viii
TABLE OF CONTENTS
FOREWORD ... iii
LIST OF INTERNAL AND EXTERNAL REVIEWERS ... iv
LIST OF INVITED SPEAKERS AND FEATURED SPEAKERS ... vi
TABLE OF CONTENT ... vii
THE EFFECT OF THE DELAYED CORRECTION ON THE ACQUISITION OF PAST MORPHOLOGICAL INFLECTIONS BY L1-INDONESIAN-SPEAKING LEARNERS OF ENGLISH ... 1
Achmad Farid ... 1
Afifa S. Zulfikar ... 1
DEVELOPING “THE MYSTIQUE” GAME AS A MEDIUM FOR ENCOURAGING STUDENTS TO SPEAK ENGLISH ... 9
Adi Sasongko Romadhon ... 9
Lies Amin Lestari ... 9
IMPROVED VOCABULARY COMPLEXITY OF THE SPOKEN UTTERANCES BY USING STRATEGY-BASED INSTRUCTIONS IN ENGLISH SPEAKING CLASS .... 17
Adityo ... 17
Teguh Hadi Saputro ... 17
Amalia Ayu Wardhany ... 17
DEALING WITH LINGUISTIC PROBLEMS FACED BY MASTER‟S STUDENTS IN THEIR THESIS WRITING ... 25
Adnan Zaid ... 25
EXPLORING POSTMETHOD FRAMEWORKS FOR POWERFUL ENGLISH LANGUAGE PEDAGOGICAL PRACTICES ... 30
Adriadi Novawan ... 30
GAMIFYING DIGITAL ENGLISH GRAMMAR MATERIALS FOR THE SENIOR HIGH SCHOOL STUDENTS ... 35
Agnes Santi Widiati ... 35
Y.G. Harto Pramono ... 35
Hady Sutris Winarlim ... 35
MEDIATING THE STUDENTS‟ ENGLISH ACQUISITION THROUGH TASKS AND INTERACTIONS: ANALYSIS ON “THINK GLOBALLY ACT LOCALLY”, ATEXTBOOKFORTHENINTHGRADERS ... 43
Ahmad Abdul Aziz Muslim ... 43
IMPROVING SPEAKING FLUENCY OF INDONESIAN ENGLISH FOR SPECIFIC PURPOSE STUDENTS BY USING SELF-VIDEO RECORDING ... 53
Ahza Lina Haririn ... 53
DESIGNING WEBSITE-BASED MATERIALS FOR SUPPLEMENTARY WRITING RESOURCES FOR JUNIOR HIGH SCHOOL STUDENTS ... 59
Alfima Azmi Imananda ... 59
Sri Rachmajanti ... 59
THE CORRELATION BETWEEN READING COMPREHENSION ABILITY AND READING HABIT OF THE SEVENTHSEMESTER STUDENTS OF STIENAS SAMARINDA ... 68
ix COMPREHENSIVE ENGLISH LEARNING THROUGH SPEECH
COMMUNITY-BASED LEARNING METHOD... 76
Ambar Pujiyatno ... 76
CONTRIBUTION OF MOTIVATION, LANGUAGE INPUT, AND MILIEU TO SECOND LANGUAGE ACQUISITION IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT: AN EXPLORATORY PRELIMINARY CASE STUDY... 82
Andri Puspita Sari ... 82
Gunadi Harry Sulistyo ... 82
TEACHER‟S CREATIVITY TO PROMOTE SECOND LANGUAGE ACQUISITION TO MATCH INEVITABLE FIRST LANGUAGE ACQUISITION SUCCESS ... 87
Andy ... 87
LEVERAGING TEACHER EXPERIENCE AND AUTONOMY IN BLENDED, IN-SERVICE TEACHER TRAINING ... 92
Angga Kramadibrata ... 92
Hannah Hainsworth ... 92
EFL WRITING CURRICULUM IN A PRIVATE UNIVERSITY:AN EVALUATIVE STUDY USING A SYSTEMATIC APPROACH... 101
Ani Fiani ... 101
TEACHING ACADEMIC WRITING USING AUTHENTIC MATERIALS: A CASE OF WRITING A RESEARCH ARTICLE ABSTRACT ... 108
Anisa Pinatih ... 108
THE EFFECTIVENESS OF FLIPPED CLASSROOM SUPPORTED BY COOPERATIVE LEARNING TO IMPROVE STUDENTS‟ READING SKILL: A STUDY IN BRINGIN 1 SENIOR HIGH SCHOOL CENTRAL JAVA INDONESIA .. 123
Anjas Karuniawan ... 123
DESIGNING ESP MATERIALS FOR BIOLOGY STUDENTS BASED ON NEED ANALYSIS ... 135
Annisa Maisaroh ... 135
ENERGIZING FOREIGN LANGUAGE STUDENTS IN ENGLISH SPEAKING CLASS THROUGH THE USE OF TED-ED ... 143
Annisa Rahmatika ... 143
Rahayu Meliasari ... 143
Shelia Anjarani ... 143
ENHANCING STUDENTS‟ SKILL IN ORGANIZING IDEA THROUGH GRAPHIC ORGANIZERS ... 151
Aprin Wahyu Wijayanti ... 151
EMPLOYING WRITING PROCESS APPROACH IN DEVELOPING E-MODULE OF THE ENGLISH WRITTEN REPORT ... 160
Areta Puspa ... 160
THE COMMON CLASSROOM TECHNIQUES USED TO TEACH ENGLISH IN JUNIOR HIGH SCHOOL ... 165
Aries Utomo ... 165
TEACHING ENGLISH FOR HEARING-IMPAIRED STUDENTS: AN EXPERIENCE AT SEKOLAH LUAR BIASA NEGERI TIPE B BLITAR, EAST JAVA ... 171
Arina Shofiya ... 171
EXPLOITING STUDENTS WRITINGSKILL: A BLENDED LEARNINGIN ACADEMIC WRITING COURSE ... 176
x
INTERPRETIVE ITEMS OF ENGLISH SEMESTER TEST COMPOSED BY JUNIOR
HIGH SCHOOL TEACHERS IN PADANG IN 2014/2015 ACADEMIC YEAR ... 181
Armilia Riza ... 181
Rika Afriyanti ... 181
FACTORS IN ENGLISH COMMUNICATIVE COMPETENCE FOR MATH AND SCIENCE TEACHERS ... 190
Arwemi ... 190
Luli Sari Yustina ... 190
Yuhardi ... 190
AUTHENTIC MATERIAL: HOW DO I MOTIVATE MY STUDENTS IN ESP CLASSROOM? ... 196
Asri Siti Fatimah ... 196
Fera Sulastri ... 196
STORYTELLING VS. SPEAKING COMPETENCE: CONTEXTUALIZATION ON SPEAKING SKILL BY APPRECIATING LITERARY WORKS ... 201
Aulia Nisa Khusnia ... 201
Dyah Kusumastuti ... 201
HELPING STUDENTS WRITE NARRATIVE TEXTS USING SMS (STORY MODIFICATION STRATEGY) ... 209
Bambang Yulianto ... 209
STUDENTS‟ PORTFOLIOS THROUGH WINDOWS MOVIE MAKER IN EVALUATING ORAL PERFORMANCE IN SPEECH CLASS ... 219
Belinda Analido ... 219
Dona Alicia ... 219
EMPLOYING SELF-REFLECTIVE VIDEO IN FOSTERING STUDENTS‟ ACCURACY AND FLUENCY IN SPEAKING ... 227
Benni Satria ... 227
AN ANALYSIS OF TEACHERS‟ BELIEFS TOWARD AUTHENTIC MATERIALS IN TEACHING LISTENING ... 233
Berlinda Mandasari ... 233
MICROSOFT ONE NOTE IN EDUCATION AS A TECHNOLOGICAL TOOL TO FACILITATE ENGLISH LEARNING ... 240
Betty Sekarasih Hadi Yani ... 240
DEVELOPING PICTURE-BOOKS BASED LOCAL FABLE FOR EIGHT GRADE STUDENTS ... 247
Bella Nastiti Tasaufi ... 247
CONTRIBUTING FACTORS FOR L2 GRAMMAR DEVELOPMENT ON EFL LEARNERS ... 256
Boniesta Zulandha Melani ... 256
HOW TO USE 3H (HERE, HIDDEN, IN MY HEAD) IN TEACHING NARRATIVE TEXT READING? ... 262
Brigitta Septarini Rahmasari ... 262
MICRO-EVALUATION OF WRITING MATERIALS DESIGNED BY STUDENT TEACHERS OF LANGUAGE EDUCATION: THE PERSPECTIVE OF GENRE PEDAGOGY ... 266
Budi Setyono ... 266
THE PATTERN OF TEACHER INSTRUCTION AND FUNCTION OF STUDENT RESPONSES IN EFL CLASSROOM ... 274
BuyungAlfianNorisSudrajat ... 274
xi FLIPPED CLASSROOMIN TEACHING SPEAKING TO YOUNG
LEARNER ... 285
Choiril Anwar ... 285
Aswan Pratama ... 285
COMPARING THE EFFICACY OF VIDEO LISTENING TEST VERSUS AUDIO LISTENING TEST FOR EFL STUDENTS ... 290
Clara Herlina Karjo ... COLLABORATIVE ELT LEARNING THROUGH SOCIAL NETWORK ... 295
Claudius Bona ... 295
THE LANGUAGE APPROACH TO WRITING LANGUAGE TEACHING MATERIALS THROUGHOUT THE WORLD ... 302
Damatius Wagiman Adisutrisno ... 302
EXTENSIVE READING ACTIVITIES IN TEACHING READING FOR FOREIGN LANGUAGE ... 310
Dani Safitri ... 310
Leo Candra Wahyu Utami ... 310
PROTOTYPING MULTI-TRAIT SCORING RUBRICS AND CAN-DO STATEMENTS ON WRITING COMPETENCE: ANCHORING GRASS ROOTS‟ VOICE TO THEORETICAL GROUNDS AND GLOBAL FRAMEWORK ... 316
David Imamyartha ... 316
Gunadi Harry Sulistyo ... 316
REVISITING THE USE OF GENRE-BASED INSTRUCTION FOR TEACHING WRITING: FROM TEACHING EVALUATION TO MATERIAL DEVELOPMENT ... 331
Debora Tri Ragawanti ... 331
STUDENTS‟ NEEDS OF ENGLISH SPEAKING MATERIAL AT FPBS IKIP MATARAM ... 341
Dedi Sumarsono ... 341
Abdul Kadir Bagis ... 341
Moh. Arsyad Arrafii ... 341
AN ANALYSIS ON ERRORS IN PASSIVE SENTENCES ... 347
Deny Kuswahono ... 347
HOW GRAMMAR TEACHING ENHANCES ACCURACY AND FLUENCY: REVEALING PERSPECTIVES OF INDONESIAN GRADUATE STUDENTS ... 353
Desak Made Indah Dewanti ... 353
IMPLEMENTING BACKWARD DESIGN IN ENGLISH FOR SPECIFIC PURPOSES (ESP) SYLLABUS FOR SHIPBUILDING POLYTECHNIC ... 358
Desi Tri Cahyaningati ... 358
WRITING PERSONAL LETTER USING IRREGULAR VERBS APP FOR HIGH SCHOOL STUDENTS ... 367
Desrin Lebagi ... 367
Rini Aji M ... 367
THE USE OF LANGUAGE ARTS IN ENGLISH TEACHING AND LEARNING ... 372
Dessy Dwi Yudha Santhi ... 372
xii
STUDENTS‟ PERCEPTIONS ON THE USE OF SCHOOLOGY IN PRESENTATION
CLASS ... 380
Desy Indriana ... 380
Refrilia Ulfah ... 380
ACTIVATING STUDENTS‟ MOTIVATION IN SPEAKING CLASS THROUGH THE USE OF BOARD GAME AT ENGLISH DEPARTMENT OF MULAWARMAN UNIVERSITY SAMARINDA ... 385
Desy Rusmawaty ... 385
Dian Anggriyani ... 385
METHOD, STRATEGY AND PROBLEMS IN TRANSLATION FOR THE BEGINNER AT DIPLOMA‟ S CLASS IN SBC MENGANTI, GRESIK ... 391
Dewanto ... 391
MAXIMIZING AUTHENTIC ASSESSMENT FOR TEACHING SPEAKING ... 397
Dewi Kencanawati ... 397
MASTERCHEF” VIDEO SERIES AS A MEDIUM TO TEACH SPEAKING FOR VOCATIONAL STUDENTS ... 403
Dian Pratiwi ... 403
Miftachul Rohmah ... 403
LEARNING COMMMUNITY BETWEEN ENGLISH TEACHER–LECTURER TO DEVELOP INSTRUCTIONAL MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS ...410
Diani Nurhajati ... 410
DIRECTING DIVERGENT THINKING APPROACH FOR PRE-SERVICE ENGLISH TEACHERS‟ INTEGRATED LEARNIN ...415
Didik Rinan Sumekto ... 415
HOW DO PROFESSIONAL EFL TEACHERS DEVELOP THEIR TEACHING MATERIALS? ... 420
Dini Kurnia Irmawati ... 420
Utami Widiati ... 420
PRACTICING THE STUDENTS‟ PRONUNCIATION AND ADDING VOCABULARY IN INTENSIVE ENGLISH CLASSES BY PLAYING THE TABOO GAME ...426
Dini Noor Arini ... 426
THE COLLABORATION OF TEACHER – STUDENTS ASKING GOOD QUESTION IN REDUCING CODE SWITCHING AND CODE MIXING OF EFL CLASS ... ...433
Diyah Atiek Mustikawati ... 433
DESIGNING MATERIALS AND THE IMPLEMENTATION OF METHODOLOGY FOR BUSINESS ENGLISH FOR MAGISTER MANAJEMEN STUDENTS IN ENGLISH FOR ACADEMIC PURPOSES CONTEXT ... 438
Djasminar Anwar ... 438
INTEGRATING E-LECTURES BLENDED WITH PROBLEM BASED LEARNING ACTIVITIES ... 445
Djoko Sutrisno ... 445
USING STORY DIFFERENT ENDING CHOICES TO ENRICH STUDENTS „LITERATURE OVERVIEW IN EXTENSIVE READING CLASS ... 451
xiii THE USE OF INFORMATION TECHNOLOGY AS THE MEDIA TO BOOST THE
STUDENTS‟ READING COMPREHENSION ... 457
Dwi Fita Heriyawati ... 457
Uun Muhaji ... 457
Agus Sholeh ... 457
TRANSLATION QUALITY OF ENGLISH INTO INDONESIA SIMPLE SENTENCE AND TEACHING TRANSLATION PRACTICE ... 462
Dwi Haryanti ... 462
Siti Fatimah ... 462
TEACHING VOCABULARY BY USING MEDIA WORDWALL OF PROJECTOR IN THE THEME "PEOPLE AND THEIR PHYSICAL APPEARANCES" TO THE SEVENTH GRADE STUDENTS OF MTSN MODEL 2 PALEMBANG ... 467
Dwi Rara Saraswaty ... 467
Tri Rositasari ... 467
THE PHILOSOPHY OF SH TERATE AS LOCAL WISDOM IN TEACHING SPEAKING FOR VOCATIONAL SCHOOL STUDENTS ... 473
Dwi Rosita Sari ... 473
Rosita Ambarwati ... 473
SELF- REGULATED LEARNING AND SELF EFFICACY BELIEFS OF PRE-SERVICE TEACHER PROFESSIONAL DEVELOPMENT ... 477
Dwi Winarsih ... 477
INTERNET-BASED MATERIALS IN TEACHING WRITING: HOW DOES IT WORK? ... 482
Dwiana Binti Yulianti ... 482
AUTOMATIC WRITING ASSESSMENT PROGRAM ... 489
B.B.Dwijatmoko ... 489
VIDEO RECORDING-BASED PEER FEEDBACK IN MICROTEACHING COURSE ... 495
Dwiyani Pratiwi ... 495
WHY SHOULD I DO SUMMARIZING?: THE VOICE OF UNDERGRADUATE STUDENTS ... 501
Dyah Sunggingwati ... 501
DESIGNING AND DEVELOPING SUPPLEMENTAL TECHNOLOGY-INTEGRATED TEACHING, LEARNING AND MATERIALS OF POWERPOINT, AUDACITY, CAMTASIA AND INTERNET (PACI) MODEL THROUGH BLENDED LEARNING METHODS ... 507
Effendi Limbong ... 507
MOBILE-ASSISTED LANGUAGE LEARNING AS A DIGITAL MEDIA IN A FOREIGN LANGUAGE TEACHING: FOSTERING STUDENTS‟ LISTENING ... 523
Eka Wahjuningsih ... 523
THE EFFECT OF COGNITIVE STYLES AND VOCABULARY MASTERY TO READING COMPREHENSION (AN EXPOST FACT RESEARCH AT UNIVERSITY OF RIAU KEPULAUAN) ... 531
Eka Wilany ... 531
SMALL CLASSES OF ENGLISH LANGUAGE LEARNING IN UNIVERSITY LEVEL: TEACHERS‟ VIEWS ... .538
Elfirahmi Thamrin ... 538
xiv
THE IMPLEMENTATION OF QUIPPER SCHOOL AS EXTENDED ENGLISH
LEARNINGIN SMA NEGERI 1 SOOKO, MOJOKERTO ... 545
Eliasanti Agustina ... 545
Ayunda Azalea Arham ... 545
AN ESP PROJECT WORK FOR ENGINEERING FACULTY: BOOSTING STUDENTS‟ AUTONOMY LEARNING ... 553
Elok Putri Nimasari ... 553
DEVELOPING INSTRUCTIONAL DESIGN TEACHING MATERIAL BASED MULTIMEDIA ... 558
Eltina Maromon ... 558
AN OBSERVATION OF APPLYING ACTIVE LEARNING IN AN EFL CLASS: A CASE STUDY OF TEACHER OF STUDENT VIEWS ON LEARNING ENGLISH AT SAO PEDRO SCHOOL DILLI, TIMOR LESTE ... Elvis Fernandes Brites da Cruz ... 562
DESIGNING ACADEMIC WRITING FOR ESP STUDENTS ... Emilia Ninik Aydawati ... 573
THE USE OF GLOSSING TECHNIQUE TO ENHANCE THE ESP LEARNERS` MOTIVATION IN COMPREHENDING ENGLISH TEXT ... 579
Endang Sulistianingsih ... 579
Sumartono ... 579
THE IMPLEMENTATION OF JEOPARDY STRATEGY OF EFL STUDENTS OF STKIP YPUP ... 587
Eny Syatriana ... 587
THE EFFECT OF EXPERIENTIAL LEARNING IN ESSAY WRITING TOWARDS THE STUDENTS‟ WRITING QUALITY ... 593
Erlik Widiyani Styati ... 593
IMPROVING STUDENTS‟ READING COMPREHENSION BY USING QUESTIONS TOURNAMENT AT THE SECOND GRADE OF SMP ... 598
Eroh Muniroh ... 598
IMPROVING STUDENTS‟ READING COMPREHENSION THROUGH RECIPROCAL TEACHING ... 604
Ersy Laksita Rini ... 604
DOCUMENTARY VIDEO PRESENTATION: AN EFFECTIVE WAY OF FOSTERING STUDENTS‟ ORAL SKILL ... 612
Eugenie Mainake ... 612
PROJECT-BASED LEARNING IN PRACTICE: THE PRODUCTION OF EXPLANATORY FOOTAGE BY STUDENTS ... 615
Evi Yuniarisda Hutagalung ... 615
Eliasanti Agustina ... 615
Ayunda Azalea Arham ... 615
DIGITAL STORYTELLING IN WRITING: PRACTICE AND PERCEPTION TOWARD TEACHING WITH TECHNOLOGY ... 626
Faiqotur Rizkiyah ... 626
IMPROVING PRE-SERVICES ENGLISH TEACHERS‟ PEDAGOGICAL COMPETENCIES IN INTERNSHIP PROGRAM ... 635
Faishol Hadi ... 635
MOBILE ASSISTED LANGUAGE LEARNING: THE RECENT APPLICATIONS OF EMERGING MOBILE TECHNOLOGIES ... 641
Fauris Zuhri ... 641
xv
TOWARDS LEARNING DIFFICULTIES RECOVERY………..… 649
Fazri Nur Yusuf……….. 649
DEVELOPING INTERPERSONAL INTELLIGENCES IN SPEAKING CLASS THROUGH THEMATIC BASED LEARNING……… 657
Fibriani Endah Widyasari………. 657
ANDROID BASED EDUCATIONAL GAME IN INDONESIAN TEYL……… 662
Fika Megawati ……….. 662
Sultoni ………662
IMPROVING STUDENTS‟ ABILITY IN ACADEMIC WRITING THROUGH EXPLICIT TEACHING ……… 669
Fikri Asih wigati……… 669
Nina Puspitaloka ……….. 669
THE INFLUENCE OF IMAGINE, ELABORATE, PREDICT, AND CONFIRM STRATEGY AND READING INTEREST ON READING COMPREHEN- SION ACHIEVEMENT OF THE SECOND SEMESTER STUDENTS OF BIOLOGY EDUCATION STUDY PROGRAM, MUHAMMADIYAH UNIVERSITY OF PALEMBANG……… 673
Finza Larasati ……… 673
Ismail ……… 673
Petrus ………. 673
STUDENTS‟ VOICE TOWARD TEAMS-GAMES-TOURNAMENTS TECHNIQUE……….. 683
Firman Wicaksono……… 683
BUILDING LANGUAGE AND CULTURAL AWARENESS: MOVIES AS POETRY AND CREATIVE PEDAGOGY DISCUSSION RESOURCE ……… 689
Fitri Wijayanti ……….. 689
Avilanofa Bagus Budi ………... 689
STUDENT-TEACHER PARTNER DESIGN: ENRICHING TEACHER CREATIVITY AND CHALLENGING STUDENTS‟ INVOLVEMENT ………… 695
Fitrotul Mufaridah ……… 695
MUSEUM AS MEDIA AND SOURCE OF HISTORY LEARNING OF UNIVERSITY STUDENTS ……….. 700
Franciscus Xaverius Wartoyo ………... 700
IS BACKGROUND KNOWLEDGE IMPORTANT IN ASSESSING READING COMPREHENSION?………. 707
Fransisca Endang Lestariningsih ………. 707
THE USE OF ORAL CORRECTIVE FEEDBACK FOR STUDENTS OF DIFFERENT PROFICIENCY LEVELS ………. 712
Gartika Pandu Bhuana ………. 712
A SET OF ENGLISH INSTRUCTIONAL MATERIALSUSING TASK-BASED LEARNINGFOR NEWS PRODUCTION MANAGEMENT STUDY PROGRAM IN STMM “MMTC” YOGYAKARTA………. 721
xvi
THE USE OF TECHNOLOGY (BLOG) AS TEACHING MEDIA TO ENCOURAGE
STUDENTS CHARACTERS TOWARD LEARNING ………. 730
Gusti Nur Hafifah………. 730 USING STORYTELLING VIDEO FOR ASSESSING STUDENT‟S CREATIVITY IN SPEAKING ... 561 Chyntia Heru Woro Prastiwi ... 561 Hardono ... 561
THE ROLE OF "MAGIC BOX" IN INNOVATING MEDIA IN TEACHING GRAMMAR ... 744 Haris Dibdyaningsih ... 744 Hendra Sudarso ... 744 RESPONDING THE PRESENCE OF WORLD ENGLISHES IN TEACHING EIL WITH BAKHTIN‟S DIALOGISM ... 750 Hariyono ... 750 Ima Masofa ... 750 COMPARING THE USE OF 2 INTERNET BASED PLATFORMS TO SUPPORT FLIPPED CLASSROOM STRATEGY AT HIGHER EDUCATION INSTITUTES IN AMBON, MALUKU ... 756 Helena Magdalena Rijoly ... 756 TEACHER‟S EFFORT TO DEVELOP THEIR STUDENTS‟ EQUAL PARTICIPATION IN ENGLISH SPEAKING CLASS ... 764 Herlina Daddi ... 764 THE USE OF MOTIVATIONAL STRATEGIES BY EFL PRIMARY
TEACHERS ... 771 Herlina Sitorus ... 771 LEARNING STYLES‟ IMPLICATIONS TO LEARNING AND TEACHING ENGLISH IN ITS ... 785 Hermanto ... 785 Kartika Nuswantara ... 785 BLENDED LEARNING IN ELT FOR TEACHERS‟ CONTINUING PROFESSIONAL DEVELOPMENT ... 790 Hernawati Kusumaningrum ... 790 PROMOTING TECHNOLOGY-ENHANCED LEARNING
THROUGH FANFICTION WRITING ... 794 Hernina Dewi Lestari ... 794 ACTION RESPONSE THROUGH THE USE OF TRANSLATED VERSION OF LOCAL INDONESIAN CHILDREN SONGS ... 802 Hertiki ... 802 THE PROSPECT OF ENGLISH FOR SPECIFIC PURPOSES MATERIALS DEVELOPMENT FOR EIGHT MAIN DISCIPLINES AHEAD OF ASEAN INTEGRATION:
xvii A NEEDS ANALYSIS FOR DESIGNING AN ESP-BASED SYLLABUS IN AN
ISLAMIC STUDIES EDUCATION PROGRAM ... 820
Hilmansyah Saefullah ... 820
THE EFFECT OF EXTRA-CURRICULAR ACTIVITY ON THE STUDENTS‟ ACHIEVEMENT IN WRITING ... 829
Darmawati ... 829
YesiIrianti ... 829
Erlindawaty ... 829
FOLKLORE TO ENHANCE THE STUDENTS‟ MOTIVATION (INNOVATION IN LANGUAGE MATERIAL DEVELOPMENT) ... 837
Honest Ummi Kaltsum ... 837
THE PROFICIENCY OF TEACHERS IN TEACHING BIOLOGY BY USING ENGLISH ... 842
The 63rd TEFLIN International Conference 2016 1
THE EFFECT OF THE DELAYED CORRECTION ON THE ACQUISITION OF
PAST MORPHOLOGICAL INFLECTIONS BY L1-INDONESIAN-SPEAKING
LEARNERS OF ENGLISH
Achmad Farid achmadfareed@gmail.com
Department of English Language Education, Universitas Pesantren Tinggi Darul Ulum Kompleks Pondok Pesantren Darul Ulum, Jombang, Jawa Timur, Indonesia
Afifa S. Zulfikar
Department of English Language Education, Universitas Pesantren Tinggi Darul Ulum Kompleks Pondok Pesantren Darul Ulum, Jombang, Jawa Timur, Indonesia
ABSTRACT
For L1 Indonesians learning English as a foreign language, it is not easy to use past inflectional morphologies. Verbs in Indonesian do not experience any morphological change when they are used in past tense. This is the reason why many learners make a mistake in using English past verbs when speaking about past events. To deal with this phenomenon, most teachers correct every mistake their students make, which can lead to student‟s frustration and their loss of confidence (Lavezzo and Dunford, 1993). This study aims to reveal whether an alternative correction method, the delayed correction method, can improve students' performance in using morphological inflections in the context of a meaningful conversation. The current research is an experimental research, in which participants‟ performance before undergoing treatments was compared with that of after treatments. Speech data were collected through audio-recorded individual interviews. The data were then transcribed into written data for further data ana lysis. The Wilcoxon Signed Rank Test shows that there is a significant effect on the subjects‟ performance in the use of past morphological inflections after the application of the delayed correction method with the p value of 0.005 (p< 0.05). Based on the findings, this research suggests that feedback and correction should be provided by the teacher to the students without interrupting learners‟ activity during communication. The delayed correction method is very useful when learners realise exactly which mistake they made, when they are given an opportunity to reproduce the forms, and when they talk about a sensitive topic, which can arouse their emotion.
Keywords: delayed correction, past morphological inflections, L2 English learners
INTRODUCTION
The ultimate goal of learning a language is to enable language learners to communicate by means of the language learned. Therefore, during the process of language learning, learners need interactions to practice the input they have received. Interactions in language learning is a key to provide learners with opportunities to negotiate language input and to receive feedback that will encourage them to modify their language output to make it more target-like (Gass and Mackey, 2007, quoted in VanPatten, 2007). However, as learners are considered in the process of learning when they use an L2, they may make errors, for example dropping some required forms, which may be caused by L1 interference.
For example, it is not easy for L1 Indonesians to use English past inflectional morphologies. It is because verbs in Indonesian language do not experience any morphological
inflection when used in different tenses. For instance, instead of saying ‗She cooked my favourite food yesterday‘, an L2 learner might say ‗She cook my favourite food yesterday.‘ This type of error can actually be traced back to the learners‘ L1 as follows:
a. Simple present tense
Dia memasak makanan kesukaan saya setiap Jumat. She cook food favourite my every Friday
2 The 63rd TEFLIN International Conference 2016 b. Simple past tense –ed
Dia memasak makanan kesukaan saya kemarin. She cook food favourite my yesterday
‗She cooked my favourite food yesterday.‘
From examples (a) and (b), we can notice that the word memasak ‗cook‘ remains in the same form either in present or past context, and there is no verbal inflection happening. Without a clear context, we cannot judge whether an Indonesian verb is in a present or past form.
This type of error cannot be avoided in language learning, and this is what makes the teacher‘s role important as a feedback provider. Hedge (2001: 26) suggests that one of the
teachers‘ roles is as a feedback provider. That is how teachers provide positive and motivating
feedback for the students. For example, teachers should consider how they will correct errors. Making errors is inevitable in language learning, even though in 1950s and 1960, behaviourists
believed that error is something which has to be avoided as it hinders learners‘ language
development (VanPatten, 2007). However, the current theory of language teaching, the
Communicative Language Teaching, views errors as learners‘ language development (Hedge,
2001: 15).
In general, providing feedback to learners can be differentiated into two ways: (1) immediate error correction, which is done during classroom activity, and (2) delayed error correction, which is done after a communicative activity (Hendrickson, 1978). ‗Delayed
correction‘ (Rolin-Ianziti, 2010) is a method of error correction done without interrupting
learners‘ activity during communication. This technique is favoured by many teachers as many empirical researches suggest that interruption to learners during communication would possibly discourage them (Edge, 1989).
The current study would like to reveal the effects of the delayed correction method on the acquisition of past morphological inflections by L1-Indonesian-Speaking Learners of English. By conducting this study, the researcher would like to know whether the delayed correction method is effective or not to improve L2 learners‘ performance in using past morphological inflections.
This research hypothesizes that the delayed correction method would help learners‘
acquisition of past morphological inflections. Therefore, after a series of treatment by using the delayed correction method, the subjects will perform better in using past morphological inflections.
METHODS
This is an experimental research in which a number of subjects were recorded twice in a before-treatment and after-treatment interviews. This method enables the researcher to reveal
the subjects‘ performance improvement in using past verbs after a series of treatment by using
the delayed correction method. In this research the data of natural speech were gathered from the subjects by means of conducting interviews.
A purposive sampling was done to select specific subjects because the selected samples would most likely produce important data (Denscombe, 2010: 15). The subjects in this research were 14 semester three students who are studying English. The participants have been studying English as a foreign language for at least 12 years.
This study employed interviews for data elicitation. Interviews enabled the researchers to investigate phenomena that are not clearly observable because they can do more data elicitation if previous answers are too general, inadequate, not related to the topic, or not clear enough (Mackey and Gass, 2005). The participants were interviewed individually for two times, i.e before the treatment and after the treatment. The interviews were initiated with small talk
using the interviewees‘ L1 and L2 to make them feel as comfortable as possible. The researcher asked the subjects to prepare 3 stories to tell. The topic of the first story was ―your happiest moment‖. The participants had one week period to prepare the story. The treatment was given after each participant finished telling his/her story. The story telling was audio recorded with the
The 63rd TEFLIN International Conference 2016 3 The following week, the participants told the second story, which was a folktale. The participants were asked to choose a folktale of their own. However, they will were not audio recorded because this phase was not assessed. The participants were given a one-week period to deliver the third story, which is a personal narrative. This last stage of data collection was audio
recorded because in this phase, students‘ performance showed after treatment effects.
This naturalistic data provide insight into how often the participants produce correct and incorrect forms of regular past –ed and irregular past verbs. During the interviews, the
conversations will be audio recorded with the subjects‘ consent. The recordings were then used
for further data transcription and analysis.
As the raw data were collected in the form of audio recording, they were transcribed for data analysis. That is, in particular cases, only utterances relevant to the study are transcribed. An obligatory occasion refers to verbal responses that contain words in which particular morphemes are compulsory, for example the use of functor –ed for regular past form. The L2
learners. Second, ―obligatory occasion‖ are scored as a separate test item. When they produce
no functor in obligatory occasion, the utterance is considered incorrect, such as in “I register with a GP” (dropped –ed). In spite of an incorrect use of the whole sentence, as long as there is a correct functor offered, the utterance is counted as a correct utterance. If all functors are correctly used, each correct form is considered as separate correct form. The subjects‘ use of all functors in all obligatory occasions will be counted, and the researcher will tally the percentage of the correct uses of the functors.
By doing this scoring, correctly produced forms will be recognized. Using the descriptive statistics, the data analysis is conducted with measures of frequency to indicate how often each phenomenon occurs. With this method, the researcher could tally how frequent correct and incorrect forms offered by the participants. The data analysis will be conducted by using individual scoring method.
The individual scoring will be done by calculating the ratio with denominator of the total of all produced structures for a particular morpheme by a subject and with the numerator of the total of the correct structures for every obligatory occasion of a particular morpheme. Then, the resulting quotient will be multiplied by 100. To illustrate the scoring method, the following is examples of obligatory occasions produced by a subject and calculate the individual score for the Past regular.
Table 1. The scoring method
Utterances
Past Regular
Raw Score Obligatory Occasion I visit my uncle last week. 0 1
She opened the box. 1 1
Yesterday, they called me. 1 1
He laughed at me 1 1
She close her eyes 0 1
Total 3 5
Individual Score = 3 × 100 = 60 5
After before-treatment and after-treatment scores are collected, the two scores were analysed by using computer software called SPSS (software package used for statistical analysis). The researcher conducted a Wilcoxon Signed Rank Test to reveal whether there was a
significant effect or not on the participants‘ performance in the use of past morphological
inflections after the use of the delayed correction method.
RESULTS
The main inquiry in this research was whether delayed correction would help the
learners‘ acquisition of past morphological inflections. The use of past morphological inflection
4 The 63rd TEFLIN International Conference 2016
Table 2. Raw Numbers and Percentages of Performances of past morphological inflections before- and after-treatment
Subjects
Before Treatment After Treatment
Correct
structures/obligatory occasion
Accuracy Level
Correct
structures/obligatory occasion
Accuracy Level
1 3/11 27 % 14/17 82 %
2 2/6 33 % 3/9 33 %
3 0/6 0 % 8/9 89 %
4 4/8 50 % 1/7 14 %
5 2/8 25 % 7/9 78 %
6 3/8 38 % 10/14 71 %
7 3/9 33 % 14/15 93 %
8 0/11 0 % 6/10 60 %
9 2/10 20 % 7/11 64 %
10 19/21 90 % 23/23 100 %
11 7/17 41 % 10/11 91 %
12 9/15 60 % 12/12 100 %
13 6/11 55 % 11/11 100 %
14 15/19 79 % 14/16 88 %
The before-treatment column shows that the subjects‘ performances were relatively low, ranging from 0 percent to 90 percent. More than a half of the whole subjects scored below 50 percent. Only one participant obtains 90 percent, and the rest of them yielded the scores ranging from 50 percent to 79 percent. Subjects three and eight, for example, scored zero percent, which means that there was no any correct use of past morphological inflection before the treatment. Subject nine produced 20 percent correct forms of past verbs, that is, two correct uses out of 10. Subjects two, six, and seven produced more than 30 percent of correct past morphological inflections. The performances of subjects 12, 13, and 14 were much better compared to most of the subjects, i.e. 60 percent, 55 percent, and 79 percent consecutively.
After the application of the delayed correction method, very significant improvements can be seen in the after-treatment column. Most of the subjects obtained relatively better scores compared to those of before the treatment. For example, subjects three and eight, who obtained 0 percent of accuracy level before the treatment, obtained 89 percent and 60 percent consecutively after the treatment. Subject 10 whose accuracy level was 90 percent in the before-treatment test managed to produce 100 percent of correct forms of past morphological inflections after the treatment. Moreover, the subject used more verbs in the after-treatment test than those in the before-treatment test. The overall results are described in following table.
Table 3. The Summary of subjects‘ performances of past morphological inflections before- and after-treatment
Interviews/Tests Obligatory Occasions
Correct forms produced
by all subjects Accuracy Level
Before Treatment 160 75 47 %
After Treatment 174 140 80 %
Table 3 provides an insight into the comparisons of verbs produced before and after the treatment, correct forms produced by all of the subjects, and the accuracy levels. In the
The 63rd TEFLIN International Conference 2016 5 percent of) correct form of the past verbs were produced. Table 3 also indicates that there was a slight increase of verb use in the after-treatment test.
To obtain the statistical results, a computer program called Statistical Package for the Social Sciences (SPSS) was used. To determine whether a parametric test or a non-parametric test that would be employed, a normality test was conducted. The aim to conduct a normality test was to find out whether the data were normally distributed or not. The result from the Kolmogorov-Smirnova test (Field, 2005: 144), showed that the data were not normally distributed (p=0.117). Therefore, a non-parametric test, Wilcoxon Signed Rank Test (Wilcoxon, 1945, cited in Field, 2005), was used (instead of the paired-samples t-test) to compare the two sets of scores yielded from the same subjects before and after treatment. The test result was described as follows:
Table 4. The Wilcoxon Signed Rank Test of the use of past morphological inflections before-and after-treatment
Ranks
N Mean Rank Sum of Rank
Pesttest - Pretest Negative Ranks 1a 5 5
Positive Ranks 12b 1.17 86
Ties 1c
Total 14
Post test – Pre test
Z -2.832b
Asymp. Sig. (2-tailed) 0.005
The SPSS output contains the z-value of -2.832 with p = 0.005. The results indicate that the after-treatment results show an increased performance (average rank of 5.00 vs. average rank of 7.17). The Wilcoxon signed rank test points put that the observed difference is
significant. Thus, the hypothesis that the delayed correction method significantly helps students‘
acquisition of past morphological inflection is accepted.
DISCUSSION
The results in the present study are discussed based on three factors: (i) language interference, (ii) effects of the delayed correction, and (iii) other factor in second language acquisition.
Language interference
As mentioned earlier, Indonesian language does not have tense marking at all, while English does. The results described in Table 3 above denote that correct forms produced for past morphological inflections were 47%. Therefore, it is unquestionable that the subjects possessed understanding of English tense to some extent. It can be inferred that the subjects understood the past features, but they found it difficult in the production of past morphological inflections. Consequently, they sometimes produced non-finite forms to replace finite forms. For example, in the before-treatment test, subject 3 produced a non-finite form of the verb ―give‖ when
referring to a past event ―she give me support.‖ Interestingly, in the same occasion while telling
the same story, she used the finite form of the verb ‗gave‖ when she said ―I gave a smile to the
jury.‖ This is in line with the Missing Surface Inflection Hypothesis suggested by Prévost &
White (2000) that foreign language learners are occasionally unaware that it is acceptable to use non-finite form of the verb in a finite position
To explain the reason why such phenomenon occurs, it can be traced back to their first language transfer. Odlin (1989: 27) defined transfer as the influence to an L2 from an L1 which is previously or imperfectly acquired, and this happens as a result of similarities and differences between the two languages. In addition, it cannot be argued that the optionality exists in the
6 The 63rd TEFLIN International Conference 2016
of inflectional morphology by second language learners is not because of their short of functional categories of tense in their L2 grammars, but the phenomenon persists because L2 learners have problems in the realisation of inflectional morphology in the L2. However, some researchers (e.g. Haznedar & Schwartz, 1997; Prévost & White, 2000) claim that the optional
use of inflectional morphology, especially related to tense, is because the speaker‘s grammar
related to functional categories is impaired. In the corrent study, the researcher employed the delayed correction method to reduce the effect of optionality in the use of past morphological inflections.
Effects of the delayed correction
The results of the before-treatment and after-treatment tests and the statistical test indicate that the delayed correction method had a positive effect on the acquisition of past morphologies. Particularly, the correction given after a communicative activity has been proven
to improve learners‘ accuracy in using past verbs. For example, a very significant improvement
can be seen by comparing subject one‘s before-treatment and after-treatment results. In the before-treatment test, subject one‘s level of accuracy of using past morphology was only 27 percent. That means that most of the time when she talked about past events, she used the
present form of the verbs. She told past stories by using present verbs, such as ―when I celebrate
my birthday with my family‖, ―when I take a walk with my friends‖, ―we pray together in the
mosque‖ and so on. Only three times she used past verbs i.e. came, ate, and cooked. During the
treatment, subject 1 was very active. Although she kept producing incorrect forms of the verbs during the treatment, she was very eager to receive corrections during the treatments. The treatments seem to work as she performed better in the after-treatment test as she obtained 82 percent of accuracy level. In the after-treatment test, subject one should have used past verbs in 17 obligatory occasions, but she mistakenly used three infinite verbs instead of their finite forms. That is instead of saying wanted, tried, and learned, she said want, try, and learn.
Furthermore, the data obtained from subject seven indicate that the delayed correction method seems to be very effective when the subject realises exactly which mistake she actually made. That is because the learners who had made the mistakes did not even realise that they did. However, if the corrections were done immediately, she would be discouraged to speak up. In the before-treatment test, she used nine verbs that were supposed to be produced in their past forms. However, she only produced three correct forms (33 percent of accuracy level). During the treatment, after the communicative activity, the researcher asked her what mistakes she had made, but she could not even mention the mistakes she had made. After the researcher mentioned the list of verbs that were incorrectly produced, which were supposed to be uttered in their passive forms, the subject acknowledged that she made the mistakes. She further elucidated that she used the wrong forms of the verbs because she was not aware that she must use the past forms of the verbs (which might be caused by L1 interference). By looking at the result of the after-treatment test result, the effect of the delayed correction method seemed to be very robust as she produced 93% of correct verb forms (14 correct forms out of 15 obligatory occasions).
Another finding from the current research is that the delayed correction method seemed to be more successful if the learners are given an opportunity to reproduce the forms in a different occasion. As mentioned earlier in the methodology section, the subjects were treated with the delayed correction method three times, and therefore, they had the chance for retrial. For example, in the before-treatment test, subject five tried to use the word ‗have‟in ―I have enough time‖, which was supposed to be in the past context, but she came up with the present
form of the verb ―have‖. After the communicative activity, the subject was told about the
mistakes she made and was asked whether she could self-correct her mistakes. She could actually mention the past forms of all of the verbs that she mistakenly produced previously. This proves that the subject has the competence on past morphology, but finds difficulty in the
performance. Subject five had an opportunity to reproduce the verb ‗have‟ in the past form during the after-treatment interview, and she could use the past morphological inflection in the
verb ‗have‟ appropriately when she said ―I had assignment to make something.‖ Despite the
The 63rd TEFLIN International Conference 2016 7 assignment, it can be clearly seen that when a learner is given a chance to practice the form that she previously erroneously produced, he or she will likely produce the correct form.
The same circumstance happened with subject eight. In the before-treatment interview, she did not produce any correct form of the past verbs that were supposed to use. Out of 11 obligatory occasions, she produced 0% of correct verbs. However, after the communicative activity was over, during the treatment session, she could actually self-correct her mistakes. In the before-treatment test, she produced some utterances such as ―I decide to quit the work‖, ―I save my money in bank‖, and ―After I work I want to register to senior high school‖. All of the finite verbs that were supposed to be produced in the past forms were produced in the present
forms. The effect of the delayed correction method could be seen by looking at subject eight‘s
after-treatment interview when she produced 60% of correct verb forms (6 out of 10 obligatory occasions). It is very interesting to see that the subject could finally use the past morphological inflections correctly, especially when it deals with the verbs that she previously incorrectly
produced. For example, when she used the word ‗decide‘ in the past form, she no longer said ‗decide‘, but ‗decided, such as in her utterance ―I decided to follow extra(curricular subject) in high school.‖ This example suggests that in the delayed correction method, learners need to
know exactly what mistake they did because they who had made the mistakes might not remember ever making them.
Last but not least, the findings also suggest that the delayed correction method is very
useful to provide feedback to students‘ when they were talking about a sensitive topic. As we
know, the purpose of using language is to express one‘s ideas to others. When a learner is
making mistakes while talking about something sad in his or her life, it is not very appropriate to immediately correct the mistakes. Subject 11, for example, was telling about her feeling when
her grandmother died, and she said ―I feel very sad at that time.‖ It is not feasible correct this
mistake because we need to be concerned with the learner‘s feeling and emotion. Therefore, a
delayed correction can reduce the emotional impact as it is given after the communicative activity. This is one of the very important elements in providing feedback to the students that many teachers are not aware of. When students are trying to express their feelings through their ungrammatical sentences, teachers should not interrupt them as it may discourage them. As an alternative, the teacher can jot down the mistakes that the learners have made, and correct the
mistakes later when the students‘ feeling and emotion become more stable.
Other factor
In cross-linguistic studies, subjectivity of judgment is very important to consider
(Kellerman, 1978). Subjectivity is related to L2 learners‘ background including age, level of
education, social status, and proficiency. In this study, the most influencing factor might be
students‘ proficiency. Although the subjects were required to study about all English tenses
prior to attend this study, it does not necessarily imply that they would show the same performance because some subjects may know only the rules, but are not capable of applying the rules in the real conversation at all time. Therefore, Phillip (2012: 284) argued that difficulties in producing certain language forms are mostly related to the issue in linguistic performance, rather than linguistic competence.
Implications
The results of this experimental study offer a far-reaching implication for the teaching method, especially in providing corrections to the students. Correction should be provided by the teachers to the students without disrupting learners‘ communicative activities. This means that EFL teachers should defer correction until learners have finished a communicative activity.
By doing so, teachers can help students‘ acquisition of past morphological inflection
REFERENCES
Denscombe, M. (2010) The Good Research Guide, for Small-scale Social Research Projects. Buckingham: OUP.
Edge, J. (1989). Mistakes and correction. New York: Longman.
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Haznedar, B., & Schwartz, B. D. (1997). Are there optional infinitives in child L2 acquisition. In Proceedings of the 21st annual Boston University conference on language development (Vol. 21, pp. 257-68). Somerville, MA: Cascadilla Press.
Hedge, T. (2001)Teaching and learning in the language classroom. Oxford, UK: Oxford University Press.
Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. The Modern Language Journal, 62(8), 387–98.
Kellerman, E. 1978. Giving learners a break: Native language intuitions as a source of predictions about transferability. Working Papers on Bilingualism Toronto. (15), pp.59-92.
Lavezzo, M., and H. Dunford. (1993). To correct or Not to Correct. Modern English Teacher 2: 62-62.
Mackey, A. And Gass, S. M., (2005) Second language research; methodology and design. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Odlin, T. (1989) Language transfer. Cambridge: Cambridge University Press.
Phillips, C. 2012. Individual variation and constraints on language learning. Linguistic Approaches to Bilingualism. 2(3), pp.281-286.
Prévost, P., & White, L. (2000). Missing surface inflection or impairment in second language acquisition? Evidence from tense and agreement. Second language research, 16(2), 103-133.
Rolin-Ianziti, J. (2010). The organization of delayed second language correction. Language Teaching Research, 14(2), 183-206.
VanPatten, B. (2007) Theories in second language acquisition: An introduction. New York: Routledge.
The 63rd TEFLIN International Conference 2016 9
DEVELOPING “THE MYSTIQUE” GAME AS A MEDIUM FOR
ENCOURAGING STUDENTS TO SPEAK ENGLISH
Adi Sasongko Romadhon akuadisasongko@yahoo.co.id State University of Surabaya, Indonesia
Lies Amin Lestari lies.aminlestari@yahoo.com State University of Surabaya, Indonesia
ABSTRACT
Speaking is considered as the most difficult skills among others. One of the reasons is the fact that teachers mostly dominate the class and give only small chance for students to speak. Such teaching atmosphere makes the student reluctant to learn to speak in English. Today, when ASEAN Economic Community effectively runs, the ability to speak in English is paramount if one wants to succeed in the ASEAN job market since English is accepted as the lingua franca among the ASEAN countries. In order to boost the student eagerness to speak in English, English teacher needs to make some efforts, a mong others is by creating appropriate media that can trigger students to speak. This paper aims to describe how “The Mystique”, a game intended to make students to speak, was developed. The study used the modified R&D design proposed by Gall, Gall, and Borg (2003). In addition, a discussion whether the game properly works in the classroom will also be presented.
Keywords: Speaking game, the mystique, Research and Development
INTRODUCTION
The importance of English has been growing for every aspect, such as international tourism, economic development, military relationship, and etc (Graddol, 2006; Kam, 2002; Nunan, 2003 in Stroupe, 2012). It means that everyone, especially those who live in developing countries, should learn English, in order to keep up with developed countries. However, learning language, including English, is not a simple task, where students should learn both receptive and productive skills, i.e., listening, speaking, reading, and writing. Among those four basic skills, speaking is considered as one of the most important and the most challenging skills to master (Brown & Yule, 1983; Nunan, 2003; Zhang, 2009; Febriyanti, 2015). Among others, there are two factors that cause students to find difficulty in learning speaking, namely learning
strategies and students‘ environment.
The appropriate learning strategies, particularly in language learning, will result in
students‘ success in learning (Awang et al., 2013). It means deciding which learning strategy
that suits best for students is essential. However, many English teachers, particularly EFL teachers, do not realize this (Meyer, 2012). For instance, traditional grammar translation teaching method and text book oriented teaching practice are still very popular to be used in language classroom for several years (Exley, 2005; Faridi, 2010; Meyer, 2012). Teachers will
mostly rely only on students‘ textbook or translate the grammar into L1 rather than connecting it with context related with the students‘ surrounding. This conditions will eventually cause less
students involvement in the learning process (Meyer, 2012) which will eventually result the learning process become ineffective because they do not learn language by experiencing them (Banegas, 2011). Moreover, the recent learning style that is used in typical language classrooms often focus to make students able to pass the exams, without considering whether they are able to use the language or not (Exley, 2005; Meyer, 2012; Hosni, 2014). Also, most materials given rarely require the students to speak, or if it does, it fails to keep the interaction going in the class, hence, the students tend to keep quiet and shy in the class (Meyer, 2012; Hosni, 2014). Teachers mostly focus on elements or materials tested in examinations, such as reading, grammar, and vocabulary, which make students environment to speak limited (Meyer, 2012).
10 The 63rd TEFLIN International Conference 2016
communication, which results in demotivating students to use English (Febriyanti, 2007; Hosni, 2014). Additionally, dealing with the fact that most schools in Indonesia have a lot of students in one classroom may also demotivate students to speak using English (Songsiri, 2012). As a result, students will indeed tend to speak using their mother tongue as they do not see any value to speak using the foreign language (Hosni, 2014).
It is very important that teachers know how to overcome the challenge in teaching speaking which main purpose is to encourage students to speak (Febriyanti, 2007). Based on some experts (Meyer, 2012; Hosni, 2014), encouraging students to speak can be made by involving them in an interaction. Typically students in Asia, including Indonesia, are shy, prefer to listen, and mostly avoid taking risk, thus, they tend to become passive or less involved in the class (Meyer, 2012). Therefore, to overcome this condition, a comfortable condition in the classroom should be built, where students are no longer feel frightened to speak and enjoy communicating with the teacher (Febriyanti, 2007). Also, growing some independency is also an important matter (Meyer, 2012). The teacher needs to grow awareness that teacher-centred is no longer effective in learning language process (Meyer, 2012). The reason is because the students need to learn the language based on their experience in using it so that the learning process can be effective, and they know how to use it as mean of communication (Banegas, 2011). Additionally, providing classroom activity that can motivate the students to speak is also essential (Febriyanti, 2007; Hosni, 2014). Students need reason why they have to speak the foreign language, since they do not speak the language for everyday communication (Hosni; 2014). Therefore, speaking activities that are interesting and meaningful should be provided for students, in which one of the options is by using media.
Game is kind of media that provide fun and interesting yet meaningful activities in classroom for students (Lewis & Bedson, 1999; Sanchez et al, 2007; Azar 2012). It has set of rules, goal and component of fun (Lewis & Bedson, 1999; Sanchez et al, 2007; Azar 2012). It adds variation to a lesson and can increase motivation for students in language learning (Lewis & Bedson, 1999; Sanchez et al 2007). Also, it can make students more focus in learning, because by playing game, they feel like they are not forced to learn (Azar, 2012). However, game in language learning should be more than just fun (Lewis & Bedson, 1999). It means it should highlight the language component as the essential part (Lewis & Bedson, 1999; Azar, 2012). Additionally, the element of competition should also be added in game to make students more motivated in the process of learning (Sanchez, 2007), although, it is not a must to include the element of competition in games. Students can also develop their language proficiency in cooperative game with their friends to achieve certain goals in the game (Lewis, 1999).
To help teachers overcome the challenges in teaching speaking, a game, namely ―The Mystique‖, was designed to encourage students to speak English. The game was designed in such away so that it can encourage students to speak by providing some rules and conditions where they should speak in English in order to play the game or even win it. By doing so, the students are basically forced in subtle to speaking English. The game was basically inspired from several famous board and card games that are familiar to play, such as Chess and Yu-Gi-Oh. In order to play The Mystique game, a set of properties consisting of a game board, a set of base, gift, and question cards, a set of pawns, a rules book, an answer key book and a dice were made. This paper describes how the game was developed.
METHOD
The study used educational research and development design proposed by Borg, Gall, & Gall, (2003) with qualitative approach. There are ten steps of R & D cycle of Borg, Gall, and
Gall‘s version (2003). However, in completing the development of the game in this study, some
steps were omitted and some were merged since they could be done in the same process. Therefore, the modification R & D steps taken were (1) conducting instructional analysis and analysing learners and context, (2) writing performance objectives, (3) developing preliminary form of product, (4) material and media expert validation, (5) conducting formative evaluation of the product, (6) revising the product, (7) conducting summative evaluation of the product, and (8) producing the final product.
The 63rd TEFLIN International Conference 2016 11 which involved 16 tenth graders, who were also randomly chosen to follow the interview section.
There were three instruments, i.e., questionnaire, observation checklist, and interview guidelines, that were used to collect the data needed for this study. The type of questionnaire was semi-structured type, which was designed for both material and media experts. However, the aim of the questionnaire given to both experts were different. The questionnaire for material expert aimed to validate the appropriateness of any English material of the game, such as the relevancy of the narrative texts included, the appropriateness of the narrative text explanations, and the relevancy of the language level used in the game and tenth graders English proficiency. In contrast, the questionnaire given to the media experts aimed to validate the design and layout of the game, such as the design of the board, cards, dice, and the packaging, the appropriate font type and size, so it could be properly used for teaching students. Besides, observation checklist was also used during the evaluation process to see the effects of the game to the students and the error of the game, so it could be revised then. Additionally, the interview was also done to both the students and the teacher, to see their response and opinion toward the game.
To analyse the data, a qualitative approach was employed. All of the data were analysed based on the order of the steps taken in this study. Firstly, the data from material and media expert questionnaires were analysed to revise the material and the design of the product. Then, the data gathered from observation and interview were also analysed to see the effect of the game and the response of the students toward the game.
FINDINGS
(1) Conducting Instructional Analysis and Analysing Learners and Context
In order to formulate the instructional objectives, analysis on KD of English syllabus for the tenth grader was made. From the analysis, the researcher concluded that the kind of narrative text that should be learned by the students was short local legends. Analysis on the textbook provided for the Curriculum also showed that the materials were mostly of the conventional ones in which students should do question and answer activities, do grammar exercises, and read texts and answer questions based on the texts.
A preliminary observation was also done to analyse the learners‘ characteristics and
environment. The result was that the students needed an activity that could help them learning speaking English. During the observation, most of the activity only required the students to receive what the teacher delivered. As a result, only few students dominated and most of them preferred to keep quiet.
(2) Writing Performance Objectives
Because the game was intended to help the tenth graders willing to learn and produce narrative texts orally, the objectives formulated were (1) the students are able to explain the characteristics of narrative text to their friends, (2) the students are able to answer questions provided about the characteristics of narrative text (3) the students are able to rearrange a scrambled narrative text into correct order and read it out loud.
(3) Developing Preliminary Form of Product
12 The 63rd TEFLIN International Conference 2016
(Picture 1: Preliminary form of the Mystique game) (4) Material and Media Expert Validation
Based on the data gathered from the questionnaire distributed to the material experts, it could be seen that the game basically could be a good medium for teaching students speaking. Both of the material experts mentioned that the game was considered uncomplicated for the students to play. In fact, the game could basically help teacher to engage the involvement of students in learning English in the classroom. The instruction or the game rules were clearly defined. However, some phrases or vocabularies needed to be simplified so it could be easily understood by students. Moreover, the narrative texts chosen in the game were appropriate, they suited with the syllabus of Curriculum 2013. One material expert also added that the language level dealing with narrative text was suited well for students, so the whole material about narrative text could be understood by students. However, in terms of the narrative texts chosen for the base cards, it was recommended that the stories were the ones which were less popular in order that the students would be curious when reading the story. That is why the story of Tangkuban Perahu, Malin Kundang, and Roro Jonggrang, the popular ones, were substituted by Keong Mas, Kebo Iwa, and Lutung Kasarung.
Meanwhile, the review made by the media expert was to judge the product in term of its design, layout, and appearance. Based on the questionnaire distributed to the media expert, he mentioned that the idea of making the kind of game was good. The whole concept of the game were basically engaging and educating for students. However, some modifications needed to be done to make the product appropriate for classroom use. Most of the modification and adjustment focused on the game board, since it was the vital point of the game. There were at least three points that the media expert suggested about the modification of the board. The first was to use different colours for the different parts of the board. The reason was because some colours on the board looked similar, that could create confusion among players. For instance, some players would find difficulties to differentiate if some properties belong to them or belong to their opponents, since the colours used on the board were turquoise and light green, which basically looked similar. The second one was to modify the images on the board. He mentioned that the images on the board should be functional. The reason was because the game used simple woody effect with different colours to identify each Base. However, that kind of illustration was not effective as the Base identities. There should be different illustration that clarified the identity of one base to another. The last modification suggested on the game board was to change the font type, which was from Juice ITC into Trajan Pro. He mentioned that the previous font type chosen was difficult to read, which in fact, it could also distract the players while playing the game. Aside from the board modifications suggested, the other game components, such as the cards, dice, they only needed small adjustments with the board. However, he added that the package of the game should be made from thick paper, in order to
protect the game properties, attract the students‘ interest, and give portability for the game.
(5) Formative Evaluation
The 63rd TEFLIN International Conference 2016 13 teacher then re-explained the rules to those who were still confused in order that they all could play the game properly.
Based on the data obtained, it could be seen that all students were engaged to play the game. Moreover, English was actively used during the game, even though the use of L1 sometimes interfered in some situation. For instance, when one student misunderstood an effect
on the card, the other student corrected it using L1 with ―Ini disimpan kartunya” or ―kamu kocok lagi dadunya‖. Besides, the data from the observation also showed that some of the game instructions needed to be changed. There were at least two revisions needed to be done on the game instructions, i.e.; (1) to add some relevant pictures in the rules book to make the students follow the rules easily by looking at the picture provided, (2) to give time limit in answering the Quizard (Quiz card). The reason was because some students took too much time thinking over the answer for the question(s), which resulted in wasting a lot of time. Therefore, it was decided that twenty seconds were the maximum period for a students to answer the quiz.
After the game was tested out, an interview, with 8 students as the representation of the class was conducted. There were ten questions addressed. The interview was aimed to find out
the students‘ responses toward the developed game. In relation with the students‘ opinion if the
game was enjoyable, all of the interviewees mentioned that they enjoyed playing the game. They stated that the game were easy to play and engaging. They also mentioned that the element of competition was what made them enjoyed the game very much. When asked about their opinion about learning speaking English using the game, they answered that the game helped them use English better than the regular learning process, which usually focused on using textbook. By playing the game, they stated that they did not feel oppressed and forced to learn, since the material delivered through the game could be grasped well. In relation with the
students‘ opinion if the game could help them learn narrative text, all of them agreed that the
game was helpful in understanding the material related to narrative text. Three of them even mentioned that they got more vocabularies and knowledge about narrative text while playing the
game. The ninth and the tenth questions which aimed to find out the students‘ interest toward
the game. Again, all of them mentioned that they wanted to play the game again, since it helped them learn speaking English and comprehend narrative text with fun. Additionally, they also gave positive feedbacks when they were asked if they wanted to play the game with different text types.
(6) Revising the Product
Based on the suggestions given by the experts and the data gathered from the formative evaluation, some revisions were made. The major revision was on the appearance of the board. Previously, the board was simply coloured in green, turquoise, red, yellow, and brown with woody effect. The board then was revised into more colourful and attractive, where each colour on the board had its own functions. The other components, such as the cards, and the packaging were adjusted based on the latest board design. Another revision was also done for the game instructions. The time limitation for students to answer the Quizard was added. Twenty seconds was the time limit for the students to answer the quiz. That was because, based on the data from observation during formative evaluation, the students took too much time in answering the Quizard. Also, a rule was eliminated to make the game simpler and easier to play. Previously, there were some effects on each base that could be activated once. However, no one used the effects during the game. Those effects only made the game complicated and therefore omitted. Thus, after all of the revisions were made, a summative evaluation was conducted.
(7) Summative Evaluation
In the summative evaluation, the students played the game differently from that of the formative evaluation. It was only played by four students in a group to test out which format was more effective, whether the game should be played by eight or four students. Unlike in the previous evaluation, the rules ware explained in detailed before the game was played in order that the students understood the instructions well. There were only a few students who were still confused about the instructions, because the teacher explained them too fast. During the game, it could be seen that the students were excited to play it. As soon as the game was played, the whole class then was filled with the sound of students playing the game.
An interview with all of the 16 students to find out the students‘ responds toward the
14 The 63rd TEFLIN International Conference 2016
relevance, the students stated that the material included in the game were already relevant to the lesson. Additionally, all of the participants stated that the game was fun and engaging, and they were willing to play the game again. They also stated that it would be better if another text types were added in order that they were not always stuck in the textbook oriented of learning.
An interview was also done with the teacher. There were ten questions addressed,
which objective was to find out the teacher‘s response toward the implementation of the game
in the classroom. In relation with the teacher‘s opinion if the game was an appropriate media, he
stated that the game was a good medium for the learning process. The reason was because the
game could attract the students‘ interest to focus on the lesson. Besides, he also stated that most students did not find difficulties in understanding the instructions. Only a few students failed to understand the instructions, but they all eventually got the idea after playing the game. Therefore, he suggested that it would be wiser if the game instructions were sometimes explained in both L2 and L1, therefore, some misinterpretations could be avoided. Related to
see the teacher‘s problem in implementing the game, he stated that the game could take a lot of time to actually find the winner. There
