwan ... 48
LEXICAL MARKERS SERVING AS ACCURATE DETERMINANTS OF STRONG STRESS PLACEMENTON ENGLISH WORDS Alim Sukrisno ... 59
xii ISBN 978-602-19638-8-3 Content
TEACHER‟S STRATEGIC COMPETENCE USE IN VOCABULARY TEACHING
THROUGH ENGLISH JOKES AT SEVEN GRADERS
Amelia Kartikawati ... 84
LANGUAGE LEARNING STRATEGIES IN TEACHING ENGLISH UNIVERSITY STUDENT: LECTURER PRESENTATION VERSUS STUDENTS PRESENTATION Ani Nur Wasiah and Oscar Yustino Carascalao ... 94
A STUDY OF CODE SWITCHING AND CODE MIXING IN EFL CLASSROOM: A SURVEY OF CLASSROOM INTERACTION AT ENGLISH EDUCATION STUDY PROGRAM OF UIN RADEN FATAH PALEMBANG
Annisa Astrid ... 99
A VIEW OF WORLD OF PERFECTNESS THROUGH “DIVERGENT” BY VERONICA ROTH
Anna Sriastuti ... 118
SCRIPTED INSTRUCTION IN EFL CLASSES: AN OPPORTUNITY OR A DRAWBACK?
Annur Rofiq ... 129
THE USE OF DRAMA “THE GOLDEN TOUCH” AS MEDIUM IN TEACHING SPOKEN WRITTEN NARRATIVE TEXT
Aprilia Riyana Putri ... 139
WOMAN BODY: FRIEND OR FOE?
A STUDY ON MARGE PIERCY‟S BELLY GOOD
Content ISBN 978-602-73769-1-5 xiii
THE EFFECTIVENESS OF GIST (GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT) AND KWL (KNOW, WANT, AND LEARNED) STRATEGIES TO IMPROVE READING ACHIEVEMENT OF MALE AND FEMALE STUDENTS (AN EXPERIMENTAL RESEARCH OF THE ELEVENTH
GRADERS OF SENIOR HIGH SCHOOL 2 DEMAK IN THE ACADEMIC YEAR OF 2014/2015)
Atiya Mahmud Hana ... 158
RAISING YOUNG LEARNERS‟ AWARENESS OF GRAMMAR THROUGH CREATIVE LANGUAGE ACTIVITIES
C. Murni Wahyanti ... 169
VOCATIONAL HIGH SCHOOL STUDENTS‟ PERCEPTION TOWARDS ENJOYABLE ENGLISH CLASS TEACHING AND LEARNING PROCESS
Cinthia Reswari ... 178
CALL AND COOPERATIVE LEARNING: A SOLUTION TO DEVELOP STUDENTS‟ LISTENING ABILITY
Delsa Miranty ... 183
THE PERSONALITY CHANGE OF CHINESE AMERICAN DESCENTS: A STUDY ON THE WOMAN WARRIOR: MEMOIRS OF A GIRLHOOD AMONG GHOSTS WRITTEN BY MAXINE HONG KINGSTON
Desy Khrisdiyanti ... 195
THE IMPACT OF ENGLISH AS AN INTERNATIONAL LANGUAGE ON ENGLISH LANGUAGE TEACHING IN INDONESIA
Devy Angga Gunantar ... 210
TEACHING GRAMMAR IN WRITING CLASSES IN ORDER TO CREATE A MEANINGFUL GRAMMAR TEACHING AND LEARNING
xiv ISBN 978-602-19638-8-3 Content STUDENTS‟ LEARNING STYLES AND THEIR METACOGNITIVE
AWARENESS OF LISTENING STRATEGIES: A CASE STUDY
Dodi Mulyadi ... 229
HOW PEER COACHING AFFECTS PROFESSIONAL COMPETENCE OF STUDENT TEACHERS IN TEYL PRACTICUUM
Dwi Winarsih ... 240
DEVELOPING ENGLISH MATERIAL FOR ISLAMIC ELEMENTARY SCHOOLS USING THEMATIC INTEGRATIVE CHARACTER-BASED MODEL
Farikah ... 247
THE UNREACHED AMERICAN DREAM: CORRUPTION OF WOMEN‟S POWER AS REPRESENTED IN STEINBECK‟S OF MICE AND MEN
Bety Mawarni, Fatma Hetami, Fatikha Amalina ... 252
AN EVIDENCE-BASED PARADIGM FOR ENGLISH LANGUAGE TRAINING IN NON-WESTERN LEARNING INSTITUTIONS
Joseph George Mallia ... 266
TEACHERS‟ PRIME CONCERNS AND PERCEPTIONS OF CLT WITH NON
-WESTERN STUDENTS OF ENGLISH
Joseph George Mallia ... 277
USING SQ3R AS READING STRATEGY TO ENHANCE THE LEARNERS` COMPREHENSION ON ANNOUNCEMENT TEXTS
Henni Rosa Triwardani and Siti Fatimah ... 289
ANALYSIS ON FLOUTING MAXIMS FOUND IN JAVANESE TRADITIONAL PUPPET SHOW VIDEO BY PUPPETEER : KI ENTHUS SUSMONO
Content ISBN 978-602-73769-1-5 xv
STRUCTURALISM OF BETRAYAL ANALYSIS IN C.S.LEWIS‟NOVEL THE
CHRONICLES OF NARNIA THE LION, THE WITCH, AND THE WARDROBE
Ikka Malia Chairun Nissa ... 322
SPEECH ACT IN AUSTRALIAN PRIME MINISTER TONY ABBOTT AND
FOREIGN MINISTERJULIE BISHOP SPEECH AFTER “BALI NINE” EXECUTIONS
Indra Yoga Prawiro ... 331
DEVELOPING MODIFIED SCAFFOLDING MODEL TO ELICIT LEARNERS‟S SPEECH PRODUCTION
Inti Englishtina ... 343
UTILIZING A MOODLE-BASED E-LEARNING PLATFORM IN ELT: AN AUTOETHNOGRAPH
Ismail Anas ... 372
STUDENTS‟ CHOICE OF TRANSLATION TECHNIQUES AND QUALITY OF
THEIR TRANSLATIONS
Issy Yuliasri ... 389
EFFECTIVENESS OF MOTHER TONGUE-BASED STORY BOOKS IN DEVELOPING LISTENING COMPREHENSION SKILL
Joe-Bren Lee Consuelo ... 396
RECONSTRUCTING CHINESE AMERICAN EXPERIENCE IN CATHY SONG‟S POEM “HEAVEN”
Juliati ... 399
TOTTO-CHAN”: INSIGHTS INTO MULTIPLE INTELLIGENCES-BASED ENGLISH TEACHING TO YOUNG LEARNERS
xvi ISBN 978-602-19638-8-3 Content
EXPERIENTIAL LEARNING THEORY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN THE INDUSTRIAL ENGINEERING DEPARTMENT AT THE UNIVERSITY OF ATMA JAYA YOGYAKARTA
L. Bening Parwita Sukci ... 421
THE USE OF RESEARCH PAPER WRITING INSTRUCTIONAL MATERIALSTO IMPROVE STUDENTS‟ACADEMIC WRITING: A CLASSROOM ACTION RESEARCH
M. Ali Ghufron ... 433
BITTERSWEET CULTURAL ACCEPTANCE AS A REPRESENTATION OF SKIN COLOUR DIFFERENTIATION IN TONI MORRISON‟S
SHORT STORY SWEETNESS
Mohamad Ikhwan Rosyidi ... 446
TONE AND IMAGERY IN TENNYSON‟S „TITHONUS‟
Muhammad Rifqi ... 456
ISLAMIC VALUES CONSTRUCTION ON NOVEL “NEGERI 5
MENARA” BY AHMAD FUADI
Muhammad Rosyid Husnul W ... 469
TEACHER‟S ROLES IN TEACHING AND LEARNING OF ENGLISH VOCATIONAL HIGH SCHOOL (CASE STUDY: SMK N 1 SEMARANG)
Manikowati ... 478
ENHANCING STUDENTS‟ MOTIVATION AND ACHIEVEMENT IN
LEARNING GRAMMAR THROUGH CONTEXTUAL TEACHING AND
LEARNING THROUGH RELATING, EXPERIENCING, APPLYING,
COOPERATING AND TRANSFERRING (REACT) STRATEGY
Content ISBN 978-602-73769-1-5 xvii
APPLYING ECOLOGICAL APPROACH IN A SOUND OF THUNDER BY RAY BRADBURY
Mia Fitria Agustina ... 503
“JANGAN BERPIDATO” AND GUS MUS‟S SOCIAL CRITICISMS
Mytha Candria ... 515
OPPOSING BONDAGE, DOMINATION, SADISM, AND MASOCHISM (BDSM) IN FIFTY SHADES OF GREY: RADICAL FEMINISM PERSPECTIVE
Nenin Astiti Ayunda ... 524
TEACHING GRAMMAR IN CONTEXT: WHY AND HOW?
Noor Maulidiyah ... 535
ANALYSIS ON THE TRANSLATION OF WORDPLAYS IN “THE GOD OF SMALL THINGS” BY ARUNDHATI ROY
(STUDIES ON THE WORDPLAY SHIFTS AND THE TRANSLATION QUALITY) Nur Saptaningsih ... 545
CONVERSATION ANALYSIS OF AN 8-MINUTES INTERVIEW ON METRO TV BETWEEN DALTON TANONAKA AND AGNES MONICA
NurlailaTuanany ... 557
AN ANALYSIS OF ABSTRACT USING MICRO-LEVEL COHERENCE AND MACRO-LEVEL COHERENCE
Oscar Yustino Carascalao and Rif‘atun Hasanah ... 567
IMPROVING STUDENTS‟ PRONUNCIATION USING JAZZ CHANTS
xviii ISBN 978-602-19638-8-3 Content TRANSLATION QUALITY OF JKT48‟S SONGS LYRICS:
INDONESIAN VS ENGLISH VERSION
Pritha Anggiarima ... 590
AN INVESTIGATION OF CHALLENGES RELATED TO COMMUNICATIVE LANGUAGE TEACHING PRACTICES IN INDONESIAN
SENIOR HIGH SCHOOLS
Puput Arfiandhani ... 602
„THESEEING WOMAN‟ A NEW IMPERIAL AMBIVALENCE IN MARIE GRAY‟S JOURNEY‟S IN JAVA
Rahayu Puji Haryanti ... 625
FLOUTING MAXIMS IN INDONESIA LAWAK KLUB CONVERSATION
Rahmawati Sukmaningrum, Faiza Hawa and Oscar Yustino Carascalao ... 642
STRUGGLING WITH THE PAST: REDEFINING AFRICAN-AMERICAN PHYSICAL APPEARANCES THROUGH ALICE RANDALL‟S
THE WIND DONE GONE
Rasiah ... 659
BIRACIAL HELGA CRANE‟S STRUGGLE FOR RACIAL IDENTIFICATION IN NELLA LARSEN‟S QUICKSAND
Ratna Asmarani ... 672
DEVELOPING ONLINE READING SUPPLEMENTARYMATERIALSFOR THE TENTH GRADERS OF SMAN 3 PROBOLINGGO
Reny Windi Astuti and Tety Mariana ... 686
POLITENESS STRATEGIES USED BY COLTER STEVENS AS THE MAIN CHARACTER IN SOURCE CODE MOVIE
Content ISBN 978-602-73769-1-5 xix
A PRACTICAL APPLICATION OF CRITICAL THINKING IN TEACHING WRITING AT NON-ENGLISH DEPARTMENT STUDENTS‟ CLASSROOM
Rif‘atun Hasanah and Oscar Yustino Carascalao ... 709
THE SUBALTERN DECLARATION OF ITS EXISTENCE IN THE IDEAL
WORLD REFLECTED IN NADINE GORDIMER‟S GREGOR
Rini Susanti W ... 718
THE EFFECT OF BRITISH PARLIAMENTARY DEBATE TECHNIQUE ON
STUDENTS‟ ENGLISH SPEAKING ACHIEVEMENT
Ronauli Sihombing, Astri Khoirun Nissa and Amelia Estrelita ... 727
ANALYSIS OF TRANSLATION METHODS ON HARPER LEE‟S NOVEL TO KILL A MOCKINGBIRD FROM ENGLISH INTO INDONESIAN
Rudi Hartono and Arif Suryo Priyatmojo ... 734
PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH
PHONOLOGY FOR EFL LEARNERS
Senowarsito and Sukma Nur Ardini ... 745
STUDENT-CENTERED LEARNING AND CROSS CULTURAL
UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES
Siminto and Retno Purnama Irawati ... 756
ADDRESSING CHARACTER EDUCATION IN EFL CLASS THROUGH UNITY OF SCIENCE CONCEPT
xx ISBN 978-602-19638-8-3 Content
USING AUTHENTIC MATERIALS TO ENGAGE LEARNERS IN REAL LIFE, CONTEXTUALIZED LITERACY PRACTICES
Sri Suprapti ... 793
READING POSTCOLONIALISM ISSUE IN ORIFLAME‟S BOOKLET NO 8/ 01 AGUSTUS-31 AGUSTUS 2014
Sri Utami Budi ... 804
STRENGHTENING TEACHING PRACTICUM IN SCHOOLS THROUGH LESSON STUDY (A Case of Student Teachers of the English Department of Unnes) Sri Wahyuni ... 812
ETHNOGRAPHIC CASE STUDY IN LANGUAGE EDUCATION RESEARCH: AN EMPIRICAL STUDY
Sri Wuli Fitriati ... 824
THE EFFECT OF USING COMPUTER-BASED TIMELINE MEDIA
ON LEARNERS‟ MASTERY OF ENGLISH TENSES: A PRELIMINARY STUDY
Susana Teopilus, Hendra Tedjasuksmana, and Diana Lestariningsih A ... 836
CONTRIBUTION OF DICTIONARY REFERENCE SKILLS TO READING COMPREHENSION ACHIEVEMENT
Tatik ... 852
DIRECT CORRECTIVE FEEDBACK ON STUDENTS‟WRITING PERFORMANCE
Testiana Deni Wijayatiningsih ... 873
IMPLEMENTING PROJECT ASSESSMENT TO EVALUATE STUDENTS‟ TEACHING PERFORMANCE IN TEFL CLASS
Content ISBN 978-602-73769-1-5 xxi
SFL PERSPECTIVE AND EQUIVALENCE IN TRANSLATION OF BOTANICAL TERMS
Vianinda Pratama Sari ... 891
ASSESSING LEARNERS‟ POTENTIAL LITERARY COMPREHENSIVE LEVEL ON POPULAR MOVIES BY USING DYNAMIC ASSESSMENT PRINCIPLES
Widya Ratna Kusumaningrum and Atsani Wulansari ... 898
THE ANALYSIS OF GRICE‟S COOPERATIVE MAXIMS AND FLOATING
MAXIMS IN THE CONVERSATION OF SIMPSON SEASON 26 EPISODE 15
Yan Hardiansyah ... 923
COMPARING THE READABILITY LEVELS OF A SOURCE TEXT AND ITS BACK-TRANSLATIONS
Yan Mujiyanto ... 947
THE EFFECT OF SMALL TALK ON UNDERGRADUATE STUDENTS‟ SPEAKING ABILITY
Yansyah and Hidayah Nor ... 954
LANGUAGE FOR LANGUAGE, OR LANGUAGE FOR SOCIAL ISSUES?
Abdul Ayiz ISBN 978-602-73769-1-5 1
GRAPHIC ORGANIZERS (GOS): AN ALTERNATIVE TO
IMPROVE STUDENTS‟ READING COMPREHENSION IN
LEARNING ANALYTICAL EXPOSITION TEXT (A CASE OF
ENGLISH LESSON AT MA SHOLAHUDDIN DEMAK)
Abdul Ayiz
A Student of Graduate Program State University of Semarang
Abstract
Reading class for EFL high school students tends to be boring. Many students are not interested in reading due to the complicated structures of a text. The curriculum 2013 now has been changed back into the previous curriculum, that is the school based curriculum (KTSP), which requires students at senior high school to learn many kinds of texts. One of the texts students have to learn is analytical exposition text which usually becomes problem for them to comprehend. This paper investigates the effects of Graphic Organizers (GOs) on reading comprehension achievement of EFL students. GOs are visual frameworks which can help EFL students in the comprehension of a text. Its use is like a map which locates particular information of a text and enables students easily to find particular information in a text. A quasi-experimental design was used in the study. 60 EFL students participated for this study. 30 students formed as the experimental group and the others as the control group. The participants were given the reading comprehension achievement test before the treatment. After the treatment, both groups were given the reading comprehension achievement test again. Based on the statistical analysis, it was found that there was significant difference in the reading comprehension achievement of the groups in favor of the experimental one. The results have shown that the instruction of GOs in EFL reading class can be an alternative to help students in the comprehension of reading materials in English.
Keywords: Reading comprehension achievement, Graphic organizers, EFL high school students
Introduction
2 ISBN 978-602-73769-1-5 Abdul Ayiz
very essential when it can lead the students to discuss and question about what a particular text means and to explore the text for greater understanding. Teaching reading can be fun and exciting, but many times can be frustrating as well, especially when it is taught for EFL senior high school students who do not have motivation in learning English.
As a matter of fact, up to now, there are still some difficulties students have when dealing with reading passages. For example, they are not able to determine precisely about the main idea of a text, to find supporting details, to find words whose same meanings, and sometimes making inferences. It happens especially for the eleventh-graders at MA Sholahuddin.
Students need innovation in reading class by using an interesting, practical and applicable technique to comprehend reading passages easily. There are many techniques proposed by experts to teach reading comprehension which can be used by English teachers to improve the students‘ reading comprehension. Among the techniques, there is also another technique the English teacher can use to enhance the students‘ reading comprehension. The technique is by using Graphic Organizers (GOs) as teaching tools which can provoke the students to get engaged in predicting, clarifying, summarizing, questioning, goal setting, reviewing, and noting text organization−all done while discussing the meaning of the text information. When the students see how information is organized in text and how that information can be arranged in graphic organizers, the text can be comprehended much more easily. This instructional technique is also a logical extension of text organization.
A writer writing a particular text definitely uses lexis, discourse markers, and organization patterns to signal how a text should be understood (Grabe, 2000). Texts are understood through reader interpretation of the larger organization structures signaled by the writer. These organizational structures can be demonstrated to students fairly easily and they can offer students important insights into understanding and learning from texts.
Abdul Ayiz ISBN 978-602-73769-1-5 3 major discourse structure mechanism that contributes to the comprehension of analytical text and five areas of questions such as identifying the main idea, finding the supporting details, the vocabulary, fact and opinion, and making inferences.
Some similar studies which also applied graphic organizers for improving students‘ reading comprehension have been conducted. The followings are some studies which have been conducted to investigate the issues about graphic organizers which help students‘ improvement in reading comprehension.
Heidarifard (2014) in her study tried to investigate the effect of graphic organizers on l2 learners‘ reading comprehension of general education students. 80 female Iranian second-grade high school students formed the groups of participants for the study. Their age was in range from 16 to 19. 40 participants received the graphic organizers intervention as Group A and the other participants received the traditional reading instruction as Group B. The critical thinking questionnaire was given to the participants of Group A to see whether the participants‘ critical thinking ability will influence their reading comprehension or not and the posttest was given to the participants in order to examine the extent to which graphic organizers‘ instruction will affect L2 learners‘ reading comprehension. The result showed that instruction of graphic organizers had a positive effect on the reading comprehension achievement of L2 learners reading comprehension and according to linear regression analysis on the results of the critical thinking questionnaire group A critical thinking ability was not a significant predictor and a significant improvement of the participants reading comprehension ability after a six-week delay was seen as a result of reading instruction with the help of graphic organizers.
4 ISBN 978-602-73769-1-5 Abdul Ayiz
Jiang (2012) adds about the effect of discourse structure graphic organizers on EFL reading comprehension. Her study investigated the effects of a 16-week reading instruction program with discourse structure graphic organizers (DGSOs) on the development of English reading comprehension among college-level EFL students. A DSGO completion test and a TOEFL (Test of English as Foreign Language) reading comprehension test were administered before, immediately after and 7 weeks following the instructional treatment. The result showed that the DSGO instruction significantly improved discourse comprehension as measured by the DSGO completion task, and the effect was retained 7 weeks after the instructional treatment. Significant improvement was also observed in the general reading ability as measured by TOEFL reading comprehension in the immediate posttest, but the effect did not persist in the delayed posttest. These findings apply to both the first and third semester students. Pedagogical implications of the DSGO instruction are discussed.
According to the studies presented previously the writer can conclude that graphic organizers can give significant improvement towards students‘ reading comprehension skills. Despite students‘ improvement in reading comprehension skill, after seeing the application of graphic organizers the writer assumes that graphic organizers can also be used to trigger students‘ critical thinking skills which help students figure out their problems in reading comprehension because in that way they will be able to read the graphic organizers taught to them.
Graphic Organizers as pedagogical tools
Using graphic organizers can be an alternative to teaching reading. Here the English teacher gives the students the images of how a sentence is constructed and connected to others which later creates the cohesion of the text. Students become readers who see graphic organizer like a map which contains any information from the text. By seeing the map full of information from the text, students can directly comprehend the text patterns much more easily. They can directly locate the details of information presented in the form of graphic.
Abdul Ayiz ISBN 978-602-73769-1-5 5 the form of boxes and arrows. The following is the graphic organizer (Grabe, 2002) when dealing with a definition of a particular topic.
is a that
Figure 2.1: definition of a topic
If we want to show cause and effect relation of particular sentences, the graphic presentation can be seen as follows:
1.
2.
3.
Figure 2.2: showing cause and effect
6 ISBN 978-602-73769-1-5 Abdul Ayiz
Analytical
Exposition Thesis
Argument 1
Argument 2
conclusion
Figure 2.3: topic generation
By seeing this graphic organizers, the students can get the clear image of how the text is constructed as well as to locate particular information more easily because all information is displayed in certain boxes and connected with arrows. Thus, by using the graphic presentation, English teacher can turn a text which is abstract to something can be seen and located easily.
The methodology
Abdul Ayiz ISBN 978-602-73769-1-5 7
Result
Test of normality
The following tables shows the concise summary of data normality test on pre test and post test using the test of Kolmogorov-Smirnov and Shapiro-Wilk for the two groups.
Table 1.
Normality Test of the Pre Test
Groups
Kolmogorov-Smirnova Shapiro-Wilk Statisti
c df Sig. Statistic df Sig.
Score A .209 30 .132 .928 30 .345
B .184 30 .111 .937 30 .276
According to the output Test of Normality, the pre test scores of the two groups were considered having normal distribution for the Sig. of group A was 0,345 while the Sig. of group B was 0,276. Since Sig of both groups were more than the level significant α 0.05, it can be concluded that the data in the pre test of both groups were accounted as normal distributional data.
Table 2.
Normality Test of the Post Test
Groups
Kolmogorov-Smirnova Shapiro-Wilk Statisti
c df Sig. Statistic df Sig.
Score A .123 30 .232 .845 30 .417
B .242 30 .411 .762 30 .689
8 ISBN 978-602-73769-1-5 Abdul Ayiz
Test of Homogeneity
Before the treatment can conducted in a quasi experimental study, the test of homogeneity is conducted to show that the participants of the research have the same variant to start with. The table below shos the result of the homogeneity test of pre test and post test
Table 3.
Homogeneity Test of Pre Test Homogeneity Test of Variances
Levene
Statistic df1 df2 Sig.
.736 5 20 .155
Based on the table 4., it can be seen that Levene Statistic of pre test score was 0,736 and Sig. 0,155. Based on Sig.score, Sig. 0,155 > (0,05), it can be concluded that the data were homogenous.
Table 4.
Homogeneity Test of Pre Test Homogeneity Test of Variances
Levene
Statistic df1 df2 Sig.
2.621 5 20 .342
Based on the table 5., it can be seen that Levene Statistic of pre test score was 2,621 and Sig. 0,342. Based on sig.score, Sig. 0,342 > (0,05), it can be concluded that the data were homogenous.
From both tables above, it can be concluded that the variance of data have characteristic of homogeneity for pre test and post test data P value > 0,05. From the explanation above, it can be concluded that variances of the two groups are homogenous.
Hypothesis Testing
Abdul Ayiz ISBN 978-602-73769-1-5 9 Table 5.
The mean difference between the pre tests for the control group and the experimental group above, the mean for the control group shows 62.63 while the mean for experimental group is 60.50. It means that both of the control group and experimental one is not far different.
Table 6.
The mean difference between the post tests for the control group and the experimental group
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 postcontrol 65.87 30 6.279 1.146
postexperimental 86.50 30 4.385 .801
Based on table 6, the mean for the post test of the control group shows 65.87 with standard deviation 6.279 while the mean for the post test of experimental group is 86.50 with the standard deviation is 4.385.
Table 7.
10 ISBN 978-602-73769-1-5 Abdul Ayiz
Based on the statistical data above, it shows that the T count from the two groups shows 13.681. it means that t0.05;13 = 1.699. Since the T count is more than the t table, it is concluded that there is sinificant difference in reading comprehension of the two group. In other words, GO tools are effective to student‘s improve reading comprehension.
Discussion
The research was conducted on March 9, 2015 in XI IPS 3. The reading class of the experimental group was taught by the researcher using GO teaching technique while the control group was taught by the conventional technique. in the teaching and learning process, the analytical exposition text was delivered to the participants. The research was conducted for 4 weeks with two meetings in a week. Each meeting lasted for 90 minutes.
This paper argues that the use of GOs for teaching analytical exposition text affect the student‘s reading comprehension. Satistically the mean scores of the control group and the experimental group differ significantly. After the treatment, there is an increasingly statistically mean score from the experimental group while the mean score from control group remains unchanged. Therefore, the findings of this study revealed that the use of GOs had positive effects towards the students‘ reading comprehension.
Conclusion
The purpose of this reasearch was to investigate the effects of the use of Graphhic Organizers on reading comprehension of high school students. the findings of the study show that the use of GO in teaching analytical reading comprehension can lead the students to locate the information from the text easily in order to help in comprehending an English text. Reading is a complex process especially for those who read in a foreign laanguage. Most students in Indonesia encounter almost the same problems related to English such as vocabulary, culture difference, and text structure while trying to comprehend a text. Thus, the use of Graphic Organizers can be an alternative for English teachers when they teach their students.
Abdul Ayiz ISBN 978-602-73769-1-5 11
References
Anderson, M., et al. 1997. Text types in English 2. Macmillan: South Yarra.
Brown, H.D., 2000. Principles of language learning and teaching (4th edition). Pearson Education Ltd.
Dar, P.S. and Rajan, P. 2013. Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, Vol.6(2). Available at http://dx.doi.org/10.5539/elt.v6n2p155, and accessed on December 16, 2014.
Dar, Z.K. and Shams, M.R. 2010. Teaching reading with a critical attitude: using critical discourse analysis (CDA) to raise efl university students' critical language awareness (CLA). International Journal of Criminology and Sociological Theory, Vol.3, (2). Available at http://www.pi.library.yorku.ca/ojs/index.php/ijcst/, and accessed on December 16, 2014.
Fahim, Mansoor and Ahmadi, Hossein. 2012. Critical thinking, content schemata and EFL readers‘ comprehension and recall. Journal of Comparative Literature And Culture (JCLC), Vol. 1,(2).
Avaliable at www.worldsciencepublisher.org, and accessed on December 16, 2014. Fahim, Mansoor and Sa‘eepour, Maryam. 2011. The impact of teaching critical thinking skills
on reading comprehension of iranian EFL learners. Journal of Language Teaching and Research, Vol. 2, (4). Available at http://www.doi:10.4304/jltr/, and accessed on December 16, 2014.
Gerot, Linda & Peter, Wignell. 1994. Making sense of functional grammar. Sydney: Antepodan Educational Enterprises.
Goodman, Kenneth. 1988. The reading process: A definition of reading in approaches to second language reading. New York: Cambridge.
Grabe, Bill. 2002. Using discourse patterns to improve reading comprehension. JALT, Vol.1(1). Available at http://www.jofamericanscience.org, and accessed on December 16, 2014.
Haris and Sipay. 1980. How to increase reading ability. New York: Longman, Inc.
Harmer, Jeremy. 2001. The practice of English language teaching. (3rd edition). Essex: Pearson Education Limited.
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Heidarifard, Maryam. 2014. The effect of graphic organizers on l2 learners‘ reading comprehension. Journal of American Science, Vol.10 (3). Avaliable at http://www.jofamericanscience.org, and accessed on December 16, 2014.
Jiang, Xiangying. 2012. Effects of discourse structure graphic organizers on efl reading comprehension. Reading in A Foreign Language, Vol.24 (1). Available at http://www.nflrc.hawaii.edu/rfl/April2012/articles/jiang.pdf and accessed on December 16, 2014.
Kemmis, S., & R, McTaggart. 1989. The action research planner (3rd edition). Victoria: Deakin University Press
Manoli, P. and Papadopoulou. 2012. Graphic organizers as a reading strategy: research findings and issues. Creative Education, Vol.3 (3). Available at http://dx.doi.org/10.4236/ce.2012.33055, and accessed on December 16, 2014.
Munby, J. 1978). Communicative syllabus design. Cambridge: Cambridge University Press. William, M., and Burden, R. 1997. Psychology for language teachers. Cambridge University
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18 ISBN 978-602-73769-1-5 Adi Suryani
WHEN SENSING TEACHES MORE THAN TEXT BOOKS:
REVITALIZING TEAM, ICT AND OBSERVATIONAL
LEARNING TO THRIVE SOCIO-AFFECTIVE
CONSCIOUSNESS IN LANGUAGE CLASSROOM
Adi Suryani
ITS (Institut Teknologi Sepuluh Nopember) adisuryani.rahman@gmail.com
Abstract
The flourish of ICT and complexity of today‘s social-cultural and technological issues
entails a strong need for a change in education. Today‘s education should be more
directed outward by observing what happens in the society instead of just inward by indoctrinating certain perspectives and memorizing facts. Thus, it is not classroom-centred education anymore, but it is now becoming society-classroom-centred and being the
miniature of society. Today‘s classrooms are expected to facilitate broader and various learning process, dynamic mental process and provide autonomy and creativity for students to construct their own knowledge by observing, sensing and learning from society. Through this process, students can see society as place and source of learning. Learning from society can also trigger social learning. Together, the aspect of observing issues emerging in society and being able to accommodate various perspectives in joint-learning lay the foundation for creating socio-affective conscious learners. This study aims to explore how and what the students can learn by observing, thinking, feeling and proposing problem solving for social, cultural and technological issues in joint-learning and what challenges they encounter during their learning process. The data is grounded
on students‘ reflective notes and the result of collaborated problem solving in groups in
language classroom. The data shows that the students learn some constellations of socio-affective learning aspects. Those are the exercises of multiple sensory, social learning (awareness, coordination, affinity, sharing, respect, communication), emotional learning (regulation, awareness, positive emotional contagion in group, adaptive). Their sensory, social and affective learning are enhanced by ICT.
Keywords: Information and communication technology, team learning, socio-affective
consciousness, observational learning, affective learning, social learning
Introduction
Adi Suryani ISBN 978-602-73769-1-5 19 and keep on learning from society. This indicates that classroom learning should prepare their students to be lifelong social learners. This process can be facilitated by building a link between classroom activity and socio-cultural issues emerging from society. This means that students should be aware and sensible to trending issues in society. To do this, sudents should be able to use their sensory to observe what happens in society, analyze and try to think its problem solving. This indicates that classroom learning materials should not only based on textboo content, but teachers can develop learning materials by bringing outside-classroom issues into classroom. Classroom should be textbook-based, but it should be society‘s social-cultural issues-based.
Learning from issues emerging in society stimulates several types of learning. It involves wider types of learning: multisensory learning, problem solving, experiential, self-reflective and socio-affective learning. To learn from socio-cultural issues in society, students are given chances to discover their learning interest, be analytical, aware, see the real context and construct their own knowledge. All of these elements can be the ingredients of forming lifelong and self-directed learning. However, it is expected that students‘ self-directeness in learning does not turn them into overly independent or egoistic learners. Thus, it is important to attach the social and team learning within the learning process. The construct of team learning is very significant since learning is not individual process. Students should be able to collaborate and accomodate different perspective from others. Thus, it is expected that this group learning can balance students‘ capacity to engage in independent and interdependent learning. The other element which can support their learning is ICT. Through this ICT, they can observe and discover issues or their affecting factors in wider scope/range.
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content materials and process of learning. Thus, there is a synergy between content materials and process.
Research Problems
There are two main issues which I want to explore. Those are:
1. How students can process their socio-affective learning, what learning they learn or what components of socio-affection they learn? Through this question, I also intend to explore how thay can learn in their team.
2. How is the role of socio-affective learning in the construction of ―more than basic students?‖
Theoretical Framework
Social-Affective Learning
Adi Suryani ISBN 978-602-73769-1-5 21 Social learning is not only about capacity to build social relationship, but also competence to learn from social environment, be aware of external forces to one‘s self-process. How an individual reacts is not dependent on his/her inner process, but environmental stimulus (Bandura, 1971, p. 2). Thus, one‘s successfull learning is not only determined by level of cognition, but also how he/she relates to external surroundings. Bandura (1971, pp. 2-3) argues that human has capacity to learn from his/her environment because human has ability to learn by investigating others, learning from experiences and next outcome and manage their own self (behaviour). This self regulative element allows adult learners to construct their own knowledge. As mentioned by Pogson and Tennant (1995, cited in Dunn, 2002, p. 3), adult learners can assembly their own knowledge which can be different from others since they are different individuals who live in different environment.
Problem-Based Learning
By observing social-cultural issue in society and proposing the possible problem solving in groups encourage students to engage in problem solving-based learning. Problem-solving learning is started with problems, addressing problems‘difficulty and intricateness (Jonassen & Hung, 2008). The learning is initiated by discussing practical issue (Hmelo-Silver & Barrows, 2006, p. 22). In more detail, Smith, Sheppard, Johnson and Johnson (2005, p. 3) describe the cycle of problem based learning: identify problem, factors that learners want to know, learn and implement. This type of learning stimulates students‘ own knowledge construction since each individual can think differently, has his/her own problem interest and ways of solving. This learning can create more active learners than traditional teaching method since lecturing style focuses on imitation/copying, remembering and following certain pattern repeatedly (Major & Palmer, 2001).
22 ISBN 978-602-73769-1-5 Adi Suryani
group or community of practice (Newman, 2005, p. 13). This indicates that within problem based learning, collaboration can be developed.
Team Learning
The problem based learning involves team learning element. Within team learning, students can learn making decision, performing action, forming ideas and planning (Kayes, Kayes & Kolb, 2005, p. 5). Working in team can teach students to emerge collective team identification which increases emotional attachment and identity to group (van der Vegt & Bunderson, 2005, p. 535), learn each other or transfer one‘s information and experience to other members (Ellis, et.al., 2003, cited in van Woerkom & Croon, 2009, p. 561). This construct support the concept of social learning. Knowledge cannot be created by an independent individual. It is developed together and socially disseminated (Schutz, 1964; Berger & Luckman, 1967, cited in Brooks, 1994, p. 1). This socially constructed knowledge formation can bring a challemge for teamwork. Michaelsen (1992, p. 111) mentions that team learning has great challenge in its‘ formation process since within this process, team members should identify their resources, strength and weaknessess. Similarly, Barron (2000, pp. 403-404, cited in van den Bossche, Gijselaers, Segers, Woltjer & Kirschner, 2010) states teams ―are faced with challenges of establishing common frames of reference, resolving disrepancies in understanding, negotiating issues of individual and collective action, and coming to joint understanding.‖ A team can work effectively when there is collective cognition and action (van den Bossche, et.al., 2010). Thus, building shared mental should become focus in team building. Some researchers, Alpay et al. (1998, cited in van den Bossche, et.al., 2010) and Dillenbourg and Traum (2006, cited in van den Bossche, et.al., 2010) argue that this shared mental should be build not only through co-understanding, but also through co-agreement.
Experiential and explorative learning
Adi Suryani ISBN 978-602-73769-1-5 23 different from knowldege from textbook which is already available for students, in experiential learning students should understand their own experience. As mentioned by Jarvis et al. (1998, p. 46, cited in Kenny, 2008, p. 1), experiential learning is ―the process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses.
Experiential learning is very relevant to constructivism. Experiential learning emphazises on role of knowledge formulation which is done by students by their own selves, giving chances for students to bring their own previous knowledge into classroom learning, allowing flexibility in knowledge transformation (Lewis & Williams, 1994, p. 5). Experiential learning has many benefits. Experiential learning encourages students to perform reflection, being aware, more active learning, preparing students to be lifelong learners and understanding reasons of knowledge formulation (Lewis & Williams, 1994). Experiential learning closely relates to out-class learning (Koerner, n.d.). This indicates that experiential learning contains rich materials. Experience learning also carries other types of learning: affective learning which includes self efficacy, social quality, assessment and determination and intellectual learning including comprehending and implementing concept (Koerner, n.d.). Experiential learning involves both cognition and affection (Kolb & Boyatzis, 1999).
ICT in Education
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Method of the Study
In this study, I adopt a qualitative research method. A phenomenology perspective becomes the foundation of seeing the issue. The analysis is performed by interpreting students‘ sef-reflective writing on what they have learnt from their learning process. There are several steps which students learn before going to their reflective thinking. Those are exploring social cultural issues (1), understanding the issues in more detail through observation and reading (2), analyzing the issues individually (3), write essay on the issue individually (4), re-analyzing the issue in group (5), making video in group (6) and presenting the issues in group (7). The following figure represents how I process the study.
Process of the Study
Discussion
Learning should not be limited from one source. The overemphasized use of text-book should be balanced with learning from real context around students, especially which excite or activate their senses. This may lead them to genuine interest, curiosity and motivation to learn. They are learning not only because this is their teachers want or what curriculum says, but this is what they are eager to learn. By giving them a flexibility to select what interest them from socio-cultural issues around them can grow students‘ sense of autonomy and independence in their learning. This lays the foundation of lifelong learners. To build lifelong learners, teachers should move their position from controlling to facilitating (Bryce, Frigo, McKenzie & Withers, 2000, p. 17). Lifelong learners are also learners who have control over what they are doing. Ther are four main flexibilities: pace, choice, method and content (Candy, 1991, p. 208, cited in Bryce, Frigo, McKenzie & Withers, 2000).
Adi Suryani ISBN 978-602-73769-1-5 25 The data show that a multi-approach of observational, teamwork, experiential and ICT learning which is wrapped within reading, writing and speaking activities can activate students to learn the content of cultural issues around them and practice some socio-affective elements. The data show that students practice and exhibit several socio-socio-affective learning which I classify into four learning areas: observational, teamwork, ICT and affective learning.
1. Team Learning
Knowing the feeling of working together informs the students what they should do in groups, what challenges they find, what the advantages are, what difficulties and consequences of group work failure are. There are several areas which the students learn when they work in teams. Those are the aspects and values of managing tasks (cooperation, communication/sharing, coordination, cultural rules of politeness, brainstorming, task distribution, task clarity), managing people (behaviour, disapproval, accomodating different characters and styles of working, different strength and interest), managing self (self-group positioning, identifying self-strength and weakness, synchronizing self to group, sense of interdependence) and managing team identity (encouragement, spirit).
2. Observational Learning
By searching what happens in society, students can grow and sharpen their socio-affective senses which become the foundation of socio-affective learning. There are several aspects they sense and learn. Those are sensing the real problems and crises, see the real pictures of hunger, poverty, youth problems, war, inequality, being more critical, imaginative, creative, reflective, explorative and becoming aware that learning can be from everywhere.
3. ICT Learning
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4. Affective Learning
The data show that when the students learn in their groups. They experiences mixture of pleasant and unpleasant feeling. They learn how to build ―chemistry‖ with their friends in one group, they learn that successful result and effective teamwork can bring feeling of proud and sense of worthy, they are excited (do not feel bored), learn to grow their caring senses to the emerging social issues and being curious.
The socio-affective awareness obtained through multi-approaches of learning may provide bases for the construction of holistic students from multi-aspects: From the internal learning process (learn for learning), it creates lifelong learners, potential of creative, explorative and innovative learners. From the social aspect, it creates students with good communication and relations, have social awareness and care. From the ICT aspect, it supports students to be technical students who know how to do things instead of only knowing what it is about. From the emotional aspect, socio-affective awareness encourages the students to develop self regulation.
The data also indicate that socio-affective awareness should be practiced instead of only read. It may encourage students to be sensitive/be aware of what happens around them and responsive to those issues. It requires students to work interdependently to learn together. This allows them to build knowledge together and process information cooperatively. Thus, social learning is not only about just imitating/copying other‘s behaviour, but also constructing one‘s own behaviour by elaborating what they learn from social milieu with their own thinking since an individual has capacity to interpret what other people do.
Socio-affective awareness is required for students for being success in school/their academic from the aspects of cognition, emotion and social life. It supports students to have group capacity, learn together. Students‘ self development is characterized by their academic achievement, positive attitude on academic work and academic behaviour (Gagné & Gagnier, 2004, p. 136). This social capacity is sustained by emotional regulation capacity. Emotion affects social functioning (Covell & Scalora, 2002; van Rijn, Schothorst, van‗t Wout, Sprong, Ziermans, van Engeland, Aleman & Swaab, 2011).
Adi Suryani ISBN 978-602-73769-1-5 27 Role of socio-affective awareness raised through multi-approaches for learning
Conclusion
Second language classroom should not be the formal place to lern language only. It should facilitate students to acquire skills for students‘ further learning or learning in other disciplines. One of basic requirement for students to be able to develop themselvs in any areas are growng their socio-affective awareness. This awareness can be raised through the application of multi-approaches of teaching and learning. It needs students to rotate their learning centre from classroom to society and come back to classroom. Those are the combination of ICT, observational, teamwork and experiential learning. The blend of the approach is greatly dependent on teachers‘ creativity which should be based on their students‘ needs and interests.
References
Bandura, A. (1971). Social learning theory. New York: General Learning Press. Retrieved from www.googlescholar.com, on January 05, 2015.
Brooks, A. (1994). Power and the production of knowledge: Collective team learning in work organizations. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA. Retrieved from www.googlescholar.com, on August, 2, 2015.
Bryce, J., Frigo, T., McKenzie, P. & Withers, G. (2000). The era of lifelong learning: implications for secondary schools. The ACER Core-Funded Research Program.
Speaking
Self-regulation careful,patient
tiring,exciting coordination self-group Developing
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Camp, G. (1996). Problem-based learning: A paradigm shift or a passing fad? Medical Education Online, 1, 2, 1-6.
Clerehugh, Y., J. (n.d.). ICT as a motivator for disaffected pupils? 1-20. Retrieved from www.googlescholar.com, on February, 13, 2015.
Covell, C., N. & Scalora, M., J. (2002). Empathic deficits in sexual offenders. An integration of affective, social and cognitive constructs. Aggression and Violent Behaviour, 7, 251-270.
Doucet, M., D., Purdy, R., A., Kaufman, D.,M. & Langille, D., B. (1998). Comparison of prolem-based learning and lecture format in continuing medical education on headache diagnosis and management. Medical Education, 32, 590-596.
Dunn, L. (2002). Theories of learning. Learning and teaching briefing papers series. Oxford centre for staff and learning development. Retrieved from www.googlescholar.com, on September 04, 2013.
Gagné, F. & Gagnier, N. (2004). The socio-affective and academic impact of early entrance to school. Roeper Review, 26, 3, 128-138.
Goyal, M. & Murthy, S. (n.d.). Probing students‘ affective domain in an ICT-enriched course. Proceedings of epiSTEME 4, India. Retrieved from www.googlescholar.com, on February, 03, 2015.
Hmelo-Silver, C., E. & Barrows, H., S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1,1, 21-39. Johnson, D., W. & Johnson, R., T. (2009). An educational psychology success story: Social
interdependence theory and cooperative learning. Educational Researcher, 38, 365-379.
Jonassen, D., H. & Hung, W. (2008). All problems are are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2, 2, 6-28.
Kayes, A.,B., Kayes, D., C. & Kolb, D., A. (2005). Developing teams using the Kolb team learning experiences. Simulation & Gaming, 36, 3, 1-9.
Adi Suryani ISBN 978-602-73769-1-5 29 Koerner, S. (n.d.). Experiential learning in the classroom. Oudoor Education Group. Victoria.
Retrieved from www.googlescholar.com, on November, 01, 2013.
Kolb, D., A. & Boyatzis, R., E. (1999). Experiential learning theory: Previous reserach and new direction. Weatherhead School of Management. Case Western Reserve University. Retrieved from www.googlescholar.com, on November, 01, 2013.
Lewis, L., H. & Williams, C., J. (1994). Experiential learning: Past and present. New Directions for Adult and Continuing Education, 62, 5-16.
Linke, P. (n.d.). Social and emotional learning as a basis for curriculum. Retrieved from www.googlescholar.com, on February 2, 2014.
Magenheim, J. (2003). Social, affective and normative aspects of learning in ICT-enriched learning environments-collaborative exploration of societal aspects of ICT. A paper presented at the IFIP Working Groups 3.1 and 3.3 Working Conference: ICT and the Teacher of the Future. St. Hilda‘s College. The University of Melbourne, Australia. Retrieved from www.googlescholar.com, on February, 13, 2015.
Major, C., H. & Palmer, B. (2001). Assessing the effectiveness of problem-based learning in higher education: lessons from literature. Academic Exchange Quarterly, 5, 1.
Michaelsen, L., K. (1992). Team learning: A comprehensive approach for harnessing the power of small groups in higher education. To improve the Academy, 249, 11, 107-122.
Newman, M. (2005). Problem-based learning: An introduction and overview of the key features of the approach. Journal of Veterinary Medical Education, 12-20.
Pelgrum, W., J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide adult assessment. Computers & Education, 37, 163-178.
Resta, P. & Laferriѐre, T. 92007). Technology in support of collaborative learning. Educ. Psychol. Rev, 19, 65-83.
Smith, K., A., Sheppard, S., D., Johnson, D., W. & Johnson, R., T. (2005). Pedagogies of Engagement: Classroom-Based Practices. Journal of Engineering Education, January, 1-15.
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Van der Vegt, G., S., D., V. & Bunderson, J., S. (2005). Learning and performance in multidisplinary teams: The importance of collective team identification. Academy of Management Journal, 48, 3, 532-547.
Van den Bossche, P., Gijselaers, W., Segers, M., Woltjer, G. & Kirschner, P. (2010). Team learning: Building shared mental models. An International Journal of the Learning Sciences, 39: 9128.
Van Rijn, S., Schothorst, P., Van ‗t Wout, M., Sprong, M., Ziermans, T., Van Engeland, H., Aleman, A. & Swaab, H. (2011). Affective dysfunctions in adolescents at risk for psychosis: Emotion awareness and social functioning. Psychiatry Research, 87, 100-105.
Van Woerkom, M. & Croon, M. (2009). The relationship between team learning activities and team performance. Personnel Review, 38, 5, 560-577.
Agnes Santi W, Y.G. Harto P. and Hady Sutris W. ISBN 978-602-73769-1-5 31
DEVELOPING DIGITAL ENGLISH GRAMMAR MATERIALS
FOR THE SENIOR HIGH SCHOOL STUDENTS
Agnes Santi Widiati
Y.G. Harto Pramono
Hady Sutris Winarlim
Unika Widya Mandala SurabayaAbstract
English has become the tool for communication among the people across countries, and schools are competing to provide English for the students as early as possible. There are plenty ready-to-use digital English modules in the market today; however, they are not relevant with the English syllabus of the primary or secondary schools. The teaching is focused on the four skills directed for communication. As such, grammar is not presented as a part of the English lessons; but only when needed to support the four skills. The absence of systematic design of English grammar lesson makes their grammar mastery weak. To fix this, the writers develop grammar materials for the secondary school, specifically for the tenth graders. Young people love working with computers or other kinds of modern gadgets, so the materials developed in this research are in the digital form, both usable by teachers at school and by students independently via the Internet. Based on the needs assessment executed in high schools in Surabaya, Sidoarjo, and Malang, the researchers have obtained the inputs about the grammar topics needed and the types of exercises preferred by the students. Articulate Storyline 2 software is used to develop the materials supported by animation and voice recording. Each module covers the objectives, description, exercises equipped with feedbacks, and quizzes with scores to measure the achievement of the objectives.
Introduction
32 ISBN 978-602-73769-1-5 Agnes Santi W, Y.G. Harto P. and Hady Sutris W
Related to the duties of teachers in the classroom, in any learning circumstances, teachers possess the assosiated responsibilities related to the following areas (1) learning objectives, (2) the development of teaching materials, (3) the type and amount of class assignments and homework , (4) the type and amount of duties and other activities outside the classroom, (5) the use of textbooks, (6) increase the motivation to learn outside school hours, (7) and the achievement of students‘ learning (Hedge 2008).
Based on the preliminary observations on English grammar abilities of the students, the researchers found that most students, especially students of the first semester who are still fresh graduates of the High School (SMA) lack of English grammar mastery. The causes of the problems that can be identified are among others: low motivation, insufficient learning time in the classroom, and boredom.
In Indonesia, the role of the use of English in public life is increasing in line with the rapid development of the world. The ability to speak English as an international language will be increasingly deemed necessary in 2015 when the cooperation among the ASEAN countries will be intensified along with the implementation of the Asean Economic communicty (AEC) (http://www.asean.org/communities/asean -economic-community, April 5, 2014). Asean economic integration under the AEC is planned to cover Asean as a region which is fully integrated. Thus, the implementation of the AEC intensifies the communication among its country members in various fields and at the same time demands the ability of individuals to be able to communicate in English as an international language. To support this need, a variety of material development and learning are indispensable.
Taking into account the two main things that have been described above, namely the development of the English language learning and the urgency of the needs of the society to be able to communicate in English towards the relations between countries, the researchers intend to develop digital English language learning materials that can be used as an independent learning tool for learners of English.
Agnes Santi W, Y.G. Harto P. and Hady Sutris W. ISBN 978-602-73769-1-5 33 the leaners, and at the same time they eliminate boredom through their display features. Above all, digital materials provide the learners with the opportunity to learn and practice at their own needs, time, pace, and interest.
Dickinson (1987) claims that learning is an individual process. A teacher can tell students about the meaning of a word but to gain the ability and the skills to use the word, the students must put their own active efforts. Dickinson also adds, ―You can take a horse to a river, but you can not make it drink.‖ Supporting the proposition of Dickinson, experts in learning stress the importance of the activating of the learners so that they are willing to carry out the process of learning itself. This means that the learners should be given the opportunity to do an outside-the-class-hour learning activities. This concept of learning requires the availability of tools and learning materials accessible to learners according to their individual needs as well as the amount of time they can dedicate to assess them.
Computer-based language learning materials serve as learning tools that can be enjoyed due to the variety of the software features. As a result, they increase the motivation of the learners to learn beyond the walls of the classroom. Furthermore, the interactiveness of the software is indispensable in the sense that it involves the cognitive and physical skills.
With regards to the teaching of English in high school that focuses on the communication skills, experts argue that their ability to use language to communicate properly is not separable from their grammar mastery. Taking into account the role of grammar in this respect, the researchers develop digital English grammar materials for senior high school students.
In accordance with the background of the problems that have been outlined above, several problems are formulated as follows:
1) English Learners feel boredom in learning conventionally by books, and this can lower their motivation to learn.
