PROCEEDINGS
THE SECOND INTERNATIONAL CONFERENCE ON EDUCATION AND LANGUAGE
2 nd ICEL 2014
20 -22 MAY 2013
Organized by:
Faculty of Teacher Training and Education (FKIP),
English Education Study Program of Bandar Lampung University
Zainal Abidin Pagar Alam street No.89 Labuhan Ratu, Bandar Lampung, Indonesia Phone: +62 721 36 666 25, Fax: +62 721 701 467
www.ubl.ac.id
PREFACE
The activities of the International Conference are in line and very appropriate with the vision and mission of Bandar Lampung University (UBL) to promote training and education as well as research in these areas.
On behalf of the Second International Conference of Education and Language (2ndICEL 2014) organizing committee, we are very pleased with the very good responses especially from the keynote speakers and from the participants. It is noteworthy to point out that about 80 technical papers were received for this conference
The participants of the conference come from many well known universities, among others: University of Wollongong, NSW Australia, International Islamic University Malaysia, Kyoto University (Temple University (Osaka), Japan - Jawaharlal Nehru University, New Delhi, India - West Visayas State University College of Agriculture and Forestry, Lambunao, Iloilo, Philipine - Bahcesehir University, Istanbul, Turkey - The Higher Institute of Modern Languages, Tunisia - University of Baku, Azerbaijan - Sarhad University, KPK, Pakistan - Medical Sciences English Language Teacher Foundation Program, Ministry of Health, Oman - Faculty School of Arts and Sciences, Banga, Aklan Philippines - Sultan Ageng Tirtayasa, Banten, - Pelita Harapan University, Jakarta - STIBA Saraswati Denpasar, Bali - University of Muhammadiyah Yogyakarta - Ahmad Dahlan University Yogyakarta - Sriwijaya University, Palembang - Islamic University of Malang - IAIN Raden Fatah Palembang - Universitas Diponegoro, Semarang, Indonesia - Universitas Haluoleo Kendari - State Islamic University of Sunan Gunung Djati, Bandung - Tadulako University, Central Sulawesi - Sanata Dharma University - Lampung University and Open University,
I would like to express my deepest gratitude to the International Advisory Board members, sponsors and also to all keynote speakers and all participants. I am also grateful to all organizing committee and all of the reviewers who contribute to the high standard of the conference. Also I would like to express my deepest gratitude to the Rector of Bandar Lampung University (UBL) who gives us endless support to these activities, so that the conference can be administrated on time.
Bandar Lampung, 20 May 2014
Drs. Harpain, M.A.T., M.M 2ndlCEL 2014 Chairman
iii
PROCEEDINGS
The Second International Conference on Education and Language (2
ndICEL 2014)
BANDAR LAMPUNG UNIVERSITY Bandar Lampung, Indonesia
May 20,21,22 2014 STEERING COMMITTEE
Executive Advisors Dr. Ir. M. Yusuf S. Barusman, MBA Prof. Dr. Khomsahrial Romli, M.Si Dr. Lintje Anna Marpaung, S.H.,M.H
Drs. Thontowie, M.S
Dr. Andala Rama Putra Barusman, S.E., M.A.Ec Mustafa Usman, Ph.D
Chairman Drs. Harpain, M.A.T., M.M
Co-Chairman Tissa Zadya, S.E., M.M
Secretary Helta Anggia, S.Pd., M.A
Treasurer Tissa Zadya, S.E., M.M
Managing Committee Team Drs. Harpain, M.A.T., M.M
Helta Anggia, S.Pd., M.A Tissa Zadya, S.E., M.M
Yanuarius Y. Dharmawan, S.S., M.Hum R. Nadia R.P Dalimunthe, S.S., M.Hum
Bery Salatar, S.Pd Kartini Adam, S.E Nazil Chupra Hakim, S.Pd
Miryanti Feralia, S.Pd
Table Of Content
Preface ... ii Steering Committee... iii Table of Content ...iv Keynote Speakers :
1. Recent Trends In Asian ESP–Amporn Sa-ngiamwibool ... I-1 2. Improving Teaching And Research Capacity In Indonesia Education
Throught Asean Collaboration - Didik Sulistyanto ... I-6 3. Foreign Language In Nation Building: A Case Study Of India–Gautam
Kumar Jha ... I-11 4. The Influence Of Learning Styles, Motivation, And Types Of School On
Students’ English Achievement At Junior High Schools In Bandar
Lampung–Harpain ... I-17 5. Teachers And Students’ Perceptions Of Communicative Competence
In English As A Foreign Language In Indonesia– Hery Yufrizal... I-26 6. Enhancing Teaching Capability Through Thailand’sTeacher TV Program
- Rapin Chayvimol ... I-34 7. Is Cooperative Learning Appropriate Instructional Methodology To
Support The Implementation of Curriculum 2013 in indonesia? :
Theoretical And Cultural Analysis - Yanuar Dwi Prastyo ... I-41 Paper Presenter :
1. The Model Of The Development Of Instructional Material For Enhancing Students’ English Speaking Skills At Elementary Schools In Bandar
Lampung - Akhmad Sutiyono ...II-1 2. Error Correction And Feedback In Speaking : A Comparative Study Of
Teacher (Lecturer) And StudentPreferences In Responding Students’
Errors In Speaking At English Education Study Program - Bambang Irfani ...II-8 3. Performance Assessment In Teaching EFL Reading In Indonesia: Viewed
From First Language (Li) Use To Check Learners’ Comprehension-
Candra Jaya ... II-19 4. Deaf Education And Teachers Training In Zambia - Chibesa, R. Simbule... II-25 5. The Effectiveness Of Using Cooperative Learning Type Number Heads
Together (NHT) Improving Reading Comprehansion Of The Students At
SMP N 20 Tangerang - Destiani Rahmawati... II-30 6. Fostering Collaborative Inquiry Learning Through Cloud-Based
Application -
Dony Saputra, Dedy Iskandar, Nasril Sany ... II-37 7. SIPEBI: A Model Of Cultural Edutainment Web Portal As A Medium For
Students’ Self-Directed-Learning And Alternative Assessment - Dony
Saputra, Santo Tjhin, Tubagus Zufri ... II-43 8. Bacteria Material In The Short Story Based On The Characters Of
Punokawan For Biology Learning - Endah Rita Sulistya Dewi, Prasetiyo ... II-49 9. Teaching English Based On Character Education At Senior High School
Metro - Fenny Thresia ... II-53 10. Causes Of Private Tutoring In English: Perspectives Of Saudi Secondary
School Students And Their Parents–Ghazi N. Alotaibi... II-60
v 11. Local Voices In Creative Writing–Harris Hermansyah Setiajid ... II-66 12. Some Theories Of Educational Marketing–Hasbi ... II-71 13. Problems In Developing Seminar Course For Biology Education Students
–Herawati Susilo ... II-81 14.Improving Students’ Speaking SkillThrough Audio Visual Media At 4th
Grade Of Labschool Elementary School East Jakarta–Herlina ... II-87 15. Teaching Speaking To Young Learners Through Role Play–Iin Inawati ... II-97 16. Designing And Developing Learning Apps For Esl Learners–Learners
Ismail Fayed, Azidah Abu Ziden ... II-106 17. ESP Needs Analysis Based Syllabus Of Economics Faculty Students,
Universitas “45” Makassar –Lalu Abdul Khalik... II-116 18. The Improvement Of Students' Ability To Learn Cell Biology And
Discuss Its Application In Live Through The Implementation Of The Student Team Achievement Divisions (STAD) With Lesson Study (LS)–
Marheny Lukitasari, Herawati Susilo ... II-128 19. Using Translation As An Activity In Content-Based Instruction–
Melinda Roza. ... II-134 20.Student Teacher’s Reflective Skill: Phenomenology Study About The
Experience Of Teaching Practice In Esl Classrooms In A Primary School
In Batam–Meri Fuji Siahaan ... II-139 21.Students’ Understanding On Cultural Concept: Case Study In
Mathematics Department–Muhammad Arief Budiman ... II-148 22. The Possibility Of Generalizing Types Of Basic Sentences In Bahasa
Indonesia In Relation With The Learning Of Basic Sentence Structure In
English–- Nana Suciati ... II-155 23. Fishbone Strategy In Teaching English In Indonesia: A Tool Organizer
For Learning EFL Reading–Nasir ... II-160 24. Coaching Model Of Science Teacher Professionalism Through MGMP
Teaching Clinic Management–Ngurah Ayu Nyoman Murniati ... II-166 25. Exploring The Learning Of Language Through Global Dance And Music:
A Theoretical Analysis–Norah Banafi... II-170 26. English Teaching Media In Class Implementing Curriculum 2013 –Putra
Mahardhika ... II-177 27. Language Equation: Enchancing Stories Writing Skill–Sakulkaew
Kaewmulkit ... II-181 28. Indonesian Scientific Writing By Using Communicative Approach–
Sobri... II-189 29. Indonesian Curriculum Development: Meaning-Based Curriculum And
Competency-Based Curriculum In The Context Of Teaching English
Subject–Subandi ... II-198 30. Distribution Of Daily Use Local Language In Indonesia–Suparman
Ibrahim Abdullah, Yunita, Maria C ... II-206 31. How To Teach Science For Elementary Gifted Students. A Case Study
Done At CGS Cianjur In Indonesia–Surachman Dimyati, Asnah Said ... II-212 32. Critics And Suggestions For GPO In Science Teaching A Free Online
Resource For Teachers In Indonesia Implemented By Universitas Terbuka
–Surachman Dimyati, Mujadi ... II-216 33.An Investigation Of Thai High School Students’ English Language
Learning Problems –ThanThamajaree, Amporn Sa-ngiamwibool... II-221
34. Improving Learning Motivation And Cognitive Learning Outcomes Using Blended Earning-Based Guided Inquiry Strategy Through Lesson Study
In Genetics–Waris, Herawati Susilo... II-226 35. The Effect Of Active Learning Methods Terjun-Tulis-Saji To The
Improvement Of Scientific Literacy And Mastery Of Biology
Competencies Of Senior High School Students–Wirastini, Komang Ayu,
Herawati Susilo, Hadi Suwono ... II-232 36. A Three-Dimensional Contextualization Established For An English
Language-Learning-&-Teaching To Get Along With In The Classroom–
Yan Pei-heng, Yan Jing, Chen Si ... II-238 37.The Influence Of Physical Fitness Test Towards Students’ Motivation In
Learning Physical Education Of Grade XI –Noviana Amelia, Simon
Mulia... II-245 38. Distinctive Feature Of Phoneme In Savunese Language–Rudolof Jibrael
Isu ... II-254
II-221
AN INVESTIGATION OF THAI HIGH SCHOOL STUDENTS’ ENGLISH LANGUAGE LEARNING PROBLEMS
ThanThamajaree and Amporn Sa-ngiamwibool*
Master of Teaching English as International Language Program School of Liberal Arts, Shinawatra University, Thailand
*Corresponding email: [email protected]
Abstract
A way to improve English language teaching is an investigation of students’ English language problems.
This study therefore exploredThai high school students’English language learning problems. This was a case study, employing a survey design and using a questionnaire as instrument for data collection. The subjects were 104 high school students in Lampang Province, Thailand. The results of this study revealed the following findings. On listening, the students had difficulty in class discussion in English. On speaking, they had trouble with asking questions in English in the classroom. On reading, they could not understand English idioms. On writing, they were unable to finish essay writing within a limited time. On sociocultural perspectives on second language learning, they lacked opportunity to spend time associate with native speakers. On international communication barriers, on oral presentation for a lesson assignment, they rehearsed it only 2-3 times to prepare themselves. Lastly, of all language learning tasks, the most problematic English task was writing. This study is a puzzle to the whole picture. Future inquiry should replicate this study to see the whole picture of this issue.
Keywords: English language problems, questionnaire, survey and Thai high school students,
1. INTRODUCTION
Several studies (e.g. Wong, 1985; Thongsongsee, 1998; Crowe, 1992; Songsangkaew, 2003) revealed that way to improve English language teaching is an investigation of the students’ English language problems. Factors that affect language learning strategies and problems include: 1) linguistic problems, 2) sociocultural factors on second language learning, 3) barriers to intercultural and second language communication and 4) teaching/learning strategies.
Linguistic problems are first and foremost important factor. According to Roos (2011), if one is to observe how and where we acquire language form, we will be surprised to learn that most of us have picked up our ability to communicate orally through visual audio and interpersonal means. In other word, we learn to speak though interaction with family and/ or the television. That is not to say that the IQ aspect of language acquisition is not useful. The semantic of language helps the student to be able to write and communicate within a guiding framework. The problem is many students are left feeling limited and afraid of showing their potential or expressing themselves simply because they feel shy of this framework and the fact that the framework can be used as judging their ability to communicate. Although many modern pedagogy tend to focus on students learning through inquiry, experience, and self-expression, it is very important to work within a disciplinary framework that allow for learning to be assessed effectively.
Second language learners can also face challenges of feeling a sense of incompletion and fossilization, as found by Mitchell & Myles (1998). In the Thai context, Thongsongsee (1998) investigated linguistic and cultural difficulties encountered by Thai student graduates from American universities. Her findings indicate that psychological and environmental factors such as, a good understanding of the culture of a new environment, and a cross-cultural adaption to new class-room strategies can play and influential role in determining the success of a non-native ESL/EFL learner. In the study, social factors such as being able to make new friends who spoke the native language can also greatly increase success.
Sociocultural factors on second language learning also affect language learning of another language. The social aspects of language acquisition also take in consideration the study of gender, race, religion, age, sex, and other environmental factors. These social factors may eventually determine the outcome and opportunity available for language acquisition, and application. Social factors are also directly related to the division between the various socio-economic classes, which further determines the educational opportunities and resources available for the individual learner. Songsangkaew (2003) studied the language function difficulties experienced by Thai students at tertiary levels attending American Universities. Her finding suggests that although Thai students were able to score a decent grade on their TOEFL, their understanding of grammar and structure did not necessarily transfer into real life situation. According to these students, grammar and structure helps to a certain level, but environmental factors can greatly influence their success at an English speaking University. The two main factors for these challenges are psycho and social linguistically related.
Barriers to intercultural and second language communication also influence language learning and learning strategies. Crowe’s study (1992) illustrated that Asian students particularly experienced language problems in writing English as well as speaking. The findings indicated that Asian students rely heavily on rote memorization of grammar rules and structure. His study and observation show that students struggled in making language application transitions from their memories of grammar syntax. They also struggled with cohesion of language usage, both in writing and speaking. This often leads to lack of confidence in their academic ability, and can even result in plagiarism when it comes to written and research based work.
The main challenge of learning and acquiring a second language is the lack of opportunities in applying knowledge gained within the classroom, and using it outside in their daily lives. Many students’ learning environment and context are limited to the resources provided in the classroom and their learning environment. This leads to a bubble of technical knowledge and limited language ability that creates linguistic specialist, rather than language users (Chumchaiyo, 2002).
Teaching/learning strategies are influential factors. The strategies are commonly used in language learning classroom include grammar translation method (V. Cook, 1991; Chang, 2011), audio lingual method (G.Cook, 2000; Horwitz, 2008), direct method (Richards & Rodgers, 2001), silent method (Gattegno, 1971) and whole language method (Horwitz, 2008). The effectiveness of each approach is dependent on the level of the student and the requirement of the design course. As concluded by Harmer (2007), certain methodology that works well with beginner level students may prove to be ineffective with the higher level students. There has been lots of debate in the academic world of teaching on what method are better. To no conclusion, expert now agree that the effectiveness of a learning approach is directly related to context.
Language learning strategies are the key to success andknowing students’ problems will help improve their learning strategies. This present study therefore explored how the four factors affectThai learners’
English language problems and their learning strategies that enable them to overcome and effectively deal with some of the challenges mentioned above with the following research questions: What are the English problems perceived by Thai Students?
2. PURPOSESOFTHESTUDY
This study aimed to survey Thai high school student’ English language problems on four language skills, sociocultural perspectives on second language learning and international communication barriers.
3. METHODS
3.1 Design of the Study
This was a case study employing a survey design. The population was 117 grade 12 students in math and science program at Assumption College Thonburi (ACT). The subjects were 104 high school students in math and science program. This study specifically chose to study this population for four reasons. First, Assumption College is an English-oriented school. The students are more familiar with English as a means of communication in a classroom than other types of school. Second, this study chose Lampang campus as a focus of the study as the campus is located far away from Bangkok, the capital of Thailand which is also the center of education. Thirdly, this study chose the students in math and science program as these students are not language students and the majority of Thai high school students attended math and science. Lastly, this study focused on grade 12 students who were in their final year and, therefore, could
II-223
provide conclusive data relating to the purposes of the study. This study aimed at the nature of Thai students’ English language problems and their learning strategies. The population served the purposes of the study.
3.2 Instrument
The instrument for data elicitation was a survey questionnaire of rating scales borrowed from a model questionnaire designed by Rebecca Oxford (1990) and adapted by Rubin, J., & Thompson, I. (1994) which has been used by many researchers over the years. In 1990, Rebecca Oxford published a "Language Learning Strategies: What Every Teacher Should Know" which included the "Strategy Inventory for Language Learning" or "SILL", a questionnaire model which is used by many researchers over the years.
The questionnaires responding to the two research questions consisted of 3 sections as follows:
demographic data, English language problems, and learning strategies. Section 1 or demographic data was mainly about individuals and academic characteristics including: age, gender, fields of study, and prior experience in English language learning and teaching. Section 2 deals with English language problems regarding to the four language skills, socio-cultural aspects on second language learning skills, and barrier to intercultural communication skills. Section 3 includes these learning strategies: cognitive, metacognitive, memory-related, compensatory, affective, social, and teaching and learning.
For validity and reliability check, the borrowed questionnaire was verified by three judges for the effectiveness of the questionnaire before employing in the study.
3.3 Data Collection and Analysis
The data was collected during the last week before their graduation (February 17, 2014). Means and standard deviation (SD) were used for data analysis.
4. RESULTSOFTHESTUDY
The number of returned responses of the study was 104 out of 117, representing 89 percent of the target population. The result of the study is presented based on the research question: What are the English problems perceived by Thai Students? The results of the first research question report problems on the following skills and aspects: listening, speaking, reading, writing, sociocultural perspectives on second language learning and barriers to intercultural communication.
4.1 Problems on Listening Skills
Table 1 Mean and Standard Deviation of Listening Skills
Listening Skills Mean SD Interpretation
1. I can participate in class discussions in English. 2.88 0.86 Medium 2. I can understand a native speaker speaking at normal speed. 3.03 0.86 Medium 3. I can understand comments given by native English speakers. 3.10 0.85 Medium
4. I can understand classroom lectures in English. 3.17 0.85 Medium
5. I feel comfortable in listening to native speaker students or teachers in the classroom.
3.24 0.90 Medium
Average 3.08 0.86 Medium
Table 1 indicated that the most serious listening problem was that the students cannot participation in class discussion in English (mean = 2.88).
4.2 Problems on Speaking Skills
Table 2 Mean and Standard Deviation of Speaking Skill Problems
Speaking Skills Mean SD Interpretation
1. I can ask questions in English in the classroom. 2.88 0.86 Medium 2. A native speaker of English understands my English pronunciation. 2.92 0.87 Medium
3. I can have a casual conversation in English. 2.96 0.84 Medium
4. I can perform academic presentation in English in the classroom. 3.01 0.83 Medium 5. I feel comfortable talking with a native speaker instructor in the
classroom.
3.15 0.90 Medium
Average 2.98 0.86 Medium
Table 2 indicated that the most serious speaking problem was that the students cannot ask questions in English in the classroom (mean = 2.88).
4.3 Problems on Reading Skills
Table 3 Mean and Standard Deviation of Reading skills
Reading Skills Means SD Interpretation
1. I can understand English idioms. 2.63 0.89 Medium
2. I can guess the meaning of new vocabulary. 2.79 0.87 Medium
3. I can explain the main idea and summary of a passage 2.86 0.85 Medium
4. I can read a magazine in English. 3.06 0.98 Medium
5. I can read academic textbooks in English. 3.31 0.94 Medium
Average 2.93 0.91 Medium
Table 3 indicated that the most serious reading problem was that the students cannot understand English idioms (mean = 2.63).
4.4 Problems on Writing Skills
Table 4 Mean and Standard Deviation of Writing skills
Writing Skills Means SD Interpretation
1. I can write an essay within a limited time. 2.21 1.00 Low
2. I can write an academic paper in English. 2.29 1.12 Low
3. I can use grammatical rules perfectly in completing writing assignment.
2.35 1.01 Low
4. I can write reports, projects, letters, and class assignments in English.
2.40 0.99 Low
5. I can paraphrase English passages. 2.47 0.88 Low
Average 2.34 1.02 Low
Table 4 indicated that the most serious writing problem was that the students cannot finish an essay writing within a limited time (mean = 2.21).
4.5 Problems on Sociocultural Perspectives on Second Language Learning
Table 5 Mean and Standard Deviation of Problems on Sociocultural Perspectives on Second Language Learning
Sociocultural perspectives on second language learning Means SD Interpretation 1. I spend my free time to associate with native speakers. 2.47 1.10 Low 2. I pay close attention to the thoughts and feelings of other people with
whom I interact in English.
2.74 0.97 Medium
3. I like to be in an English speaking society. 2.88 1.04 Medium
4. I try to learn the cultures of the place where English is spoken. 3.09 0.89 Medium 5. I like to make new friends especially with English native speakers. 3.11 1.14 Medium
Average 2.86 1.03 Medium
Table 5 indicated that the most serious problem of sociocultural perspectives on second language learning was that the students do not have an opportunity to spend time associate with native speakers (mean = 2.47).
4.6 Problems on Barrier to Intercultural Communication
Table 6 Mean and Standard Deviation of Problems on Barrier to Intercultural Communication Barriers to intercultural communication Means SD Interpretation 1. When I have an oral presentation for a lesson assignment, I rehearse it
only 2-3 times to prepare myself.
2.55 0.97 Medium
2. Mr. Thomas Cook is an American. He never explains the lesson when his friends have questions. I don’t think I can stereotype other Americans to be like Mr. Thomas Cook.
2.60 0.98 Medium
3. When I communicate with an English native speaker, I am never ashamed about my ability to use the English language.
2.66 0.95 Medium
4. I can adapt myself within a new environment/culture. 2.98 0.88 Medium
Average 2.70 0.95 Medium
Table 6 indicated that the most serious problem of barrier to international communication was that when the students had an oral presentation for a lesson assignment, they rehearsed it only 2-3 times to prepare themselves (mean = 2.55).
4.7 Comparison of English Language Problems/Tasks
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Table 7 The Five Most Problematic English Tasks
Strategies Means Problem
type
Interpretation
1. I can write an essay within a limited time. 2.21 Writing Low
2. I spend my free time to associate with native speakers. 2.47 Sociocultural Low 3. When I have an oral presentation for a lesson assignment, I
rehearse it only 2-3 times to prepare myself.
2.55 Barriers Medium
4. I can understand English idioms. 2.63 Reading Medium
5. I can participate in class discussions in English. 2.88 Listening Medium Table 7 indicated that the most problematic English tasks was writing (mean = 2.21).
5. CONCLUSION
The study revealed the following findings. On listening, the students had difficulty in class discussion in English. On speaking, they had trouble with asking questions in English in the classroom. On reading, they could not understand English idioms. On writing, they were unable to finish essay writing within a limited time. On sociocultural perspectives on second language learning, they lacked opportunity to spend time associate with native speakers. On international communication barriers, on oral presentation for a lesson assignment, they rehearsed it only 2-3 times to prepare themselves. Lastly, of all language learning tasks, the most problematic English task was writing.
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