artikel siti mafulah UK ICESS 2016

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PROCEEDING

2016 International Conference on

Education and Social Science (UK-ICESS)

“Educational and

Social Issues in the

Changing Asia”

ISBN: 978-602-19859-7-7

Malang, Indonesia

November 9-10, 2016

Universitas Kanjuruhan Malang

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PROCEEDING

2016 International Conference on Education and Social Science

(UK-ICESS)

“

Educational and

Social Issues in the Changing Asia”

ISBN: 978-602-19859-7-7

Reviewers

Prof. Dr. Sudjijono, M.Hum Prof. Dr. Laurens Kaluge Dr. Supriyanto

Umi Tursini, Ph.D Umiati Jawas, Ph.D Rusfandi, Ph.D Editors

Ayu Liskinasih, M.Pd Uun Muhaji, M.Pd Dr. Permata Ika Hidayati Hena Dian Ayu, M.Si, M.Pd Cover Design

Susiati

Printed and Published by Universitas Kanjuruhan Malang

Jl. S. Supriadi No. 48 Malang, Indonesia – 65148 Tel. (+62)341-801488; Fax. (+62)341-831532

www.unikama.ac.id; www.uk-icess.org; uk-icess@unikama.ac.id First printing, November 2016

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PREFACE

The

2016 International Conference on Education and Social Science

(UK-ICESS) is the first international conference hosted by Universitas Kanjuruhan

Malang as a part of its XLI Dies Natalis commemoration. This international

conference invites all educators and researchers in the field of education and

social sciences to share latest issues, research, and information in these areas.

Thus, as an important part of this academic forum, the organizing committee is

pleased to present the Proceeding of 2016 International Conference on Education

and Social Sciences which brings up the main theme of

Educational and Social Issues in the Changing Asia.

There are 65 papers in this compilation, covering various topics around the

theme of educational and social issues in the changing Asia which were studied

from vast research areas; such as economics, health, education, language, arts,

technology, geography, civics, and entrepreneurship. It is expected that all papers

in this proceeding will enrich our knowledge and broaden our insights of current

issues, trends, research, and information in the areas of education and social

sciences.

Lastly, the organizing committee would like to deliver great appreciation

to writers, presenters, and all parties who have been contributing to the

publication of this proceeding.

Malang, November 2016

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TABLE OF CONTENT

Preface ………

iii

Table of Content ……….

iv

Conference Papers

1.

The Application of Cooperative Learning Model (Tutor and Tutee) in the

Playing Outdoor Activities for Early Childhood

Achmadi; Aisyah

………....

1

2.

Parenting Parents in Developing Character Education in Early Childhood

Aisyah; Isabella Hasiana

………..………...

8

3.

Looking beyond Teacher‘s Classroom Management: EFL Teachers‘

Pedagogical Knowledge from Different Backgrounds in Teaching Autistic

Students in Different Settings

Alam Aji Putera, M. Adnan Latief, Ali Saukah, Sri Rachmajanti

………..……

15

4.

Student Activities in Learning NCTM Standards with Cognitive Load

Theory Concept of Rank in Grade X Vocational High School

Arika Indah Kristiana, Suharto

………

25

5.

Effect of Betel Leaves Decoctionin to Speeding Perineum Healing for

Postpartum Women in BPM Endang Sutikno Kediri

Candra Wahyuni

………..

30

6.

The Importance of Entrepreneurship Education for Farmer

Darmadji

………..

36

7.

Is Internal Corporate Social Responsibility Related to Employee Engagement?

Diana wati Suryaningtya s

………...

46

8.

Implementation of Entrepreneurial Learning Model Based on Local Wisdom

through Mind Mapping Method to Achieve the Effectiveness of Learning

Endah Andayani; Lilik Sri Hariani; Suko Winarsih; Rusno

………..

54

9.

Entrepreneurship Learning Model Involving the Businessman (Entrepreneur in

Residence); Implementation of Social Entrepreneurship at Ciputra University

Wina Christina, Herry Purwoko, Astrid Kusumowidagdo

………

64

10.

The Implementation of Social Science Inquiry Learning Strategy in Civics

Education

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11.

Flores Local Genius on Move (Integrating both Character Education and

Manggaraian Local Genius in Teaching English Speaking)

Hieronimus Canggung Darong

……….

78

12.

The Effectiveness of

Jengah

Conception t

o Control the Students‘

Communication Anxiety in Mathematics Learning

I Made Ardana

………..

88

13.

The Impact of Blended Learning towards Teaching Learning Process and

Student‘s Maturity

R. Jacobus Darmanto

;

Agustinus Fahik…

………

95

14.

The Use of Google Slides to Build Students‘ Collaborative Work in Reading

Comprehension Skill to Master the Report Texts

Jastman………

103

15.

Good Behaviour Game to Reduce Aggressive Behaviours on Children

Gracia Sudargo, Laura Makaria Sudargo

………

113

16.

The Implementation of Curriculum 2013 on Economics by Using Scientific

Approach in SMAN Malang

Lilik Sri Hariani; Endah Andayani

……….

122

17.

Students‘ Perception of Interactive Multimedia Mediated Web

-based Learning

Mclean HY, Isna wati

………

128

18.

Building Student‘s Character through Indirect Teaching in

Indonesian High

Schools

Mirjam Anugerahwati

……….

138

19.

The Relationship between Gender, Age, and Attitude toward Mathematics

among Malaysian Gifted Students

Mohd Fadzil bin Kamarudin; Mohd Hasrul bin Kamarulzaman;

Noriah Mohd Ishak

……….

143

20.

The Development of Learning Model for Accounting Education Based On

Islamic Ethics in Higher Institutions

Muslichah, Evi Maria

……….………

154

21.

Integrating Sustainability Education into Higher Institutions

Muslichah; Shabrina Ramadania

………

167

22.

Perceptions of Novice English Teachers on Student-Centre Approach in

Teaching English

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23.

What is so Difficult about Learning Science through English?

Novriani Rabeka Manafre

………

182

24.

Analysis Cognitive Ability Enhancement through Cosmography

Constructivism Facilitated Media Learning Management System

Permata Ika Hidayati, Soetjipto

………

188

25.

Micro-Hydro Power Plant Realia as Media

to Enhance Students‘

Understanding on Power Plant

Radina Anggun Nurisma, Hendrik Elvian Gayuh Prasetya, Teguh Hady

Ari Wibowo

………..

197

26.

Self-Control and College Adjustment: Aspect and Measurement

Rahmah Hastuti

………

204

27.

The Motivation and Performance of Health as Consequence the Welfare

Employees

Ratna Wardani………

213

28.

Connection and Mathematical Disposition toward Advanced Mathematical

Thinking in APOS Mathematics Learning

Retno Marsitin……….

221

29.

An International Group Membership on

Facebook

and Its Effect on Giving

Feedback during Peer Review

Riza Weganofa; Henni Anggraeni; Rofi’ul Huda……….

232

30.

Community Service: Empowering the Deaf

Riza Weganofa, Siti Mafulah, Fitri Anggraini……….

239

31.

Critical Thinking about Education and Tax Policy in Indonesia: Study on

Cases of Tax Evasion in European Countries

Rostamaji Kornia wan……….

243

32.

Bilingual Concept of Cross-Linguistic Transfer: A Challenge for Contrastive

Rhetoric

Rusfandi………

248

33.

The Use of Videos to Improve Students‘ Ability in Listening to Narrative

Texts

Widia Purnamasa ri; Sakti Nugroho

………..

255

34.

The Use of Online Media to Enrich Student‘s Vocabulary

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35.

The Development of Learning Physics Device Based on KKNI to Increase

Students‘ Mastery Concept and Critical Thinking

Sudi Dul Aji, Choirul Huda, Chandra Sundaygara, Muhammad Nur

Hudha

……….

277

36.

A Survey Study on the Independence and the Openness of the Will be

Teacher

Sudiyono; Maris Kurnia wati

………..

285

37.

Arts-based Responses to Cultural and Religion Identity to Inform Initial

Teacher Education

Sue Erica Smith; Ratna Suryaratri; Deasyanti Adil……….

292

38.

Economic Empowerment Community to Economic Institutions

Pesantren

Supriyanto…

………..

300

39.

Critical Thinking of the Elementary School Students in Coffee Plantation Area

Based on Math Science Exemplars Task through Performance Assessment

Suratno; Dian Kurniati

... 307

40.

The Implementation of the Scientific Approach of Curriculum 2013 in English

Classes at Sekolah Menengah Atas Negeri 6 Malang

Surya Fajar Cahyo Nuraeni………..

313

41.

Urgency of Education Based Socioecopreneurship in Indonesia (Analysis on

Elementary Education)

Susan N H Jacobus

...

324

42.

Knowledge Management Model in the Achievement of Effectiveness of the

Organization of Private Higher Education in Malang

Tanto Gatot Sumarsono; Abdurrabi

………...

329

43.

Self-

Assessment of Speaking Proficiency: Students‘ Criteria and Attitude

Umi Tursini

……….

341

44.

Managing Instruction: Leadership Practices for Instructional Improvement in

Indonesian School Reform

Umiati Ja was

………..

350

45.

The Use of Creative Writing Handbook in Developing Ideas and Creativity of

English Education Department Students in Writing Class

Uun Muhaji; Irene Trisisca………

365

46.

The Analysis of Banking Systemic Risk in Indonesia

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47.

The Analysis of Banking Systemic Risk and Financial Linkages in Indonesia

Vinus Maulina; Sri Wilujeng

………

382

48.

Analysis of the Influence of the World's Oil Prices, Inflation, Interest Rate,

and Rupiah / US Dollar Exchange Rate on the Return of Mining Sector's

Shares Registered in Indonesia Stock Exchange in 2010

–

2015

Waseso Segoro, Andri Kartika

……….

390

49.

Improvement of Motivation and Learning Outcomes through Assessment of

Social Sciences Student Portofolio in State Junior High School 5 Malang

Yuli Ifana Sari, Siti Halimatus Sakdiyah, Hermina Mulyati Sudir

………….

398

50.

Couched Peer Feedback: Teacher‘s

Intervention in Collaborative Peer

Feedback Writing Activities

Annisa Astrid

………..

404

51.

The Implementation of Fanpage in Creating Positioning Product for

UMKM in Jakarta And Yogyakarta

Tjipto Djuhartono, Annisaa Utami, Wening Estiningsih

……….

…..

416

52.

The Implementation of Bureaucracy Reform: Role of Transformational

Leadership, Organizational Culture and Employees Quality Competence as

the Mediator

Christea F risdiantara; Harinoto

...

424

53.

Knowledge Management and Transformational Leadership o

n Employees‘

Performance Mediated by Organizational Culture

Harinoto

...

437

54.

Establishing Reading Comprehension on Report Text through the Presence

and Absence of the Text Itself

Veranika

………

448

55.

Counseling Families through Parenting Positive Techniques in Dealing with

Authoritarian Parenting

Wiwit Wahyutiningsih

………...

455

56.

I

b

W Kecamatan Kedopok Kota Probolinggo

Irma Tyasari, Enike Dwi Kusuma wati, Suryaningsih, HB Sujiantoro

………

461

57.

Revitalising Anti Corruption Values in Economy Development as The

Learning for Pre-service Teachers

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58.

Innovation And Business Strategies To Enhance Firm Performance: Study

of SMEs Cluster In Malang

Rita Indah Mustikowati, Iva Nurdiana Farida

………

472

59.

The Development of Policy Evaluation Model of Bank Indonesia(BI) and

Otoritas Jasa Keuangan (OJK) for Mandatory Audit of BPRS

Koenta Adji Koernia wan, Irma Tyasari

………..

481

60.

Community as the Actor in Empowerment: The Role of Community

Information Group of Surabaya in Building Well-informed Community

Nurul Ratna Sari

………..

487

61.

The Air Flow as Function of Temperature in Rectangular Heated Chamber in

Solar Thermal Cyclone Wind Turbine Generator

Sugiono, A. Raharjo, Sujatmiko

………..…

499

62.

Development of Android-Based Blended Learning Accompanied with Video

Tutorials To Improve Students‘ Understanding And Skill Of Computer

Programming Course

Choirul Huda, Nurul Ain

……….

504

63.

Evaluation of Placement Policy: Correlation between Placement Test Score

and Students‘ Achievement

in Integrated Course

Ayu Liskinasih, Rizky Lutviana

………..

513

64.

Application of Multiculturalism Based

Approach to Improve Students‘

Understanding in Literary Critism (Case Studies in English Literature

Department of Kanjuruhan University, Malang)

Sujito

……….

519

65.

Financial Performance Evaluation Department of Industry, Trade, and District

in Indonesian Market Developments in Optimized SMEs

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2016 International Conference on Education & Social Science (UK-ICESS)

Educational and Social Issues in the Changing Asia

ISBN: 978-602-19859-7-7

T

he Use of Online Media to Enrich Student‟s Vocabul

ary

Siti Mafulah, Fitri Anggraini Hariyanto

ulfasengkaling@gmail.com

University of Kanjuruhan Malang

Abstract : Vocabulary is one of the important aspect to be considered in improving English

skill. Since vocabulary given to the second semester, teaching learning process should be given as attractive as possible. Attractive media is considered as a way to raise students motivation in mastering vocabulary. Without motivation, student never get their understanding in grasping the lesson given. Motivation can be affected from outside the students what is called extrinsic motivation. This paper

depicts the use of online media in enriching students‘ vocabulary. Online used as

the media while teaching and learning vocabulary. Describing the use of online

media in teaching vocabulary and the raising of students‘ motivation during the

teaching learning process. Through attractive media, teacher or lecturer can handle the class routines easily and gives different way of teaching and gets the best achievement.

Keywords: Online Media, Vocabulary, Motivation

INTRODUCTION

Vocabulary plays important role as one of the crucial aspect to improve four skills in learning English. The four skills namely listening, speaking, reading and writing need vocabulary mastery. Without vocabulary nobody can improve their English. So that lecturer or teacher should remember the important of vocabulary mastery. It does not only involve more than simply knowing words but also it involves the way we pronounce and spell those words and how we use those words into sentences. Without mastering adequate vocabulary students will cannot understand and comprehend all kinds of subject given in the class. A lecturer should be aware of the role of vocabulary such as meaning, pronunciation, spelling and the usage of the words. Students have to memorize vocabularies in recognizing the meaning of the sentences.

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The world is changing rapidly today, digital media technology with their reorganization of social networks offer opportunities for lectures to challenges previous centralized learning model through connecting, sharing, and discussing ideas outside the classroom. Moreover, using internet we as education practitioner can some advantages such as getting more literature as well as references with refers to academic substances, getting more information with easy. Ito at al., (2008)discover that the use of internet technology for social networking is a pervading feature of youth culture today, with social and recreational online media used as much as and as often as possible. Regarding to the development of information and technology, internet becomes easier to be accessed as an effect of latest innovation of technologies so internet can be reached through android mobile phone as often as possible. Ani (2010) found that the internet has become the most popularly used electronic information resources and services in academic environments the world over by both academic and staff and students alike support their teaching learning and research. As addition she argued that Internet facilitates with a global exchange of ideas, collaboration in research and a quicker method of communication electronically. Its role became prominent in distance education, conferencing and transforming the educationist and scientist as a guide and sound observer. It creates an excellent academic environment for the teaching communities to impart teaching and to pursue research competently fortified with recent and relevant information

Udin (in Syawal, 2016) stated that the internet use by academic is useful for some common needs and that the academic ranks of users are an important factor in determining the priority of need.

The complexity of teaching vocabulary and learning vocabulary needs lecturer creativity in teaching and learning process. So that lecturer can give their best and the students can master the vocabulary well. Through the changing of era we can use online media. Considering almost all the students have their own gadget and it can be used as a tool in teaching vocabulary. Considering this situation, here the researcher wants to describe the use of online media in learning vocabulary. And how the students responses toward online media as a tool of learning new vocabulary.

METHOD

The aim of this study is to analyze how the use of online media in vocabulary class. Descriptive method used in this research. Latief (2010) defines qualitative design as an inquiry

process to comprehend people‘s behavior, through complete description about cultural and social setting where the custom occurs.The respondent of this research was students of the third semester of English department who took vocabulary class. There were 30 students in this class.

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FINDINGS AND DISCUSSION

Teaching vocabulary in university is a big challenge for lecturer. It seems easy to teach this first aspect in learning English, but actually it is really difficult. Lecturer should consider the students. They are big enough to be treated as child. We as lecturer cannot ask them to memorize a number of vocabulary and make a list of the use of the given words and other. We have to create our class as comfort as possible.

Through this digital era students mostly like online media and all of them have smart phone.

That‘s why in this research, the writer try to accommodate the students need in learning

vocabulary through online media.

1. How the application of online media in vocabulary class.

All of the students have their own mobile phone and most of them are categorized as smart phone. The class started with introducing the students online media such as you tube and BBC. Then continued with downloading the material from you tube and gave it to the students. The application of online media given in four meetings.

At the first time students were given a list of vocabulary then they have to guess the meaning of the vocabulary given after several minutes given they have to look at the youtube with matching their answer with the video. The video given was without any subtitle. It was aimed for the students to grasp the meaning with its use in sentence. So that the students not only knowing single word but also knowing the usage of the word. After checking their answer with the video finally they know the real meaning of each word. The result of this meeting was they enjoyed the vocabulary class and they have a good motivation to learn vocabulary for the next meeting. Furthermore, there were more than two students said that they will apply this media to improve their vocabulary out side class.

The followings are the lesson plan in using online media in vocabulary class for the first day.

Pre-activity:

1. Lecturer explains the material will be discussed.

2. Lecturer gives the students the rule how to use online media in vocabulary class 3. Lecturer gives the task and asks the students to guess each word in pairs

Find the meaning of the following words

Tea with milk Menu

Orange Juice Bill

Beef / Chicken Sandwich

Apple Mineral water

Lemon White Coffee

Strawberry Starter / Appetizer

Steak Soup/Salad

Chips Main Course

Cake Dessert

A cup of . . . A glass of . . . A bottle of . . . Whilst-activity

1. lecturer asks the students to open and access

youtubehttps://www.youtube.com/watch?v=SAhX9Dlp0Ds

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3. In minute 5:00 lecturer asks the students to guess what would they like to order? What would they like to eat or to drink?

4. Students crosscheck their answer based on the video 5. Lecturer and students discuss the answer together

Post-activity

1.lecturer asks two or three students randomly to say one word and asks them the use of the

word based on the video given.

2.Lecturer give suggestion to the students to learn more outside class.

On the second day, the lecturer asked the students to watch the video of how to make an Korean omelet. And they have to fulfill the task given by lecturer. The question were list of needed material and the measurement, and the step of cooking. After watching at the video three times the students have to fulfill the worksheet and they have to did the worksheet themselves without asking to their friends. After the time was over in doing the task, the lecturer discussed the answer together with the students through checking their answer with the key. To make sure that their answer was true, the lecturer crosschecking the answer with replaying the video. And discussed the right answer. If their answer were mostly wrong they

complained ‗how come my answer is wrong? I heard carefully, ma‘am?‘ but at the end they

know their mistake in grasping the vocabulary. ‗ I have to learn more ma‘am. Using online

video makes me really interested in learning vocabulary‘ .at the end of the class the lecturer

gave any motivation to stay learning English well.

The followings are the lesson plan in using online media in vocabulary class for the second day.

Pre-activity:

Find the meaning of the following words Vocabulary (20 words)

Egg Rice Stir tsp

Spam Green onion Mince tbsp

Onion Leek Chop Cutting Board

Enoki mushroom Mixing bowl Pour Cut

Seaweed Slice Egg Batter Garnish

Whilst-activity

1. lecturer asks the students to open and access

youtubehttps://www.youtube.com/watch?v=bLvLkjq3VU4

2. Students watch the online video

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Educational and Social Issues in the Changing Asia

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Put the words on your understanding of meaning!

KNOW NOT SURE DON‟T KNOW

1 2 3 4 5 6 etc

Classify the words into its class

NOUN VERB ADVERB

1 2 3 4 5 6 etc

Post-activity

1. lecturer asks two or three students randomly to say one word and asks them the use of the word based on the video given.

2. Lecturer give suggestion to the students to learn more outside class.

On the third day, the lecturer asked the students to opened their smartphone and open BBC.com. There are many vocabulary exercise in this site. Lecturer gave the address and students opened the address given by the lecturer. Here the lecturer gave time in doing exercise. They did the exercises in a piece of paper and discuss with their partner. So after doing individually they have to discuss with a friend beside him or her. After several time in

discussing the answer, the lecturer asked to change student‘s work with other students then

discuss the answer together. The respond of this kind of topic given and the material given was not so good. Most of them said that it is almost the same with conventional strategy and they hate it. They want to use interesting online media for the next meeting.

The followings are the lesson plan in using online media in vocabulary class for the third day.

Pre-activity:

Whilst-activity

1.lecturer opens and access BBC.com

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3. Lecturer and students discuss the answer together

Post-activity

1. lecturer asks two or three students randomly to say one word and asks them the use of the word based on the video given.

2. Lecturer give suggestion to the students to learn more outside class.

The last meeting the lecturer decided to use youtube again. But the topic is different. The students have to decide their own material and they have to make a list of vocabulary in a piece of paper. The lecturer asked them to list at least 5 new vocabularies. The fifth vocabulary should be introduced to other friends in a group of four. So, they collected 20 new vocabularies. They have to list all of their friends vocab, so that they have to keep 20 new vocabularies in their mind. Not only new vocabularies given to their friends but also they have to explain how the use of the new vocabulary. From the material they had opened, it was varied from one to another. There were about beauty, health, automotive, music, movie, and others. Memorizing 20 vocabularies was not as easy as who has good in memorizing. To make fair for other typical of learning the lecturer asked the students to present their new twenty vocabularies in front of class. They have to introduced and explained the use of each word. Finally they have more than twenty vocabularies because there were seven group in vocabulary class. In this meeting they feel happy because they can choose their own interest topic on online media as their source of learning. At the end of the last meeting the lecturer asked them to answer the questionnaire.

2. Students responses toward the using online media in vocabulary class.

Based on the questionnaire given the respond of the students are different. For the

first question, ‗ I rarely find any difficulties in using online media in vocabulary class‘ γ.γ%

from the student said strongly agree, 63.3% of the students said agree, 26.7% students said so so, 6.6% students said disagree and no students said strongly disagree of the use online media. For the second question, I think it is easy to apply online media in vocabulary class: most of the students said agree. It is 63.3% students or 19 students said agree that media online is easy to be applied in vocabulary class.

The third statement is ‗I think online media is the best media to be applied in vocabulary class‘ and the response from the students are 4γ,γ% said strongly agree, 46.7% said agree, 6.7% students said so so and 3.3 % students said strongly disagree. It means that online media is not the best media in learning vocabulary. Since many students think that online is not the only media can be used in learning vocabulary. Fourth statement is I believe that using online media can improve my vocabulary mastery. The response from the students are 33.3% students said strongly agree, 56.7% stated agree, 3.3% students said disagree and no students said strongly disagree. It means that there no students believe that online media is useless. It indicate that online media can be used to improve their vocabulary.

‗I understand the material deeply about the lesson when my lecturer uses online media‘

is the fifth statement should be responded. The response toward this statement is 43.3% students said strongly agree, 50% students said agree, 6.7% said so so and no one said disagree or strongly disagree. It means that online media makes the material delivered well to the

students. The sixth statement is ‗My lecturer give the material well in teaching vocabulary

through online media‘. It is the view of the students how the lecturer give the material to them

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The seventh item of the questionnaire is ‗I get many input along the vocabulary class‘.

the response of the students are they mostly agree with this statement because 70% of the amount of the students said agree and the rest are strongly agree with 13.3 % and so so 6.7%

from the total amount of the students. The eighth statement is ‗I use online media as media in

mastering English vocabulary‘. At the end of the class that use online media, it is really

amazing that there are many students still use online media as their media in improving their vocabulary mastery. It is proved from the result of the eighth item of the questionnaire that 70% students use online media to improve their vocabulary mastery, 16.7% said strongly agree, 10 % students said so so and the rest 3.3% of the total amount of the students sad disagree.

The ninth item of the questionnaire is ‗I ask my friends to use online media as tool to

learn vocabulary‘. the response of the students mostly they will introduce online media to other

friends. It is proved from the result of the questionnaire answer that 66.7% students do it and the rest 10% students said strongly agree and 23.3% said so so.

In comprehending aspect, 66.7% agree that they comprehend the material well and 13.3% strongly agree and 23.3% students said so so. It can be known from the respond fro the

tenth item of questionnaire ‗ I can understand and comprehend the material well through online

media‘. The next item is ‗I think, using online as media can improve English vocabulary‘ gives

26.7% students strongly agree, 60% students agree and 3.3% students disagree. It means that

more that 75% agree with the online media as a tool to improve students‘ vocabulary mastery.

The last item of the questionnaire is ‗Using online media in vocabulary class can be applied and it is easy to be applied‘ λ0% students said agree with 60% said agree and γ0%

stated strongly agree. It means that online media is the easiest way in learning vocabulary in the classroom. The amount of the so so respond is only 10%. and the detail respond of the students toward online media as a tool of learning vocabulary can be seen on the table below.

Table3.1 the percentage of students respond toward online media in vocabulary class

no statements percentage (%) total (%)

SA A SS DA SDA

1 I rarely find any difficulties in using online media in vocabulary class

3.3 63.3 26.7 6.7 0 100

2 I think it is easy to apply online media in vocabulary class

0 63.3 36.7 0 0 100

3 I think online media is the best media to be applied in vocabulary class

43.3 46.7 6.7 0 3.3 100

4 I believe that using online media can

improve my vocabulary mastery 33.3 56.7 6.7 3.3 0 100

5

I understand the material deeply about the lesson when my lecturer uses online media

43.3 50 6.7 0 0 100

6

My lecturer give the material well in teaching vocabulary through online media

36.7 56.7 6.7 0 0 100

7 I get many input along the vocabulary class

13,3 70 16.7 0 0 100

8 I use online media as media in

mastering English vocabulary 16.7 70 10 3.3 0 100

9 I ask my friends to use online media

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10 I can understand and comprehend the material well through online media

13.3 66.7 16.7 3.3 0 100

11 I think, using online as media can improve English vocabulary

26.7 70 0 3.3 0 100

12

Using online media in vocabulary class can be applied and it is easy to be applied

30 60 10 0 0 100

*SA= strongly agree A=agree SS= so so DA= disagree SDA=strongly disagree

From the result above can be interpreted that mostly students in vocabulary class like to learn English through online media. Online media can help them to raise their motivation in mastering vocabulary.

The internet continues to be used worldwide and has changed the pattern of life in recent decades Zou, et al 2014 in Syawal 2016. many positive aspect that can be taken from the using of internet. If we want to make internet or online media as our tool in gathering information so internet or online media give many advantages fro us. In language learning internet or online media takes really important thing to be considered. Because online media provide all kinds of information that we need. We as lecturer even abuse the internet use in our class, so that we as lecturer has to use online or internet as proper as well. Online media now is easy to be applied in class out outside the class. Through give the students the right material and the right way in using online media students can apply the right thing for their English. Moreover they can use online media outside the class.

CONCLUSION

Technology is not new to human being. It can be viewed from myriad around us that use technology as any kinds of tools. In education form lecturer have to change their way of teaching and accommodate students need in learning English. Using online media such as youtube and BBC.com or British council.com can be an alternative media. Lecturer literacy and love for innovate techniques of teaching not only enliven the classroom environment but also enthuse the learners to evince keen interest in the proceedings taken place.

More and more students like their own smart phone than lecturer explanation about the lesson. So lecturer have to take advantages from this situation. Lecturer can use their hand phone as a tool to make classroom more life enjoyable. Through using hand phone as the tool there are many advantages. First, students are allowed to bring and open their mobile phone. Second, student are happy because they can learn what from the media they like to. Third, students can grasp the word, knowing how to pronounce the word and the use of the word in the right context. Things that have to consider is lecturer has to remind the student that the use of online media is only for academic side only. Lecturer has to make a strict rule at the first time before the online media used in class and make sure that students only open the site that suitable with the material.

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