proceding teflin 2014 book 3

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International

Conference

2014

reading

English

writing

vocabulary

reading

language

learning

_vocabulary

writing

language

learning

English

speaking

speaking

learning

writing

language

English

writing

vocabulary

reading

language

English

language

ENGLISH EDUCATION DEPARTMENT

ISBN 978-602-14018-1-1

PROCEEDINGS

The

English Language Curriculum Development:

Implications for Innovations in Language Policy and Planning,

Pedagogical Practices, and Teacher Professional Development

Solo, 7 - 9 October 2014

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International

Conference

2014

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

ISBN 978-602-14018-1-1

PROCEEDINGS

The

English Language Curriculum Development:

Implications for Innovations in Language Policy and Planning,

Pedagogical Practices, and Teacher Professional Development

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Melayani Negeri, Kebanggaan Bangsa

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FOREWORD

These proceedings feature 335 papers out of 531 papers presented at the The 61

st

TEFLIN International Conference

. Enmeshed in the theme, “

English Language Curriculum

Development: Implications for Innovations in Language Policy and Planning, Pedagogical

Practices, and Teacher Professional Development

”,

the papers present different lines of

scholarship which address such topics as (1) language policy, (2) language planning, (3) needs

analysis, (4) language syllabus and lesson planning, (5) language materials evaluation and

development, (6) instructional design and language teaching methodology, (7) instructional

media and technology, (8) language classroom management, (9) language testing and

assessment, (10) language program evaluation, and (11) teacher professional development.

The proceedings are alphabetically organized based on authors’ names.

All the papers in these proceedings were not peer-reviewed, but the papers published

in these proceedings met the basic requirements set out by the committee. All the papers do

not exceed a total of five pages (including tables, figures, and references). In the editing

process, the editors extended the maximum page limit up to six pages in order to include more

papers.

Neither the Conference Committee nor the Editors are responsible for the content,

outlook, opinions, and arguments made in the papers. The sole responsibility concerning the

ethical aspect, validity of methodology, and political views in the papers rests with the

individual authors.

Finally, we would like to extend our sincere gratitude to all of the paper presenters

who have shared their bright and inspiring ideas at the conference, and to the board of

reviewers and editors who have worked hard in screening all the submitted abstracts. We do

hope that readers enjoy reading the papers in the proceedings and find them enlightening and

useful.

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A List of Internal and External Reviewers for Abstracts Submitted for The 61st International TEFLIN Conference

The organizing committee of the 61st International TEFLIN Conference would like to acknowledge the following colleagues who served as anonymous reviewers for abstract/proposal submissions.

Internal Reviewers

Chair

Joko Nurkamto (Sebelas Maret University, INDONESIA)

Members

Muhammad Asrori (Sebelas Maret University, INDONESIA) Abdul Asib (Sebelas Maret University, INDONESIA) Dewi Cahyaningrum (Sebelas Maret University, INDONESIA)

Djatmiko (Sebelas Maret University, INDONESIA)

Endang Fauziati (Muhammadiyah University of Surakarta, INDONESIA) Dwi Harjanti (Muhammadiyah University of Surakarta, INDONESIA) Diah Kristina (Sebelas Maret University, INDONESIA)

Kristiyandi (Sebelas Maret University, INDONESIA)

Martono (Sebelas Maret University, INDONESIA)

Muammaroh (Muhammadiyah University of Surakarta, INDONESIA)

Ngadiso (Sebelas Maret University, INDONESIA)

Handoko Pujobroto (Sebelas Maret University, INDONESIA) Dahlan Rais (Sebelas Maret University, INDONESIA) Zita Rarastesa (Sebelas Maret University, INDONESIA) Dewi Rochsantiningsih (Sebelas Maret University, INDONESIA) Riyadi Santosa (Sebelas Maret University, INDONESIA) Teguh Sarosa (Sebelas Maret University, INDONESIA) Endang Setyaningsih (Sebelas Maret University, INDONESIA) Gunarso Susilohadi (Sebelas Maret University, INDONESIA) Hefy Sulistowati (Sebelas Maret University, INDONESIA)

Sumardi (Sebelas Maret University, INDONESIA)

Anam Sutopo (Muhammadiyah University of Surakarta, INDONESIA) Dewi Sri Wahyuni (Sebelas Maret University, INDONESIA)

Agus Wijayanto (Muhammadiyah University of Surakarta, INDONESIA)

Tri Wiratno (Sebelas Maret University, INDONESIA)

External Reviewers (Referees)

Chair

Handoyo Puji Widodo (The University of Adelaide, AUSTRALIA)

Members

Helena I. R. Agustien (Universitas Negeri Semarang, INDONESIA) Adcharawan Buripakdi (Walailak University, THAILAND)

Pisarn Chamcharatsri (University of New Mexico, USA) Patrisius Istiarto Djiwandono (Universitas Ma Chung, INDONESIA) Christine Manara (Payap University-Chiang Mai, THAILAND) Julius C. Martinez (Ateneo de Manila University, THE PHILIPPINES) Selim Ben Said (Chinese University of Hong Kong, HONG KONG)

Nugrahenny T. Zacharias (Satya Wacana Christian University-Salatiga, INDONESIA)

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THE EFFECTIVENESS OF TEACHING READING COMPREHENSION RECOUNT TEXT BY USING FACEBOOK

Abdul Hanip Lailatus Sa’adah

STKIP PGRI Jombang, Indonesia

abd_hanief@yahoo.com and elary_lh@yahoo.com

Abstract: This study examines the effectiveness of Facebook as media in teaching reading comprehension recount text was conducted in the outside of the classroom through Project Based Learningwas adapted by Joel I. Klein et.al (2009:8) aids to encourage students’ reading achievement. A quasi-experimental design as a part of quantitative research was employed in this research. The sample of this research is VIII B as experimental class and VIII C as control class in SMP NEGERI 1 KUDU. The study was done by using test as the main instrument. The finding of posttest analyzed by using One–way Anova which compared between two groups is that determining main idea and title gain sig 0.001, finding written and explicit information gain sig 0.003, finding pronoun referent gains sig 0.007, and determining meaning of the word, phrase gain 0.001. It shows tKDWVLJĮ (0,05), it means Facebook as media can give significant difference on students’ reading comprehension. It is supported by the study was conducted by Ahmed Naci Coklar (2012), Saikaew, et.al (2011), and Rasyid (2013).

Key words:teaching reading comprehension, facebook, recount text

Reading is one of the basic skills in language teaching included English instruction. It is involved the process of interaction between the reader and the writer through texts. The main purpose of reading is comprehended the texts. It is supported by Fachrurrazy (2011:83) stated that the purpose of reading activities can be comprehension (intensive reading in the class). The techniques of comprehension can be divided into three levels i.e. sentence level, paragraph level, and whole text level. The students introduced to EFL so that they can obtain message of an English written text. The objective shows that the students expected to get the message or meaning of what they read from the texts. It should be well prepared by the teacher such that the students not only learn to read but read to learn as well. Harmer (2002:134) affirms that making a variety of teaching in language instruction to engage and construct students should be conducted by the language teachers as the basis in the learning and teaching activity. This study is involved Facebook as a media which is used to encourage students’ achievement. Ahmet Naci Coklar (2012:1) stated that Facebookis the highest number of users in the world compared with social sites such as MySpace, Friendster and Reunion. Based on the data was taken by (Facebook.com) shows that Indonesia is the second biggest country for Facebookuser after USA. Million people have been using Facebookin their daily life. While students waste their time in enjoying with Facebooksuch as: chatting, playing games, updating status, etc. It is better if teachers use Facebookas a learning tool to support the learning process. It is supported by Ian Fordham et.al (2013: 2) affirms that Facebookis in an excellent position to support the way young people, teachers and other educators collaborate, access and curate new learning

This media was conducted in the outside of the class through Project Based Learningproposed by Joel I. Klein et.al (2009: 8). In applying this media, aFacebook Group was made to organize students’ activities in

Facebookthen the teacher uploaded a recount text and gave some questions based on the text and asked students to answer the question. The students divided into some group exactly one group contained two persons. Some terms are divided for students’ respond in Facebookin answering, and giving comment about recount text. It is likely both passive and active students can be involved together in the reading activities in Facebook Group.A study was taken by Ahmed Naci Coklar (2012) and An article is written by Saikaew, et.al (2011) shows that

Facebook gave many advantages as education tool. Another research about the use of Facebook is written by Rasyid (2013) has shown that Facebook Groupscan help students in process of setting up of writing by enabling them to recognize aspect of writing assignment deadline and avoid plagiarism was conducted by the students.

Regarding the use of Facebookthat is good for students in learning, a study was conducted to examine the extent to which the use of Facebook as media in teaching reading comprehension recount text was conducted in the outside of the classroom through Project Based Learning in SMP NEGERI 1 Kudu. The research problem is formulated as follow: “Do the students taught by using Facebookin reading comprehension recount text have better reading achievement than those taught without using Facebook?”

Method

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reading achievement. A quasi experimental was possible to be conducted due to the permanent schedule of the school. This study was involved nonrandomized control group pretest-posttest design was adapted from (Ari, 2006: 316). Both of the classes have homogenous. The result of this research was gotten by comparing the result of control class and experimental class’ posttest. This recent study was conducted in SMPN 1 KUDU as the subject population. The sample of this research is VIII B as the experimental class and VII C as the control class.

Table 1. The Essential Features in the Teaching Reading using Facebook and without using Facebook

Experimental Group (Teaching Reading using Facebook) Control Group (Teaching Reading without using Facebook)

Pre-test

y Greeting y Brainstorming

Whilst - Activity

y Teacher explains the components of recount text. y Identify the generic structure and generic feature in

recount text.

y Discussing the generic structure and generic feature in recount text

y Completing a gapped recount text

y Arranging the random paragraph to be a good recount text and making summary of the text as a means of retelling the text. (individually)

y Answering some essay questions which is gave by the teacher.

Post Activity

y Reflection y Closing

y The teacher designed the plan and created the schedule for the project about implementing Facebookas media through Project Based Learningwhich conducted in the outside of the class.

Project Based Learning in the outsideadapted from Joel I. Klein et.al (2009:8)

(Exploration)

x The teacher began by giving essential question

(Project Based Learning Inquiry)based on the text in Facebook Group.

x The students gave respond to the questions based on the recount text which uploaded by the teacher

(Synthesis)

x Monitoring the process and progress the students in Project Based Learning Inquiry.

x Assessing the outcome in Facebook Group to motivate the students.

Reflection

x The teacher reflected the material with project which have already done and ask the students about their experience.

x The teacher evaluated the students’ project in

Facebookthrough PBL

Pre-test

y Greeting y Brainstorming

Whilst - Activity

y Teacher explains the components of recount text with picture of series. y Identify the generic structure and generic

feature in recount text with picture guided by the teacher classically.

y Discussing the generic structure and generic feature in recount text with picture guided by the teacher classically.

y Completing a gapped recount text y Arranging the random paragraph to be a

good recount text through picture.

y Making summary of the text as a means of retelling the text guided by the teacher classically.

y Answering some essay questions which is given by the teacher.

Post Activity

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Table 2. The essential Topic, activities and modes of learning in experimental class Figure 1. The students’ activities in Facebook group

This study used test as the main instrument to get the data which is able to measure the effectiveness of

Facebook toward students’ reading comprehension. The tests consist of 20 items which have already valid and reliable. Before the test is used for the experimental class and control class, the test tried out in other respondents. The trying out aimed to check out the validity of the items and reliability in general. The test was given in the pretest and posttest with equivalent questions. One- way Anovain SPSS 16 Program windows was used to compute the different between experimental class and control class posttest. It is possible to useOne-way Anovabecause there are four means exactly mean in determining the main idea and title, mean in finding written and explicit information, mean in finding pronoun referent, mean in determining meaning of word and phrase in the context.

Finding And Discussion

Based on the result of the post test of VIII B as experimental class, the lowest score is 65 and the highest score is 90 while the output of the posttest of VIIIC as control class, the lowest score is 60 and the highest score is 80. The mean of experimental class is 80, 536 and the mean of control class is 67, 143. Both of the classes have furthering in posttest score and the result above shows that VIII B as the experimental class achieved better than VIII C as the control class. The figure below can make easy in analyze the difference of the score.

Figure 1 The essential posttest scores

0 20 40 60 80 100

Experimental Class

Control Class

Lowest Score High Score average score

Meetings Activities Mode of learning

Meeting 1 Pretest and introduction of recount text Face to face

Meeting 2 Give more practices or exercises drill Face to face

Meeting 3

- (04.00 p.m – 05.30 p.m) Reading comprehension practice Online

- (07.00 p.m - 08.30 p.m) Reading comprehension practice Online

Meeting 4

- (04.00 p.m – 05.30 p.m) Reading comprehension practice Online

- (07.00 p.m - 08.30 p.m) Reading comprehension practice Online

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The result of the posttest shows that the average scores for experimental group is higher than the average score of control group. The average score of experimental group is 80,536 and the average score of control is 67.143. The mean difference between experimental and control group is 13.393. Yet, this cannot be claimed soon before the static analysis One-way Anova is done. For further analysis to answer the research problem, a statistical analysis used One-way Anova was conducted. Below are the statistical computations by using One way Anova:

Table 4.3 Determining main idea and title

Sum of Squares Df Mean Square F Sig. Between Groups 7.143 1 7.143 11.663 .001 Within Groups 33.071 54 .612

Total 40.214 55

Table 4.4 Finding written and explicit information

Sum of Squares Df Mean Square F Sig. Between Groups 12.071 1 12.071 9.360 .003 Within Groups _69.643 ₅₄ _1.290

Total 81.714 55 .

Table 4.5 Determining Pronoun referent

Sum of Squares Df Mean Square F Sig. Between Groups 2.161 1 2.161 7.797 .007 Within Groups _14.964 ₅₄ _.277

Total 17.125 55

Table 4.6 Determining meaning of word and phrase in different context

Sum of Squares Df Mean Square F Sig. Between Groups 5.786 1 5.786 11.951 .001 Within Groups 26.143 54 .484

Total 31.929 55

All of indicators’ result above showWKDWVLJĮIt shows that all of the result in posttest which is computed by using One way Anovagave significant difference. It can be determined that Facebook can be effective media in teaching reading comprehension in all of indicators above.

Facebook on students’ reading comprehension recount text through Project Based Learning

The essential objective of reading is comprehends what the writer says in the text. Fachrurrazy (2011:83) affirmed that comprehending in reading divided in some levels are that in sentence level, paragraph level and whole text. It is involved the great concern by the English teacher to make a variety of teaching in achieving the goal. Facebookthrough

Project Based Learningwas involved in this study. SMPN 1 Kudu was chosen to prove that Facebook

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students worked in their pair which is contained of 2 persons. The students were given more exercise namely

Project Inquiry in Facebook Group which is uploaded by the teacher in wall Facebook Group. By giving respond on Facebook Group the students got comment either criticism or appreciation by their classmates and the teacher. The use of Facebookas media through Project Based Learning in teaching reading comprehension can encourage students’ achievement. It is possible because teacher can plan learning experiences which can give deep understanding to the students.

In this study, students drove the learning more enjoyable because they learned with their abilities and preference for using different type of media. In other side, students constructed to pursue in comprehending about what they read in wall Facebook group. The students competed with other group to answer the questions. It was passive and active students can be involved together in the reading activities in Facebook Group.It is supported by Ian Fordham et.al (2013: 2) stated that Facebook is in an excellent position to support the way young people, teachers and other educators collaborate, access and curate new learning

Facebook can be manipulated as education tool to the teacher and students. The outcome of the students’ reading comprehension are that they could comprehend the recount text exactly in determining main idea and title of the text or passage, finding written and implicit information, determining reference word, determining the meaning of the words, phrase, based on the context. It is supported by a study done which conducted by Ahmed Naci Coklar (2012) and Kanda Runapongsa Saikaew, et.al (2011). It shows that Facebook

can give more advantage in education as learning tool. Another research was done by Fikri Rasyid (2013). It shows that Facebook Groupscan help students in process of setting up of writing by enabling them to recognize aspect of writing assignment deadline and avoid plagiarism was conducted by the students.

CONCLUSION AND SUGGESTION

The results of the study show that there is significant difference on the eight B who are taught by using

Facebook better than eight C who are taught without using Facebook. Furthering analyze was computed by using One–way Anova are that determining main idea and title gain sig 0.001, finding written and explicit information gain sig 0.003, finding pronoun referent gain sig 0.007, and determining meaning of the word, SKUDVH JDLQ ,W VKRZV WKDW VLJ Į the gain scores led to accept the hypothesis. The essential is

Facebook can be effective media in teaching reading comprehension in determining main idea and title of the text or passage, finding written and implicit information, determining reference word, determining the meaning of the words, phrase, based on the context. This study suggests the use of Facebook or others social media in teaching process must be encouraged as the education tool. It is positive proper to engage students as modern learner at present.

References

Ary,D.2006. “ Introduction to Research in Education “, 8thedition. Canada: Nelson Education, Ltd.

Coklar Ahmed Naci. 2011. “ Evaluations of Students on Facebook as an Educational Environment. Turkey Journal Online.

Fikri Rasyid. (2013).”The Use Of Facebook Groups in Teaching EFL Writing At University Level”. Universitas Pendidikan Indonesia: Repository.upi.edu/Perpustakaan.upi.edu

Harmer, Jeremy. 2002. “ The Practice of English Language Teaching”.Malaysia: Longman. Fordham Ian. (2013). “Facebook Guide For Educators”.London: The Education Foundation

Saikaew Runapongsa Kanda. dkk. 2011.Using Facebook as Supplementary Tool For Teaching and Learning.Khon Kaen University, Thailand.

Facebook.com. (2011a). Facebook Statistics by country - Socialbakers. Retrieved on February 22, 2014, from http://www.socialbakers.com/Facebook- statistics/

Socialbakers. Retrieved June 24, 2011, from http://www.socialbakers.com/blog/143- Facebookgains- 80-million-new-accounts-in-the-first-quarter-of-2011/

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PUPPET AND POP UP PICTURES AS THE STORY TELLING MEDIA TO BUILD STUDENTS’ MOTIVATION IN ENGLISH COMPETITION

Ratih Yulianti

Persahabatan English Course Tulungagung

ryulianti88@gmail.com

Mohammad Adnan Latief

State University of Malang

a.adnanlatief@gmail.com

Abstract: Instructional Media in English language teaching has an important role to make the English learning more attractive and accessible for the students. Teachers have to be creative to make learning English as fun as possible since fun learni