M01694

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International

Conference

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The 9

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Satya Wacana Christian University

Faculty of Language and Literature

September 11-12, 2015

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Salatiga, Indonesia

Friday - Saturday,

September

11-12,

2015

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International

Conference

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The 9

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Time Table

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Acknowledgements

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Welcome Remarks

The Organizing Committee Chairperson

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The Rector of Satya Wacana Christian University

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SWCU at a glance

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FLL at a glance

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Map of Salatiga

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Conference Guide

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Program

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Plenary Speakers

16

Plenary Session

19

Parallel Session

26

Workshop Session

57

Poster Presentation

65

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Saturday

Sep 12, 2015

07.30 - 08.00

Conference Check-in

08.00 - 09.00

Plenary Session 4

09.00 -09.30 09.30 - 10.00

10.00 - 10.30

Coffee Break

Parallel Session 5

10.30 - 11.00

Parallel Session 4

Parallel Session 6 Workshop

11.00 - 12.00 12.00 - 13.00

Lunch

Friday

Sep 11, 2015

07.30 - 09.00

Conference Check-in

09.00 - 09.30

Opening Ceremony Plenary Session 1

09.30 - 10.30

Plenary Session 2

10.30 - 11.30

11.30 - 13.00

14.30 - 15.00

19.00 - 20.30

Lunch Parallel Session 1

Coffee Break

13.00 - 13.30

15.00 - 16.00

Parallel Session 2

Workshop

Parallel Session 3

Plenary Session 3

13.30 - 14.00

16.00 - 17.15

14.00 - 14.30

17.15 - 19.00

Business Meeting for IndoCALL

Conference Dinner

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Acknowledgements

GRAND

WAHID

PANTAS

PUSAT SARANA PENDIDIKAN & PERKANTORAN MODERN

SENTRAL JURNATAN B-11 SEMARANG 024-3549229

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Susu Telor Madu Jahe Jo-ting (CV. Tiara Mandiri Gemilang, Surabaya)

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Biro Promosi dan Hubungan Luar (BPHL)

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Biro Teknologi dan Sistem Informasi (BTSI)

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Yohanes Ditia Mada Renata

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Simon Petrus Rafael & Anggari Peni

TOKO

SEDERHANA

PERUSAHAAN ENTING-ENTING GEPUK cap KLENTENG & 2 HOOLO

085.7979.99299

Jl. Kartini 12 Salatiga 0298 - 326154

COPY CENTRE

JL. PEMOTONGAN 31-35 SALATIGA 0298 323036 th

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The Organizing Committee Chairperson

Welcome Remarks

Welcome to Salatiga!

Welcome to Satya Wacana Christian University!

Welcome to this conference!

It is our pleasure to have you all here.

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This is the 9 annual conference of the Faculty of Language and Literature (FLL), Satya Wacana Christian University (SWCU).

providing and updating critical theoretical and practical knowledge, practices, and potentials of the incorporation of technology into multi-modal environment of language teaching and learning processes to teachers, administrators, and researchers in the field of Computer-Assisted Language Learning.

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Last but not least, we also would like to thank all presenters and delegates, sponsors, committee members, and teachers, staff, and students of FLL SWCU for making this conference a success.

Dian Toar Y. G. Sumakul

With the theme 'Capacity Building for English Education in a Digital Age', this Conference aims at

Participated by delegates from all around Indonesia and other countries, this conference would be a combination of different ideas and experiences. We hope, however, these differences would offer priceless learning and sharing opportunities and create empowering professional and social bonds.

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Distinguished plenary speakers and conference participants,

It has always been our honour and pleasure to welcome you to the annual international conference of the Faculty of Language & Literature, Satya Wacana Christian University. This is the 9th international conference which takes the theme of “Capacity Building for English Education in a Digital Age” and we are proud to host the conference and to welcome all of the speakers and participants to Salatiga.

Technology is now part of our everyday’s life. Yet, its implementation in the English language classroom still needs to be explored. I expect during this two-day conference, you will share your experience in using technology in your language classrooms and more importantly learn from each others.

We are delighted to continue be a part in the development of English language teaching and research by hosting this annual conference.

Finally, I wish you all a pleasurable experience during your two-day conference, and I hope you all have an enjoyable stay in Salatiga

Rev. Prof. Pdt. John A. Titaley, Th.D

Rector

The Rector of Satya Wacana Christian University

Welcome Remarks

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Founded on November 30, 1956, Satya Wacana Christian University is dedicated to training qualified leaders in the church, community, and nation. In order to achieve our mission

as a “Creative Minority”, we hold this fundamental ideals: “The fear of God is the beginning of all knowledge.” Our vision is to be a Scientiarum and Magistorum et Scholarium University. Today, Satya Wacana serves over 13,000 undergraduate and graduate students, offering 4 Diploma programs, 39 four-year Degree Programs, 9 Magisterial and 3 Doctoral Programs.

With almost 60 years of experience in educational management, SWCU is one of the most distinguished private universities in Indonesia.

The Faculty of Language and Literature (FLL) has two study programs. The first one, which was established in 1956, was the English Language Teaching Program. It strives to produce English teachers who are responsible and are recognized with a commitment to lifelong learning and service. It also serves pre-service teachers by equipping them with reflective thinking, problem-solving, leadership, teamwork skills, and professional knowledge. The ELT Program has the commitment to expand and disseminate knowledge through research, teaching and learning, and community service.

In 2012, due to the demand of the market, FLL offers another program that is the English Language and Literature Program. Students graduating from this program are expected to be able to communicate effectively in spoken and written English, to implement the approaches and theories related to literature and translation, to utilize information

FACULTY of LANGUAGE and LITERATURE

at a glance

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at a glance

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MAP of SALATIGA

Diponegoro Campus

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Plenary Sessions

There are 6 plenary sessions featuring invited speakers. All sessions will be held in

Grand Wahid Ballroom.

Parallel Sessions

There are 7 parallel sessions in this conference. Each paper presentation lasts approximately 30 minutes including a-10-minute a Q&A session. Please plan accordingly should you wish to move from one session to another. Make sure you are familiar with the rooms. One parallel session is on the second floor. Refer to the floormap of the hotel for more details.

Workshop Sessions

The conference includes 2 workshop sessions. Some workshops require the participants to bring their own devices (laptops or smartphones). Please read the abstract carefully before choosing the sessions to attend.

Program Changes

Due to circumstances beyond our control, the conference program may be liable to change. Changes made to the program will be announced on the TV monitors placed next to the photo booth and in the coffee break and lunch areas. You can also follow us on Twitter: #fllconference for any updates and news about the conference.

Name Tag

You are kindly requested to wear your name tag at all times while at the conference venue particularly to enter the conference rooms.

Seminar Lunches and Coffee Breaks

Seminar lunches and refreshments will be provided to all registered attendees. Please present your coupons to the hotel staff before entering the lunch and coffee breaks area.

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Internet Access

Internet access for conference participants during the conference is provided free of charge from the hotel. Use the following login id:

User id : uksw

Password : 1109

Evaluation

To help us evaluate conference and to better plan for future conferences, please complete the evaluation on the following link: h

Transportation

Salatiga is a small city and most places are within walking distance. Should you need to take public transportation, there are angkota, becak, ojek, dokar and taksi. Galaxy Taxi is available in front of the hotel or via phone order (0298) 7182 777. There is a minimum rate of Rp. 35,000.-. Angkot is recommended from the hotel to UKSW campus should you wish to visit our campus.

Twitter

For any updates on the conference, follow us on twitter:

ttp://goo.gl/forms/kI23nBcU92

#fllconference

Panel Session

If you have questions to our invited speakers throughout the conference, you may submit your questions via this link: PollEv.com/fllinternati554.

Your questions will be discussed during the Panel Session on Saturday, 12 September 2015 at 4.00 pm.

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07.30 - Conference Check-in

09.00 - 09.30 Opening

09.30 - 10.30 Plenary Session 1 Grand Ballroom

Andrew Lian, President of AsiaCALL

Gumawang Jati, Bandung Institute of Technology

11.30 - 13.00 Lunch

13.00 - 13.30 Parallel Session 1

1. Learners' Motivation And Acceptance Towards Instructional Technology In Esp Classes

PaulusWidiatmoko Grand Ballroom

2. Going Hybrid: Lessons Learned from a Pronunciation blended course project at a pre-service EFL teacher training program in Indonesia

Victoria UsadyaPalupi & FrancesSinanu Wahid 2

3. Involving Social Practice in Students' Writing Process: A Case of Students' Interaction in Blended Learning

Sri Utami Wahid 3

4. Microsoft Office Powerpoint Game To Introduce Vocabulary In Motivating Strategy Stage To Retain The Lexical Memory of Students

Budi Setiawan, SekolastikaSavitri & Purwanto Wahid 4

5. Communication Strategies in Synchronous Computer-Mediated Communication.

Dian Toar Y. G. Sumakul Wahid 5

09.00

Building Capacity for Language and Culture Education in the Digital Era

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Perspectives on ICT in Learning and Teaching English in the 21 Century

P R O G R A M

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P R O G R A M

3.

Communicative Skill and Student-Centered Learning

Andi Rizki Fauzi Wahid 3

4. Understanding Teachers' Computer Technology Anxiety in E-Learning

Debora Tri Ragawanti, Maria Christina EkoSetyarini, &

Anne IndrayantiTimotius Wahid 4

5. Using digital technology to teach thinking skills in our English Language curriculum

MaliniGopal & Leslie Irang Wahid 5

1. Using Mobile-Phone Cameras to Build a Quasi-Corpus of Problematic Features in Student Writing

Mark McAndrews, Sam Newbould & CamillaWang Grand Ballroom

2. Utilizing Microsoft Powerpoint in Promoting Multimodal Vocabulary Learning

Ahmad Cepi & Giri Ginanjar Harsyah Wahid 2

3. The Benefits and Implications of Learning English through Facebook Groups

Neny Isharyanti Wahid 3

4. Comparing the Result of Rotation Model's Integration Into

Cooperative-based Inquiry Learning With That of Handbook-Focused Teaching on the First-Year Diploma 3 ITStudents' Fundamental Grammar Skills

Rumondang Miranda Marsaulina Wahid 4

5. Just Flip it Upside Down: Designing a Flipped Environment for EFL Classrooms

Anita Utami Wahid 5

14.30 - 15.00 Coffee Break

15.00 - 16.00 Workshop Session 1

1. Rethinking and Repurposing The Use of Technology in Language Classrooms: A Workshop on Screencasting

Gumawang Jati Wahid 2 Bandung Institute of Technology, Indonesia

The Use of ICT in English Learning: How It Contributes to Student's

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P R O G R A M

2. Creating Apps for Smartphones and Tablets

Claire Bradin Siskin Wahid 3

3. Utilizing Edmodo to Support Indonesian Teachers' Teaching Practice in Their EFL Classrooms

Yustinus Calvin Gai Mali & Maria Christina Eko Setyarini Wahid 4

4. The Use of Films in Speaking Class to Develop EFL Learners’ Communicative Competence

Christian Rudianto Wahid 5

Ecological CALL: from Theory to Practice

Françoise Blin, President of EUROCALL

17.15 - 19.00 Business Meeting for IndoCALL Room 319

19.00 Conference Dinner Rawa Pening Swimming Pool Area

Member of the Board of Directors of TESOL

Day 2

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Saturday

September 12, 2015

07.30 - 08.00 Conference Check-in

Made Hery Santosa, Ganesha University of Education

1. Developing Character-Competence through Teachers' Designed ICT Media

Adzanil P. Septi Grand Ballroom

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P R O G R A M

5. Think-Aloud Protocols and Electric Journal in the Language Lab: Let's Give It A Try!

Listyani Wahid 5

1. Computer Technology and Teacher Feedback for EFL Learners: Principles and Practices

Supiani Grand Ballroom

2. Students' Perception toward Online Collaborative Writing Activity

Novita Eka Wahid 2

3. The Effect of Using Short Videos in Teaching Speaking

Sonya Benu Wahid 3

4. Understanding Digital Age: Learning and Teaching for English

Novi Nur Lailisna Wahid 4

5. Digital Story Writing To Shape Student's Identity: English For Specific Purposes (ESP)

Sandi Ferdiansyah Wahid 5

10.00 - 10.30 Coffee Break

1. Exploration of Students' Self-Regulated Learning Strategies in an Extensive Listening Course

GustiAstika, Antonius Wahyana, &

Yustinus CalvinGai Mali Grand Ballroom

2. Inviting Native Teacher Into The Class: Youtube Video For Teaching Listening

Titis Sulistyowati Wahid 2

3. Indonesian SMP/MTs Students' Beliefs and the Use of Translation as Strategy in Learning EFL to Face the Digital Age

Eka Sugeng Ariadi Wahid 3

4. A Study of the Teachers' Beliefs in Using Communication Technology to Teach Writing

Emilia Ninik Aydawati Wahid 4

5. Students' Perception toward ICT (Dyned Program) Used in English Teaching at English Department ofPGRI University of Semarang

Dias Andris Susanto Wahid 5

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P R O G R A M

11.00 - 12.00 Workshop Session 2

1. Backchannel Your Class, Make It Lively!

Made Hery Santosa Wahid 2 Ganesha University of Education

2. Awareness Raising in Language Learning

Andrew Lian Wahid 3 President of Asia CALL

3. Immersing Students to Real English through Engaging Video-based Activity using Zaption

Finita Dewi Wahid 4

4. Utilising Screen Recording Software in Researching EFL learners language

Dian Toar Y.G. Sumakul Wahid 5

12.00 - 13.00 Lunch

Challenges for CALL in Creating Capacity

Claire Bradin Siskin, Member of the Board of Directors of TESOL

Learning How to Speak: Features of Spoken British English, Lexical Priming & waht it means for learners

Michael Pace-Sigge, University of Eastern Finland

15.00 - 15.30 Coffee Break

15.30 - 16.00 Poster Presentation Wahid 2

1. On Line Gallery Walk and E-Story Book to Improve EFL Learners' Reading Comprehension

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Plenary

Speakers

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Plenary

Speakers

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Plenary Session 1 Grand Ballroom

President of AsiaCALL

Friday September 11, 2015 09.30 - 10.30

Building Capacity for Language and Culture

Education in the Digital Era

Dr. Andrew Lian

Abstract

This presentation is in two parts. The first partwill examine some of the major issues facing language and culture learning in the digital era, especially in the Asian/ASEAN region. In so doing, it will draw on some of the presenter’s research to summarisecurrent trends and issues in the field of CALL in Asian contexts. It will also draw onthe presenter’s research into current opinions and attitudes of language teachers about the state of language learning and its future developments. On the basis of these findings and analyses it will

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argue that, in the context of the 21 Century and in the context of capacity-building, there is a need for innovation and renovation in language learning and teaching. This is of special importanceas we are quickly moving into an era of DIY (Do-IT-Yourself) and non-formal education where millions of people may be trying to solve their language and culture problems on their own.They will need effective, personalized support – if possible.

The second part of the presentation will focus on developing a framework for learningwhich draws on fascinating and important interdisciplinary areas such as postmodern thought, perception studies, human movement studies, neurology and technology. Findings from recent research based on the above framework and performed in the context of doctoral studies at Suranaree University of Technology in Thailand will be offered in support and will be illustrated as appropriate with software and other materials.

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Plenary Session 2 Grand Ballrooom

Bandung Institute of Technology

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Perspectives on ICT in Learning and Teaching English in the 21

Century

A. Gumawang Jati

Abstract

Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, new forms of authorship, and new ways to create and participate in communities. The first section of this presentation identifies and discusses 3 major issues related to CALL (Computer As sisted Language Learning), behaviorism, communicative approach and integrative CALL. Computer software and Apps for teaching and learning the four skills (reading, writing, speaking and listening) are discussed in term of their effectiveness. The second section discusses the development of

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CALL to ICT (Internet Communication Technology) in the 21 century and its common practice done by English teachers. The third section discusses the implications for teaching, highlighting the importance role of the teacher in using ICT for teaching English, new understandings of language, communication using ICT, critical awareness of the

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relationships among technology, methods & learning and the new trends in 21 century.

Plenary

Session

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Plenary Session 3 Grand Ballroom

Ecological CALL: from Theory to Practice

Françoise Blin

President of EUROCALL

The ecology metaphor, borrowed from the natural sciences, is increasingly of interest to researchers and practitioners in Applied Linguistics and CALL. This presentation introduces a set of theories and models that can be assembled to constitute an 'ecological toolkit' for CALL research and practice, with a particular focus on capacity building.

Following a brief discussion of the ecological metaphor and of its contribution to Second Language Acquisition research, I will briefly present the basic tenets of various distinct theories that are particularly relevant to an ecological perspective on CALL, such as dynamic systems theory/complexity theory (DST/CT), Bronfenbrenner's (1979) ecological systems theory, Engeström's (1987) formulation of cultural historical activity theory (CHAT), and the theory of affordances, which has its roots in Gibson's (1979) seminal work on visual perception. Possible applications for sustainable CALL design and practice and capacity building will be discussed.

Abstract

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Plenary Session 4 Grand Ballroom

Building Capacity for the Reticent, Compliant and Adamant EFL

Students in a Digital Era

Made Hery Santosa

Universitas Pendidikan Ganesha

Abstract

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The 21 century learning has eventually transformed today's classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. The study aimed to facilitate Indonesian university students' learning English as a Foreign Language (EFL) using

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a blended learning platform. As the 21 century learning requires students to perform higher order skills, a learning intervention that leads students' behavioural and knowledge changes is encouraged. Using a mixed-methods design over one semester, the research employed four main instruments: EFL tests; Biggs and Collis' Structure of the Observed Learning Outcomes (SOLO) rubric; reflective journals and a semi-structured interview. Evaluating the responses using SOLO taxonomy and tests to statistical analyses showed that the students made gradual progress from low to high levels in their learning tasks. Results from the reflective journals and interviews showed that traditional learning approaches that include attitudes towards cultural issues such as high respects to hierarchy and plagiarism were prominent in limiting effective learning. Findings suggest the need for educational reforms to assist students'ongoing inquiry and reflection in learning through change processes related to pedagogy and policy.

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Keywords:EFL, blended learning, culture, 21 century learning,learning outcomes

Saturday September 12, 2015 08.00 - 09.00

Plenary

Session

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Plenary Session 5 Grand Ballroom

Member of the Board of Directors of TESOL

Challenges for CALL in Creating Capacity

Claire Bradin Siskin

Abstract

Education, developing resources, and leadership are all essential components of capacity building, and learning English isone critical aspect. It can be argued that under ideal circumstances, computer-assisted language learning (CALL) can contribute greatly to the processes of learning and teaching English. But we know that conditions are rarely ideal. In fact when it comes to integrating technology in language teaching and learning, serious challenges still exist.

How can we ensure that CALL is incorporated successfully in language teaching and learning? How well are we realizing our vision? The presenter will argue that in many situations the implementation of CALL has not been successful. The number of dissertations, books, and articles about research in CALL continues to grow, but at the same time the extent to which CALL is being utilized is less often considered. Classroom teachers are all too aware of the difficulties that arise when file management issues, teacher training, access to the Internet, digital literacy, and rapid changes in technology are not taken into account.

The speaker will outline her perception of the all-too-common cycle of planning in which language teachers are not consulted when CALL is being implemented. She will offer suggestions for improving the situation and for realizing our dream.

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Plenary Session 6 Grand Ballroom

University of Eastern Finland

Learning How to Speak Features of Spoken British English, Lexical

Priming & what it means for learners.

Michael Pace-Sigge

Abstract

This talk will focus on what Corpus-driven methods can reveal about spoken language usage. It will be shown how speakers (and, indeed, listeners) are primed to use (and/or expect) particular words or sets of words that are specific to casual spoken usage. Given that casual spoken English is a variant quite different from general written English, a point can be made that teaching forms of spoken communication in English has to go beyond teaching pronunciation.

Spoken conversations are online, unplanned and speakers are able to directly respond to the other parties, changes in topics or circumstances. Nevertheless, spoken English is far more formulaic; it makes a greater use of vagueness markers and contractions than written texts. Overall this means that speech is far more informal in the majority of written texts.

The focus here will be on the following:

a) word-collocations and word colligations that are particularly frequent – this will look at personal verbs (e.g. think, feel) , count-markers (e.g. some, few) and the use of relative clauses and future tense markers.

b) geographic markers when spoken British English of different places in the UK are compared – there are, as an example, marked differences in the use of the phrase “be able to”.

c) pragmatic markers when casual speech is compared to prepared speech – in conversations and interviews, speakers retell memories; in speeches the presenter wants to make listeners aware of import points about to be made. Intriguingly, “cup of tea” is also found to be fairly frequent in a variety of British spoken corpora.

d) formulaic chunks and formulaic clusters prominent in spoken British English – interestingly, “I don’t know” is the most frequent trigram in spoken British English while checks for comprehension (“you know what I mean”) are not found in descriptive types of text.

It will be demonstrated how such topics can be discussed by looking at naturally occurring language as represented in transcripts of conversational talk as well as transcripts of (prepared) speeches.

As a result of corpus-based findings, a number of conclusions can be made when it comes to the teaching of English. Learners have to be very aware that forms that are

Plenary

Session

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perfectly acceptable in spoken English are deemed as unsuitable in written English – in particular in formal texts. Likewise, employing forms consistent with the standard of written English in casual conversations would be seen as odd by listeners. Furthermore, while learners can get a feel of spoken grammar when being confronted with real language examples, they might also see that the language used in scripted films fulfil a certain purpose – yet would be deemed less acceptable in conversational talk. A corpus-led approach can reveal a number of issues that are specific to the lexico-grammar of spoken English. It is therefore relevant that learners of a language are aware of such characteristics.

References

Carter, Ronald & McCarthy, Michael (1995). Grammar and the Spoken language. In: Applied Linguistics, Vol. 16, No. 2. pp. 141-158.

Carter, Ronald & McCarthy, Michael (1997a). Exploring Spoken English. Cambridge: Cambridge University Press.

Carter, Ronald & McCarthy, Michael (1997b). Written and Spoken vocabulary. In: Schmitt, N. & McCarthy, M. (eds.): Vocabulary. Cambridge: Cambridge University Press. pp. 20-39

Jantunen, J. H. and Brunni, S. (2013). “Morphology, lexical priming and second language acquisition: a corpus-study on learner Finnish”. In S. Granger, G. Gilquin and F. Meunier (eds) Twenty Years of Learner Corpus Research: Looking back, Moving ahead. Corpora and Language in Use – Proceedings 1. Louvain-la-Neuve. Presses universitaires de Louvain. 235-245.

Johns, Tim. 1991. Should you be persuaded - two samples of data-driven Learning materials. English Language Research Journal 4, pp. 1-16.

Hoey, M. (2005). Lexical Priming. A new theory of words and language. London: Routledge.

Hoey, M. and Shao, J. (forthcoming). ”'English and Chinese – two languages explained by the same theory? The odd case of a psycholinguistic theory that generates corpus-linguistic hypotheses for two unrelated languages”. In Simon Smith, Bin Zou & Michael Hoey (eds) Corpus linguistics in China: theory, technology and

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Parallel Session 1 Grand Ballroom

Learners' Motivation And Acceptance Towards Instructional

Technology In Esp Classes

Paulus Widiatmoko

Universitas Kristen Duta Wacana widiatmoko@staff.ukdw.ac.id

Abstract

This study investigates EFL learners’ acceptance towards the use of e-learning supplementing conventional classroom interaction in two classes of English for Job Interview. The distant learning mode was implemented to offer flexibility accessing learning material to enrich classroom practice. For this purpose, the university generic e-class was elaborated with a tailored made website to accommodate specific necessity to present audiovisual media demonstration of job interview. The e-class site served as the learning management system. Learners’ motivation to take this course was firstly accessed, considering that English for Job Interview is an elective class and affective factors admittedly influence the success of learning a foreign language. Furthermore, the framework of Technology Acceptance Model (TAM) adapted from Davis (1989) assessed five components of the technology use, namely perceived usefulness, perceived ease of use, attitude, behavioral intention, and actual system use. Finally, correlation between learners’ motivation and acceptance towards the technology was statistically analyzed.

Keywords:English for specific purposes, Technology acceptance model, motivation

Parallel

Session

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Parallel Session 1 Wahid 2

Going Hybrid: Lessons Learned from a Pronunciation blended course

project at a pre--service EFL teacher training program in Indonesia

Victoria Usadya Palupi & Frances Sinanu

Abstract

One of the many challenges in the teaching of pronunciation, as Gilbert (2008) points out, is the limited time for teachers to give adequate attention for students’ individual pronunciation. This is particularly true to our traditional Face-to-Face (FtF) EFL classrooms which initiated our quest for better ways to not only solve the problem of providing individual attention to our students, but also to enhance pronunciation learning and teaching by ‘going hybrid’. Using Schoology as the LMS platform, we started a project to transform our traditional FtF Pronunciation class into Blended Learning (BL) using a combination of FtF and online learning activities (Oliver & Trigwell (2005)). Despite its more-than-20 years history of use in language teaching (Sharma, 2010), BL is still being defined (Sharpe, Benfield, Roberts, and Francis, 2006) and in many educational contexts, including Indonesia, it is still considered new. This presentation adds to the pile of current research on BL’s models, concepts, designs, and categories (among others are Peachey (2013) and Pardo-Gonzalez’s (2013)) by reporting on a Pronunciation blended course project at a pre-service EFL teacher training program in Indonesia. Using Ross & Rosenbloom’s (2011) six guiding questions, this presentation is our personal reflection on the challenges of transforming a traditional FtF Pronunciation course into a blended format. The objective is to provide “lessons learned” for other language teachers interested in developing and implementing a similar project, as well as to develop an understanding on

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Parallel Session 1 Wahid 3

Involving Social Practice in Students' Writing Process: A Case of

Students' Interaction in Blended Learning

Sri Utami

The aim of this research paper is to describe how students' interaction is constructed in blended learning environment, and how social practices are involved. This research is a case study employing qualitative approach. The data are gathered through students' writing draft and questionnaires in a writing class. The subject of the study is students of economics joining writing class using blended learning approach. Sampling technique will be likely used to prevent a large amount of data from the students' writing. This case study will use unit of analysis to interpret the data. This research is expected to prove that blended learning can promote social practices and ensure that writing is supposed to be viewed as a process not a product per se. The process of writing can involve more students' interaction with nonthreatening environment by applying blended learning.

Keywords:Blended learning, social practice, writing process

Abstract

Parallel

Session

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Parallel Session 1 Wahid 4

Microsoft Office Powerpoint Game To Introduce Vocabulary In

Motivating Strategy Stage To Retain The Lexical Memory of Students

Budi Setiawan, Sekolastika Savitri, Purwanto

Abstract

Technological advancements have brought with them some advantages that teachers may make good use of in the classroom. One of them is the instalment of LCD projector in each of the classrooms in LBPP LIA Yogyakarta. With this, the teachers came up with an inquiry and would like to see how it brings effect in learning and teaching in the classroom. The students are those who joined CV-5 Program in Term II/2014 in LBPP LIA Yogyakarta. The students learned vocabulary with a game displayed with MS Office PowerPoint program. The game was used to expose vocabularies to the students to know, to memorize and to apply them in a fun way without decreasing their enthusiasm. A game is one of many ways for teachersto teach vocabulary to make the students memorize and apply the vocabulary in real situation. By playing a game, the students would find a fun way to learn English (with the vocabulary inside) and avoid getting bored and/or worried in a classroom due to the difficulty they get (Rohani&Pourgharib). At the end of the lesson the students were given a vocabulary test anda questionnaire to find out whether the technique was effective and/or attractive to be used in class. From the data analysis, in the first cycle, the average score of the vocabulary test was 81.5 and in the second cycle the average score was 100. And from the questionnaire with the range of 12 - 60 points, the average score was 51.4. So, the results of the research showed that there was a significant value in using the teaching technique.

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Parallel Session 1 Wahid 5

Communication Strategies in Synchronous Computer-Mediated

Communication

Dian Toar Y. G. Sumakul

This study attempted to find the Communication Strategies (CSs) used by EFL (English for Foreign Language) learners in synchronous Computer-Mediated Communication (CMC). Since ELF learners are more likely to focus on forms during text-based chats (Warschauer, 1997), this study focused on the CSs used in coping with grammatical difficulties while EFL learners conversed with their interlocutors in the internet. There were 7 EFL learners participated in this study. Using a process-based approach, not looking at the language produced but the psycholinguistic processes behind the language production, this study incorporated SRP (Stimulated Recall Protocol) methodology. The participants were asked to conduct an online conversation (chat) using computers with their friends and their screens were video-recorded. Right after each chat session, an interview was done while watching the video from the screen recording. The questions in the interview were focused on the pauses and revisions the participant made during the online conversation, eliciting what happened in the participants' minds during the pauses and revisions. The analysis showed that there were a number of strategies that the participants used when they encounterd grammatical difficulties. In addition, this research also found that due to the different nature of Face-to-face (FTF) and online conversations, there were CSs that could be exclusive to CMC environment.

Keywords: Computer-Mediated Communication, Communication Strategies, pauses, revisions, Stimulated Recall Protocol

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Parallel Session 2 Grand Ballroom

Digital Literacy: Important Skill in Learning Process

Rizki Farani

Islamic University of Indonesia

Abstract

Online resource is one of the popular learning media for students today. Various kinds of online resources such as websittes, blog, email and social networks give opportunity for students to explore several kinds of material. However, these online resource are developed based on general need analysis. Some resources can be too easy and some others can bee too difficult for the students. Another challenge in using online resource is students do not know how to use it correctly based on the specification of the resource or media. Based on this fact, students need additional skill in using media. One potential skill for them is digital literacy. This skill focuses on selecting, clasifying and using media correctly based on students' need. This paper will discuss more about the importance of digital literacy in the learning process based on a survey research in English class at the university level. In the research, digital literacy is viewed as a part of learning preparation. It means that the skill is given during the process of learning in one semester. There is no spesific assessment to check students mastery in the literacy process. All data are based on observation from inside and outside the classroom. By using this technique, it is expected that students gain step by step- understanding about digital literacy without feeling any preassure from statistical assessment.

Keywords:Digital literacy, learning process, English learning

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Parallel Session 2 Wahid 2

Developing an Interactive Online Website for Creative Writing Class

based on Gendered Discourse

Abstract

Rangga Asmara and Widya Ratna Kusumaningrum

rangga.asmara@hotmail.com; widyaratnakusumaningrum@gmail.com Tidar University

Teaching creative writing which is based on gendered discourse is designed in order to free the creative writing process from discriminative, stereotyping, and marginalizing factors causing one particular gender feeling embarassed and being uneasy. In accordance with this fact, this process emphasizes on the teachers’ efforts in reconstructing the creative writing process. It means, this process stresses on the guided creative writing process between a teacher and students, amongst students themselves, or between students and the writing community or creative writing experts through online learning. This online learning includes all creative process of writing poetry, short stories, and essay in which the content is interfered with gendered discourse. Here, both students’ characters are built accordingly, hence they are able to give their opinions and attentions aiming for equal men and women’s roles in order to minimize a number of marginalized, discriminated, and labelled groups based on certain stereotypes. This study applied research and development (Gall, Borg & Gall, 2003) as its research design. This study developed an interactive online website for virtual class. The findings were analyzed both qualitatively using qualitative data analysis and quantitatively using t-test. The subjects of the study were students, teachers, experts in discourse, in creative writing, and in technology. The product of this research was validated by the experts, was observed by pre-experimental research design, and was remodeled in the form of offline website. Thus, this online website for creative writing pioneered in writing class based on gendered discourse.

Keywords:an interactive online website, creative writing class, gendered discourse based writing

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Parallel Session 2 Wahid 3

The Use of ICT in English Learning: How It Contributes to Student's

Communicative Skill and Student-Centered Learning

Andi Rizki Fauzi, M.Hum.

University of Pasir Pengaraian, Riau

Abstract

Learning English is a must in the global interaction era among the people in the world countries. The fast-growing information and communication technology (ICT) makes English is learnt in various ways. ICT can be applied to gain the goal of learning English. ICT can change teacher-centered learning to student-centered learning. The use of ICT such as computer, mobile phone, skype, facebook, SMS inside or outside of the classroom are more interesting for the students rather than learning English using traditional ways. In addition, by the use of ICT, the learning process will be more interactive. The students do not only learn English with a course book provided by the teacher and communicate using English in the classroom but they can also learn English using many sources and conduct the communication anytime and anywhere using ICT. Therefore, this article presents the relevant theories to know how the use of ICT in English language learning and how it contributes to student's communicative skill and student-centered learning.

Keywords: ICT, Communicative Skill, Student-Centered Learning

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Parallel Session 2 Wahid 4

Understanding Teachers' Technology-Related Anxiety in E-Learning

Debora Tri Ragawanti, MA-ELT.

Maria Christina Eko Setyarini, M.Hum.

Anne Indrayanti Timotius

Satya Wacana Christian University, Salatiga, Indonesia

Abstract

This paper presentation will share a study about teacher's computer-technology anxiety in e- learning. It was prompted by the fact that today many English teachers are using different kinds of computer technology in their classrooms due to demands of a technology-facilitated learning. However, unlike the students that are mostly digital natives, teachers–who are mostly digital immigrants – may have anxiety when using the technology (Kim, 2000, in Park and Son: 2009). It is believed that ones with higher computer anxiety can have poorer performance than the ones with lower computer anxiety (Sam, Othman, and Nordin: 2005). Being aware if this phenomenon, the paper is aimed at investigating the types of anxiety experienced by English teachers at the Faculty of Language and Literature, Satya Wacana Christian University, Salatiga. The research questions that led the study were, “What types of anxiety are faced by teachers?” and “What do the teachers do to minimize the anxiety?” To answer the research questions, questionnaires adapted from the computer anxiety scale were distributed to 30 teacher-respondents and analyzed to know their degree of anxiety in using computer technology in their classrooms. After that, interviews were conducted to those who experienced a high degree of anxiety to know about their anxiety. Furthermore, the result of this study will be useful for helping both pre- and in-service English teachers coping with or minimizing anxiety in using technology in their classrooms.

Keywords:teachers, computer technology anxiety, and computer anxiety scale

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Parallel Session 2 Wahid 5

Using Digital Technology to Teach Thinking Skills in Our English

Language Programme.

Abstract

The English Language provides the platform for authentic learning and application, where students are provided the opportunities to think, evaluate, synthesise real-life issues, and be further empowered to create meaning on their own. Our studies showed that, digital technology performs as an ideal tool to facilitate the thinking and learning processes, and addresses the multiple learning needs of the students, in encompassing the four requisite EL skills –reading, writing, speaking and listening, particularly for the lower secondary students. The role of technology here, is to act as an implement to acquire the desired learning outcomes. Typically, like all urban teenagers, the students sampled in our study are mainly digital learners, receptive to different modes of technology, such as Twitter, Facebook, Youtube, Instagram, Snapchat, Vine, Tumblr, and the like. These young learners employ technology to engage in learning about a multitude of subjects and develop transferable skills that are needed in real world context.

On the other hand, technology remains as a double-edge sword in the classroom. Technology helps us to innovate our teaching strategies, however, with inadequate internet availability, variation in students' contact and responses with e-materials, and a lack of digital literacies on the part of students and teachers, have impeded the success of the EL Thinking programme. The project has allowed us to critically evaluate the pedagogical benefits of digital technology.

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Parallel Session 3 Grand Ballroom

Using mobile-phone cameras to build a quasi-corpus of

problematic features in students' hand-written texts

Mark McAndrews, Sam Newbould, Camilla Wang

Abstract

This paper describes an innovative quasi-corpus approach for investigating texts EFL students produce during in-class and exam writing tasks. As a case study, the linking adverbial besides was selected as the focus of the investigation, since it has been identified in multiple previous studies as a problem area for Chinese learners of English. Working collaboratively, teachers of the same EFL course at a public mainland Chinese university used their mobile phones to capture images of each instance of besides and its co-text while they read and provided feedback on students' hand-written texts. The resulting quasi-corpus was analyzed using frequency and discourse-analytic techniques, which produced results (overuse and non-standard use of besides) compatible with prior corpus-based studies. Rationale, implications for teaching and curriculum design, and limitations of the approach are discussed. It is hoped that this approach can be adopted and adapted by teachers to systematically investigate problematic features in their students' writing and make appropriate pedagogical interventions in a timely manner.

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Parallel Session 3 Wahid 2

Utilizing Microsoft Powerpoint in Promoting Multimodal

Vocabulary Learning

Ahmad Cepi & Giri Ginanjar Harsyah

SMP Negeri 4 Leuwiliang, Kabupaten Bogor, Jawa Barat

Abstract

Vocabulary knowledge is one important element for students learning English as a foreign language. It could be more important than grammar as the foundation of the language (Ghadessy, 1998). However, vocabulary learning is considered difficult for some learners. For teachers, teaching vocabulary has also been found problematic. To cope with this problem, one solution is the use of multimodal representations to smooth the progress of understanding (Moreno, 2002). Multimodal materials could activate multiple sensory systems which would influence learner's actions to understand unknown words (Massaro, 2012). The development of technology provides a wide range of options for teachers to facilitate learners' with multimodal learning. Incorporating texts, pictures, and sounds in Microsoft Powerpoint slides, this classroom action research attempted to see the effectiveness of multimodal materials to students' vocabulary learning. A class of 38 SMP students participated in this research. A pre-test was given in the beginning of the class and a post-test was given at the end of the class to measure the students' vocabulary acquisition. Furthermore, one week after the class, a delayed test was given to measure students' vocabulary retention. These activities were conducted again to the same class but with a different topic. Comparing the results of the pre-tests, post-tests, and the delayed tests, this study found that incorporating texts, pictures, and sounds in teaching materials using Microsoft Powerpoint slides could help the students' in their vocabulary learning.

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Parallel Session 3 Wahid 3

The Benefits and Implications of Learning English through Facebook

Groups from the Perspectives of Social Capital Formation and

Maintenance

Neny Isharyanti

Satya Wacana Christian University, Salatiga, Indonesia

Abstract

The benefits of Social Networking Sites (SNSs) for academic purposes have been extensively researched. In the studies of social capital and how through SNSs social capital can be formed and maintained, some studies have suggested that SNSs may build strong network and such network could benefit students in terms of educational attainment, achievement, and psychosocial factors (Ye, 2006; Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Lin, Peng, Kim, Yeun Kim, & LaRose, 2012; Tamam, 2013) . However, the studies also found some barriers and implications of SNSs in the process of learning.

Most of the studies in social capital in SNSs were conducted in the context of formal education settings, in which SNSs were treated either as a part of certain courses, or relevant to students' formal education status. This study is going to be conducted in the context of informal discussion in English learning Facebook groups, with various types of members, both formal students and those who are interested in learning English. In particular, the study is going to employ the framework of social capital and actor-network theory in analyzing the discourse among the learners in order to find out the influencing factors and types of social capital that may be beneficial in learning English.

Keywords: Social Networking Sites, Social Capital, Actor-Network Theory, Computer-Mediated Discourse Analysis, Learning English

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Parallel Session 3 Wahid 4

Comparing the Result of Rotation Model’s Integration Into

Cooperative-based Inquiry Learning With That of

Handbook-Focused Teaching on the First-Year Diploma 3 IT Students’

Fundamental Grammar Skills

Rumondang Miranda Marsaulina

Institut Teknologi Del (IT Del)

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Parallel Session 3 Wahid 5

Just Flip it Upside Down: Designing a Flipped Environment for EFL

Classrooms

Anita Utami

SMP Negeri 5 Salatiga

Abstract

The advent of technology has unlocked the potential of employing a wide range of methods and tools in Computer Assisted Language Learning Designs. Nevertheless, it is essential to harness the affordances of capacity of technologies to comply with the pedagogical principles in order to enhance the language learning and teaching process.Colpaert (2013)suggested the paramount importance of putting pedagogy before technology in CALL design. This requires making rational choices among the available technology options to help create an optimal psycholinguistic environment for language learning (Doughty & Long, 2003). A potentially useful design to attain this optimal learning environment is a flipped classroom, in which the orders of traditional lessons are inverted (i.e. traditional face-to-face lectures are presented as homework outside of class in online videos so that class time is reserved for engaging directly with the materials) (

This paper will propose a modest attempt to harness a diverse range of available resources in an EFL flipped classroom design, which will be integrated in a virtual learning environment targeted for junior secondary school in Salatiga. In doing so, Colpaert'ssystematic ADDIE model(analysis, design, development, implementation, and evaluation), and Doughty and Long's methodological principles of Task-Based Language Teaching will be applied to demonstrate how pedagogical principles can be seamlessly integrated in CALL.

Keyword:CALL, flipped classroom, pedagogy-driven design

References:

Gaughan, 2014).

Colpaert, J. (2013). Pedagogy-driven design for online language teaching and learning. CALICO journal, 23(3), 477-497.

Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning.age learning.

Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 47(2), 221-244.

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Parallel Session 4 Grand Ballroom

The Arts of Technology Based Media in Teaching: Developing

Character-Competence through Teachers’ Designed ICT Media

Adzanil Prima Septy, Ph.D.

Bung Hatta University-Padang

Abstract

The national education system has stipulated philosophy and objectives of education and teaching; that is, to develop students' competence and characters as good Indonesians. In this relation, teaching English is intended to develop students' character-personality, as well as to improve their English proficiency. This is important for Indonesia to face the golden age in 2045 indicated by having a golden generation of competitive and high quality human resources.

To achieve the objective, English teaching and learning activities are supposed to have been managed as interestingly and comprehensively as possible by presenting ICT media. The use of ICT media in English teaching-learning process is an undeniable fact in this digital era. However, according to several researches, the implementation of ICT media in real classroom contexts may still become problematic for teachers. Students' lack of English ability, for instance, may be due to the problem of teaching-learning process failing to stimulate their motivation and interests as well as to improve their English proficiency.

This paper will discuss how teachers should, first of all, consider ICT media as the arts of teaching English in classroom. In particular, this paper will discuss how teachers could design relevant ICT media to organize comprehensive English lesson materials of such character-competence content into audio and visual presentations which will lead to

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Parallel Session 4 Wahid 2

Promoting Learning Interactions in a Web-Based Writing Class

Yustina Priska Kisnanto

Abstract

In applying a web-based writing class, establishing a learning condition where students have interaction opportunities is essential to accommodate the negotiations of meaning and form. This study examines how L2 students perceive the interactive features in a web-based writing class and explores its implication for further refinement of catering learning interactions for L2 writing classes utilizing web-based technology. 151 first-year EFL university students experiencing the same learning process in web-based Sentence Writing

class were surveyed with an open-ended questionnaire. The students were grouped into four classes based on the Sentence Writing class they were enlisted. Four students, one from each group, were also interviewed individually to confirm the questionnaire results and provide a more thorough view of the interaction in the web-based writing class. The results showed that the students perceived the online interactive features in the web-based writing class, especially the use of sentence writing, passage writing, sentence comment, and passage comment menus, really helpful in improving their grammar competence as well as sentence and passage writing skills. In addition, the interview results also revealed that the teacher-student interaction within the face-to-face meeting in class was also necessary for the students' content-related comprehension. Based on the students' responses, the study also concludes that to promote interactions in a web-based writing class some conditions also need to be fulfilled; they are teacher as facilitator, authentic task, authentic audience, and teacher and peer feedback.

Keywords:CALL, web-based writing, interaction

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Parallel Session 4 Wahid 3

Students' and Teachers' Attitudes Towards the Use of Machine

Translation in Language Learning

Elisabet Titik Murtisari, Rindang Widiningrum

Abstract

With the advance of technology in the form of machine translation, students have been reported to use various translation tools. While some scholars and language practitioners believe that the use has negative impacts towards language learning, some support such application. Those against the use of machine translation may view that it may impede language acquisition because it is less mentally engaging and students who tend to depend on the machine may become less motivated to produce the language form themselves. Some also consider it a form of cheating. Those who support the application, on the other hand, view that the use of those machines can assist the students in translation and developing writing drafts. This study attempts to find out students' and teachers' attitudes towards the use of machine translation in language learning. Two sets of questionnaire items will be used to investigate the issue. The participants will be teachers and first year students of the English Teaching Education Program, Faculty of Language and Literature, Satya Wacana Christian University. The collected data will be analysed using descriptive statistics.

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Parallel Session 4 Wahid 4

The Transitivity Systems of Indonesian and English Editorials on the

FPI Organization: A Contrastive Analysis

Christina Yemima Tampubolon

Atma Jaya Graduate School

Abstract

In editorial section, the world is constructed in a special way through language because editorial is a piece of writing contains opinion from the media about a current issue. The aim of this research is to contrast English and Indonesian editorials using Systemic Functional Grammar to analyze the transitivity system of the editorials to demonstrate the process, the participants, and the circumstances occurred in texts. Systemic Functional Grammar (Halliday and Matthiessen, 2014; Bloor and Bloor, 2004; Thompson, 2014; Young and Fitzgerald, 2006; Lock 1996; Eggins, 2004) sees language as a system of meanings offering the speaker an unlimited ways of creating meaning. Contrastive analytical method is the systematic comparison of two or more languages aiming at describing the similarities and differences of different languages.

The corpus for this study consists of Indonesian and English editorials on the same issue, the FPI organization. The data consists of 81 clauses from both editorials. Result of the research shows that by doing contrastive analysis in transitivity systems in the two editorials, similarities and differences in the process types and the lexicogrammatical representation of the two editorials can be seen as well as how the FPI is represented.

Keywords:Indonesian, English, Transitivity System, contrastive analysis

REFERENCES

Behnam, Biook and Robabeh Moshtaghi Zenouz. 2008. A contrastive critical analysis of Iranian and British newspaper reports on the iran nuclear power program. In Nina Nørgaard (ed.), 2008. Systemic Functional Linguistics in Use. Odense Working Papers in Language and Communication vol. 29

Bloor, Thomas and Meriel Bloor. 2004. The functional analysis of english: a hallidayan approach. 2nd Ed. London: Hodder Arnold.

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Eggins, Suzanne. 2004. An introduction to systemic functional linguistics. 2nd Ed. London: Continuum.

Halliday, M.A.K. 1994. An introduction to functional grammar. 2nd Ed. London: Edward Arnold.

Halliday, M.A.K and Christian Matthiessen. 2004. An introduction to functional grammar. 3rd Ed. London: Hodder Arnold.

Hewings, Ann and Martin Hewings. 2005. Grammar and context: an advanced resource book. New York: Routledge.

Kress, G. R. 1976. Halliday: System and Function in Language. London: Oxford University Press.

Lock, Graham. 1996. Functional English grammar: an introduction for second language teachers. Cambridge: Cambridge University Press.

Shokouhi, Hossein and Forough Amin. 2010. A systemist "verb transitivity" analysis of the Persian and English newspaper editorials: a focus of genre familiarity on efl learner's reading comprehension. Journal of Language Teaching and Research, Vol. 1, No. 4, pp. 387-396, July 2010 doi:10.4304/jltr.1.4.387-396 © 2010

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Parallel Session 4 Wahid 5

Think-Aloud Protocols and Electric Journal in the Language Lab: Let's

Give It A Try!

Listyani

Satya Wacana Christian University, Salatiga

Abstract

This paper is basically a proposal to an alternative of writing class activities which can be done in the language laboratory. These suggested ways can be applied to any intermediate to advanced levels of writing classes like expository, descriptive, or even argumentative writing. Think-Aloud protocols involve writers' self reports while engaged on a writing task (Hyland, 2002:27), while in journals, writers pour out his/her ideas in form of a diary. These two activities can be done in a language laboratory where students' thoughts and ideas, feelings, doubts, or even questions can be recorded. These activities are not done merely for the sake of research, but also for students' reflection. They will know the flows of thoughts that they have gone through, and will know how they deal with difficulty in searching for ideas and other processes in the writing activity. About journal writing, Brown (2001) has some ideas on it. He says that in a dialogue journal (the term for journal writing in Brown's term), students have two audiences, that is, the student him/herself and the audience, in this case, the teacher. He categorizes this kind of writing as self-writing, which is included as free writing; this activity is neither the controlled nor guided by the teacher. Once it is done in the language laboratory, and journals are sent directly via email, this is called electric journals. Students sit in the language lab and write the journal, in the count of seconds, they can send the journals to the lecturer. This paper is a proposal for the two activities for a writing class. In order to get more supports, interviews will be done with two writing teachers and one IT expert. Hopefully, this paper can add some new horizon to writing lecturers in finding alternative activities for their classes.

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Parallel Session 5 Grand Ballroom

Computer Technology and Teacher Feedback for EFL Learners:

Principles and Practices

Supiani

Islamic University of Kalimantan Banjarmasin

Abstract

Writing is a communicative language skill that the activity requires a hard effort to think out the sentences and the ways of joining them to be meaningful and communicative. Teacher feedback is considerably important to L1 or L2 learning because it enables learners to improve language accuracy of EFL learners. Providing feedback can be used in connection with computer technology applied to the area of writing skills. Computer technology is one of the innovative tools used for enhancing English language learning and teaching by providing students with feedback to correct their writing errors. It may support learners with explicit or implicit feedback that may be useful in developing writing. Therefore, this paper will explain how computer technology role in providing feedback to students' writing. The presentation will start by discussing the principles such as teacher feedback to learners' writing and computer technology benefits for teaching writing. Additionally, the presentation will make in practice in teacher feedback through computer technology to writing. Thus, teacher feedback through computer technology will allow learners for more creativity, help them learn faster, and help them write better essays.

Keywords:Computer technology, teacher feedback, writing skill

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Parallel Session 5 Wahid 2

Students' Perception toward Online Collaborative Writing Activity

Eka Novita

Abstract

This study aimed at finding the students' perception toward online Collaborative Writing Activity. In this study, an online collaborative writing activity and material were designed to fulfill the aims of the study. Thirty five pre-service English teachers of a university in Indonesia were put into seven groups and were assigned into an eight-week collaborative writing project using Google docs. Each group was assigned to write two essays collaboratively on Google docs. At the end of the project, each student was asked to write an anonymous reflection essay about how they perceive the online collaborative writing activity. The essay was coded and analyzed using QDA miner. From the analysis, it was found that: (1) most students have positive perceptions toward the online collaborative writing activity eventhough they have problems with the internet connection and group dynamic, (2) students report changes in their perception about the activity before and after the project was completed.

Keywords:students' perception, online collaborative writing activity, online material design.

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Parallel Session 5 Wahid 3

The Effect of Using Short Video in Teaching Speaking to the First

Semester Students of English Education at Sekolah Tinggi Keguruan

dan Ilmu Pendidikan (STKIP) SoE

Sonya Benu

Abstract

Good speaking activities should be extremely engaging for the students. If they are participating fully and if the teacher set up the activity properly, give sympathetic and useful feedback then they will get satisfaction from it. Some students have ability in writing but he/she is low achiever in speaking. For this reasons, the presenter wish to present how to teach speaking by using short videos. The participants of this study will be the first semester of English Education students. The presenter will use quantitative approach to measure the effect of teaching speaking using this media. However, the purpose