(PDF) Developing an Instructional Guideline Using Project Based Learning to Teach Speaking to Junior High School Students

The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ISBN 978-602-73769-3-9 i The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ELTLT CONFERENCE PROCEEDINGS ii ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The 5th English Language Teaching, Literature , and Translation International Conference 2016 UNNES in collaboration with AWEJ and University of Southern Queensland Conference Proceedings ““World Englishes in Language Teaching, Literature, and Translation in the Context of Asia” Faculty of Languages & Arts State University of Semarang 2016 ISBN 978-602-73769-3-9 iii The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The 5th ELTLT CONFERENCE PROCEEDINGS Faculty of Languages and Arts, Unnes Published by: Faculty of Languages and Arts State University of Semarang Gedung Dekanat FBS, Jl. Raya Sekaran Gunungpati Semarang, Jawa Tengah 50229 Email:

Web: www.eltlt.org Telp & Fax: (024) 8508071 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of English Department of the Faculty of Languages and Arts, Unnes. First published in October 2016 Editors: Siti Wachidah, M.A., Ph.D (State University of Jakarta) Dewi Rochsantiningsih, M.Ed., Ph.D (Sebelas Maret University) Dr. Rudi Hartono, M.Pd (State University of Semarang) Dr. Mirjam Anugerahwati, M.A (State University of Malang) Layout: Thomas Sugeng H Cover Design: Thomas Sugeng H Library of cataloguing in Publication Data: ELTLT Conference Proceedings published by English Department of the Faculty of Languages and Arts, Unnes includes bibliographical References Series ISBN 978-602-73769-3-9 Distributed by: English Department of Unnes B3 Building, Faculty of Languages and Arts, Unnes Jl. Raya Sekaran, Gunungpati, Semarang 50229 Telp. & Fax. (024) 8508071 Email:

Web: www.eltlt.org iv ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 IN COLLABORATION WITH: SUPPORTED BY : SPONSORED BY: ISBN 978-602-73769-3-9 v The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 vi ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Preface ELTLT has become one of the greatest annual events for State University of Semarang. It can be seen from its improving participants and presenters year by year. ELTLT 2016 has successfully invited leading linguists, researchers, scholars, and lecturers to present varied topics with its main theme ‗World Englishes in Language Teaching, Literature, and Translation in the Context of Asia. The objectives of the 5 th International Conference on ELTLT are to exchange and share ideas as well as research findings from all presenters. Also, it provides the interdisciplinary forum for those involved to present and discuss the most recent innovations, trends, concerns, practical challenges encountered and the solutions adopted in the field of English Language Teaching, Literature, and Translation. As the chairperson of the conference, I would like to express my sincere gratitude to all keynote speakers – Associate Professor Robyn Henderson from University of Southern Queensland, Subur L. Wardoyo, Ph.D from University of PGRI Semarang, and Prof. Dr. Said from American University of Sharjah, UEA. My gratitude is also addressed to two featured speakers – Ms. Julija Knezevic from Tokyo University of Foreign Studies, and Associate Professor Adrian Rodgers from The Ohio State University. Then, it is my honor to say welcome to 200 presenters coming from many universities in Indonesia and some from other countries. On behalf of the organizing committee, we express our thank to Prof. Dr. Fathur Rohman, M.Hum as the Rector of UNNES and Prof. Dr. Agus Nuryatin, M.Hum as the Dean of the Faculty of Languages and Arts for their support. Welcome to the 5th ELTLT 2016. Arif Suryo Priyatmojo Chairperson of ELTLT 2016 English Department Faculty of Languages and Arts State University of Semarang ISBN 978-602-73769-3-9 vii The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 viii ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Welcome from the Dean of Languages and Arts Faculty As the Dean of Languages and Arts Faculty, we are proud to have an annual international conference such as ELTLT 2016. To be chosen as presenters for the parallel presentation in this conference is a considerable honor and achievement. I would like to congratulate the presenters who have been selected, as well as the reviewers who have chosen the successful presenters. Obviously not everyone interested in the chosen topic could attend this conference, so the pre-conference proceeding will present to a much wider audience issues related to the topic. The proceeding is also a proof that the contributions of presenters are valued. I also would like to offer my congratulations and appreciation to the organizing committee who have been working to prepare the conference, and to all keynote speakers, featured speakers, presenters, and participants for such an impressive conference. We hope that through this annual ELTLT conference, there will be a stronger bond amongst academics, especially those with the expertise of English language teaching, literature, and translation. I wish you a wonderful conference. Semarang, October 2016 Prof. Dr. Agus Nuryatin, M. Hum The Dean of Languages and Arts Faculty State University of Semarang ISBN 978-602-73769-3-9 ix The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 x ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Welcome Note from the Head of English Language and Literature Department We are privileged to organize this annual conference. This year ELTLT is actually the fifth conference; the first, namely ELTL (English Language Teaching and Literature) Conference, was last 4 year. We have received quite a lot of abstracts and most were accepted for presentation. Surprisingly, the number was doubled as compared to last year and last 4 years. This means that more academics are interested in our conference and trust us as organizer of the conference. Therefore, I would like to congratulate the organizing committee who has been working hard to prepare the conference. I also would like to extend my deepest gratitude to all keynote speakers, presenters, and participants for their contribution to our conference. I do hope that this annual ELTLT conference could serve as a bridge that channels bond amongst academics, especially those with the expertise of English language teaching, literature, and translation. With best wishes for a rewarding and successful conference! Dr. Rudi Hartono, M.Pd. Head of English Language and Literature Department Faculty of Languages and Arts Semarang State University (UNNES) ISBN 978-602-73769-3-9 xi The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 xii ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 CONTENTS Preface ...................................................................................................................................... vii Welcome from the Dean of Languages and Arts Faculty ..................................................... ix Welcome from the Head of English Language and Literature Department ........................ xi “I TRY TO UNDERSTAND THEM, BUT THEY DON’T” DYNAMICS AND CHALLENGES OF TEAM LEARNING IN MAKING VIDEO IN LANGUAGE CLASSROOM Adi Suryani ............................................................................................................................... 1 JAVANESE PHILOSOPHY AS AN ALTERNATIVE IN TEACHING CHARACTER BUILDING Adnan Zaid ............................................................................................................................... 10 AN ANALYSIS OF ENGLISH STUDENTS‘ COMPETENCE IN USING CONJUNCTION IN PERSUASIVE TEXT AT MAJALENGKA UNIVERSITY Afief Fakhruddin. ..................................................................................................................... 14 PROACTIVE CLASSROOM MANAGEMENT IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT A SECONDARY SCHOOL (A case study of SMPN 1 Jakarta in the Academic Year of 2014/2015) Afit Dwi Jayanti ....................................................................................................................... 16 GENDER REPRESENTATIONS IN AN ENGLISH TEXTBOOK FOR THE SEVENTH GRADERS ENTITLED BRIGHT: AN ENGLISH COURSE FOR JUNIOR HIGHSCHOOL STUDENTS Agni Kusti Kinasih................................................................................................................... 22 ADDRESSING LOCAL KNOWLEDGE AND LOCAL WISDOM THROUGH WRITING USING PROJECT BASED LEARNING VIEWED FROM STUDENTS‘ LEARNING STYLES IN CROSS CULTURE UNDERSTANDING CLASS Agung Wicaksono and Yunik Susanti ................................................................................... 31 CHALLENGES OF PRESERVICE TEACHERS IN THE 21st CENTURY Agus Satoto .............................................................................................................................. 43 TEACHING ENGLISH USING LIVE ACTION ENGLISH (LAE) MATERIALSON HIGH BEGINNER LEVEL OF COMMAND PERFORMANCELANGUAGE INSTITUTE Ahmad Mubais ......................................................................................................................... 50 COMPATIBILITY OF LESSON PLAN AND LEARNING ACTIVITY IN THE IMPLEMENTATION OF CURRICULUM 2013 The Case of Classroom Activity Video of Tenth Graders in SMA N 1 Boja Aida Widyaning Wardhananti ................................................................................................. 55 ISBN 978-602-73769-3-9 xiii The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 EVERYDAY CONVERSATION EXAMPLES IN SHORT DIALOGUES TO LEAD STUDENTS‘ PARTICIPATION IN SURVIVAL ENGLISH CLASS Aisyah Ririn Perwikasih Utari ................................................................................................ 59 ADULT FANTASY IN PERRAULT‘S CINDERELLA, JACOB‘S CATSKIN AND GRIMM‘S RUMPELSTILTSKIN Aji Yogi Panggayuh and Fatma Hetami ................................................................................ 64 SCAFFOLDING INSTRUCTIONS IN READING CLASS Alief Noor Farida, Girindra Putri Dewi Saraswati, Izzati Gemi Seinsiani and Pasca Kalisa ....................................................................................................................... 73 STUDENTS‘ PERCEPTIONS ON THE USE OF PHONETIC SYMBOLS TO TEACH PRONUNCIATION (A DESCRIPTIVE ANALYSIS ON THE SOPHOMORE OF ENGLISH EDUCATION DEPARTMENT STUDENTS, SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA) Amalia Putri and Ismi Putri Rahmah ...................................................................................... 78 GUIDED QUESTIONS: A SOLUTION FOR SPEAKING DIFFICULTIES (A CLASSROOM ACTION RESEARCH) Anita Fatimatul Laeli ............................................................................................................... 83 ENHANCING ENGLISH PROFICIENCY FOR NON-ENGLISH LECTURERS IN HIGHER EDUCATION Atik Rokhayani ........................................................................................................................ 88 ENHANCING STUDENTS‘ SPEAKING PERFORMANCE BY USING YOUTUBE VIDEO Aulia Hanifah Qomar............................................................................................................... 92 AN ANALYSIS OF COHERENCE IN CASUAL CONVERSATION Bagus Dwi Pambudi, Betari Irma Ghasani, and Bety Mawarni............................................ 95 DECISION MAKING IN TRANSLATION AND ITS CONSEQUENCE: THE IMPACT OF TRANSLATION TECHNIQUES ON THE QUALITY Bayu Budiharjo and Liberty Minggus .................................................................................... 100 DEVELOPING YOUNG LEARNERS‘ PERCEPTION OF FUNDAMENTAL GRAMMAR THROUGH TOTAL PHYSICAL RESPONSE Betari Irma Ghasani ................................................................................................................. 109 MODEL OF TEACHING ENGLISH FOR TOURISM SERVICE PROVIDERS THROUGH ROLE-PLAYING METHOD AT VOCATIONAL SCHOOL Budi Purnomo ......................................................................................................................... 114 xiv ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 MUSIC IN TEACHING ENGLISH TO YOUNG LEARNERS C. Murni Wahyanti .................................................................................................................. 121 POETS‘ SENSITIVITY TOWARDS ECOLOGY Christinawati ............................................................................................................................ 124 SUPPLEMENTARY MATERIALS FOR ONLINE RECIPROCAL PEER TEACHING FOCUSED ON EXTENSIVE LISTENING Dewi Cahyaningrum ................................................................................................................ 131 ‗MOMMY, LET‘S READ THE BOOKS‘: ENGAGING YOUNG LEARNER IN READING ALOUD ACTIVITY Dewi Puspitasari....................................................................................................................... 138 DEVELOPING AN INSTRUCTIONAL GUIDELINE USING PROJECT BASED LEARNING TO TEACH SPEAKING TO JUNIOR HIGH SCHOOL STUDENTS Diani Nurhajati and Widiarini ................................................................................................. 143 DISCOURSE MARKERS USED BY MULTILINGUALISM STUDENTS Dias Andris Susanto ................................................................................................................. 149 DISCOURSE ON EXPLOITATION OF WOMEN AROUND THE GLOBE Djoko Sutopo ............................................................................................................................ 157 DEVELOPING AUTONOMOUS LEARNING USING WEB 2.0 IN A DIGITAL AGE: BUILDING LANGUAGE LEARNERS‘ CONTENT KNOWLEDGE AND IMPROVING WRITING SKILLS Djoko Sutrisno.......................................................................................................................... 162 ENGLISH SELF-ACCESS CENTRE‘S FUNCTION IN FOSTERING AUTONOMOUS LEARNING Dony Marzuki and Hendro Saptopramono............................................................................. 168 DEVELOPING PROCEDURE TEXT MATERIAL CONTAINING FUN ACTIVITIES TO STRENGTHEN THE STUDENTS‘ CHARACTERS Dwi Anggani Linggar Bharati ................................................................................................. 181 THE EFL TEACHERS‘ PRONUNCIATION OF ENGLISH WORDS CONTAINING SPELLOPHONONETIC PATTERNS Dwi Rukmini and Jumaroh ...................................................................................................... 185 THE USE OF ‗SIS‘ ON INDONESIAN ONLINE SHOP Eka Noraisa Putri Corina and Nurtamin ................................................................................. 191 THE EFFECTIVENESS OF PEER ASSISTED WRITING TO TEACH WRITING VIEWED FROM STUDENTS‘ CREATIVITY Eka Nurhidayat ........................................................................................................................ 195 ISBN 978-602-73769-3-9 xv The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DEVELOPING FUNCTIONAL MODEL FOR THE TRANSLATION OF CHILDREN LITERATURE Eko Setyo Humanika and RY Radjaban ................................................................................. 200 CULTURAL IDENTITY CRISIS AS RESULT OF GIVING NAME VALUE REFLECTED IN JHUMPA LAHIRI‘S THE NAMESAKE Eli Priyanti , Slamet Prasojo and Mohamad Ikhwan Rosyidi ............................................... 205 A BRIEF HISTORICAL SKETCH OF THE DEVELOPMENT OF THE NOTION OF COMMUNICATIVE COMPETENCE Endang Fauziati ........................................................................................................................ 212 SOME SYMBOLS ON THE SECRET GARDEN BY FRANCES HODGSON BURNETT (SEMIOTIC APPROACH) Endang Susilowati.................................................................................................................... 222 THE USE OF GROUP WORK STRATEGY IN CLASSROOM MANAGEMENT OF LANGUAGE HOUSE TEFL IN PRAGUE Ernidawati ................................................................................................................................. 226 CLASSROOM MANAGEMENT STRATEGIES IN AN EFL CLASS Eva Fitriani Syarifah and Raynesa Noor Emiliasari ............................................................. 230 ANALYSIS OF PARATAXIS AND HYPOTAXIS CONSTRUCTION OF THE STUDENTS‘ WRITTEN TEXTS Farikah ...................................................................................................................................... 236 ANALYSIS OF TRANSLATION TECHNIQUE USED TO TRANSLATE METAPHORS IN LASKAR PELANGI INTO THE RAINBOW TROOPS A Stylistic Approach on Translation Studies Firqo Amelia, Ahmad Yusuf Firdaus and Sufil Lailiyah ...................................................... 240 THE USE OF GAMES IN ENHANCING STUDENTS‘ MOTIVATION IN ENGLISH LEARNING Fitri Aliningsih ......................................................................................................................... 246 THE POETICS OF REPRESENTATION OF ―AMERICA‖ IN UMAR KAYAM‘S COLLECTION OF SHORT STORIES SERIBU KUNANG-KUNANG DI MANHATTAN Fitria Akhmerti Primasita ........................................................................................................ 251 IMPROVING STUDENTS‘ READING COMPETENCY USING SQ3R STRATEGY IN HOTEL MANAGEMENT CLASS SECOND SEMESTER THE INTERNATIONAL BALI TOURISM INSTITUTE Gede Eka Wahyu and Putu Evi Wahyu Citrawati ................................................................. 258 xvi ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 RECIPROCAL TEACHING TO IMPROVE STUDENT‘S MOTIVATION IN POETRY READING COMPREHENSION Gina Larasaty ........................................................................................................................... 263 INTERCULTURAL COMMUNICATION EMBEDDED IN TEACHING SPEAKING MATERIAL USED IN ENGLISH DEPARTMENT OF SEMARANG STATE UNIVERSITY AND ITS IMPLEMENTATION Girindra Putri Dewi Saraswati, Mohamad Ikhwan Rosyidi, and Hartoyo ........................... 268 IMPLEMENTATION AND EFFECT OF FORMATIVE AND SUMMATIVE EVALUATION IN ONE OF THE COURSES IN GARUT Hanifah Oktarina ...................................................................................................................... 274 AN INVESTIGATION OF TEACHER‘S WAY IN DEVELOPING ENGLISH CURRICULUM AS THE LOCAL CONTENT: A QUALITATIVE STUDY Hardiansyah .............................................................................................................................. 280 THE PROGRESSIVE ASPECT IN THE GRAMMATICAL COMPETENCE OF 1ST SEMESTER STUDENTS OF THE ENGLISH DEPARTMENT Hendra Tedjasuksmana and Susana Teopilus ........................................................................ 286 AN ANALYSIS OF INFLECTIONAL ERRORS OF VERB CONSTRUCTION IN STUDENTS` RECOUNT WRITING Henni Rosa Triwardani ............................................................................................................ 291 EQUIVALENCE OF DERIVATIONAL VERBS MENG- IN THE TRANSLATIONOF THE STREET LAWYER I Gusti Agung Istri Aryani and Sri Widiastutik ..................................................................... 297 EVALUATING TEACHER THROUGH STUDENTS‘ PERSPECTIVE Imas Suparsih and Ni‘mal Fuyudloturrohmaniyyah .............................................................. 302 THE LEGEND OF VODNIK (WATER GOBLIN): SLAVIC TRADITION AND CULTURAL ADAPTATION Imron Wakhid Harits and Stefan Chudy ................................................................................ 307 ON THE INTEGRATION BETWEEN CULTURE AND LANGUAGE TEACHING Indrawati ................................................................................................................................... 312 APOLOGY: A CROSS CULTURAL SPEECH ACT REALIZATION (CCSARP) PATTERN A CASE ON INDONESIAN SEAFARERS Irma Shinta Dewi ..................................................................................................................... 318 STUDENTS‘ COMMON ERRORS IN TRANSLATION Issy Yuliasri .............................................................................................................................. 325 ISBN 978-602-73769-3-9 xvii The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 INTERCULTURAL COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH FOR BUSINESS Ivo Novita S Br Silalahi and Sri Lestari ................................................................................. 330 THE USE OF DOMESTICATION AND FOREIGNIZATION IN ANDREA HIRATA‘S LASKAR PELANGI AND ITS TRANSLATION INTO ENGLISH ―THE RAINBOW TROOPS‖ Izzati Gemi Seinsiani and Dies Oktavia ................................................................................. 330 ―THE TIDE‘S TRUE DAUGHTER‖ SAYA ZAWGYI‘S THE HYACINTH‘S WAY (BEIDA LAN) AS AN ECOLOGICAL TEXT John Charles Ryan ................................................................................................................... 336 THE APPRAISAL ANALYSIS OF NATIONAL EXAM ISSUES (A DISCOURSE ANALYSIS) Kardi Nurhadi ........................................................................................................................... 341 AN ANALYSIS OF A LESSON PLAN ―PAST MODAL‖ IN THE LANGUAGE HOUSE TEFL A Qualitative Descriptive Mini Research Khomsa Bintana ....................................................................................................................... 346 GETTING THE STUDENTS INVOLVED IN MAKING THE CLASSROOM POLICIES: WHY NOT? Kurniawan Yudhi Nugroho ..................................................................................................... 350 USING TOTAL PHYSICAL RESPONSE IN TEACHING ENGLISH TO YOUNG LEARNERS An Analysis of English Teaching and Learning Process of Spanish Children Latifa Ika Sari .......................................................................................................................... 354 TEACHING WRITING THROUGH JAZZ CHANTS AND FILM Lestari Ambar Sukesti ............................................................................................................. 359 CONTENT LITERACY PRACTICES IN MULTICULTURAL CONTEXT Lilis Sholihah ........................................................................................................................... 364 BRINGING SHIDNEY SHELDON INTO THE WRITING CLASS Lina Mariana ............................................................................................................................ 369 WEB 2.0 TOOLS FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE IN HIGHER EDUCATION Listyaning Sumardiyani, Laily Nur Affini and Ajeng Setyorini........................................... 374 xviii ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 EVALUATING INSTRUCTIONAL MATERIALS FOR ELT RESEARCH PAPER WRITING: TEACHERS‘ AND STUDENTS‘ PERSPECTIVES M. Ali Ghufron ......................................................................................................................... 379 THE DILEMMA OF TEACHERS‘ CODE-SWITCHING IN INDONESIAN EFL CLASSROOM Maria Septiyani ........................................................................................................................ 390 THE INEQUALITY IN DIVIDING HOUSEWORKS IN I DON’T KNOW HOW SHE DOES IT BY ALLISON PEARSON Maya KurniaDewi .................................................................................................................... 395 ASSESING SPEAKING FOR A LARGE NUMBER OF STUDENTS BY USING BINGAR APPLICATION Melania Wiannastiti ................................................................................................................. 402 GENDER VIEW ON PORNOGRAPHY ON DISNEY‘S FAIRY TALES: A CASE STUDY ON ENGLISH DEPARTMENT UNSOED Mia Fitria Agustina, Tribuana Sari and Dian Ardiati ............................................................ 407 THE ECOLINGUISTICS-BASED PROCEDURAL TEXT TEACHING MODEL TO TEACH ENGLISH PROCEDURAL TEXTS TO JUNIOR HIGH SCHOOL Mochamad Rizqi Adhi Pratama, Akbar Syahbana ................................................................ 413 A CHALLENGE TOWARDS TRADITION RELATING TO CHILDREN TREATMENT DIFFERENTIATION AS REFLECTED ON RABINDRANATH TAGORE‘S HOME-COMING Mohamad Ikhwan Rosyidi and Alim Sukrisno ...................................................................... 418 THE USE OF SCIENTIFIC APPROACH IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN SMPN 1 JAKARTA Muh Imam Shofwan ................................................................................................................ 424 ISLAMIC SHORT STORIES ON COMPARATIVE LITERATURE Muhammad Arief Budiman ..................................................................................................... 429 PROBLEM-BASED LEARNING IN TEACHING ENGLISH AS FOREIGN LANGUAGE Muhammad Khoirul Fuadi ...................................................................................................... 434 PROMOTING READING MOTIVATION TO BUILD CONCEPT THROUGH INTERVIEW AND SELF ASSESSMENT Muhimatul Ifadah,Siti Aimah.................................................................................................. 440 DEVELOPING STUDENT‘S WORKSHEET OF NARRATIVE TEXT USING TEAM GAME TOURNAMENT FOR TEACHING READING Najib Khumaidillah, Istiqomah Khoirul Ilmi, and Citra Putri Utami ................................... 443 ISBN 978-602-73769-3-9 xix The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 SPEAKING IMPROVEMENT AND UNDERSTANDING CULTURAL DIFFERENCES THROUGH ―FIELD TRIP‖ OF CROSS CULTURAL UNDERSTANDING CLASS Nanik Rianandita Sari .............................................................................................................. 448 TASK-BASED LANGUAGE TEACHING APPROACH TO TEACHING ESP: A CLASSROOM PRACTICE Ni Putu Era Marsakawati ......................................................................................................... 453 INTERNATIONAL PUBLICATION AND TRANSLATION: STRATEGIES OF INDONESIAN LECTURERS FOR PUBLISHING ARTICLES Ninuk Sholikhah Akhiroh ........................................................................................................ 456 THE USE OF L1 IN EFL CLASSROOM: PERSPECTIVES OF JUNIOR HIGH SCHOOL TEACHERS AND STUDENTS Nizar Ibnus ............................................................................................................................... 461 INTEGRATING EXTENSIVE READING INTO CONTENT SUBJECT COURSE TEACHING IN TERTIARY LEVEL Novia Trisanti ........................................................................................................................... 466 INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE INTO ENGLISH LANGUAGE TEACHING Novian Zaini ............................................................................................................................. 471 THE USE OF FOLKLORE TO IMPROVE CHILDREN‘S SOCIAL EMOTIONAL COMPETENCE IN KB TPA AYAH BUNDA Nur Asiyah, Lilik Untari, Novianni Anggraini, Luthfie Arguby Purnomo ......................... 477 AN ANALYSIS OF WOMAN‘S ROLE IN MODERN ERA, ―HABIBIE AND AINUN‖, IN TEACHING LITERATURE Nurhaedah Gailea, and Siti Hikmah ....................................................................................... 483 AN INTERCULTURAL ANALYSIS OF TURKISH AND KYRGYZ STUDENTS IN ENGLISH TEACHING Nurjannah Mutiara Gayatri, Pangku Dinirizqi Nurulhuda .................................................... 488 TEACHING PRAGMATIC : USE OF SURE TO PROMOTE PRAGMATIC COMPETENCE IN REQUESTING Pangkuh Ajisoko ...................................................................................................................... 493 TEAM PAIR SOLO TO IMPROVE THE STUDENTS‘ WRITING ABILITY Pindha Kaptiningrum ............................................................................................................... 497 HOW INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING HELPS EFL LEARNERS LEARN THE TARGET LANGUAGE Puji Astuti ................................................................................................................................. 502 xx ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 TOWARDS SELF-ALIENATION TO COLLECTIVE APTITUDE: WEST JAVANESE‘S FOLKLORE PUTRI KANDITA Putriyana Asmarani .................................................................................................................. 509 THE EFFECT OF DIRECT - INDIRECT CORRECTIVE FEEDBACK IN SPEAKING CLASS OF IAIN PAMEKASAN MADURA Rahmi Lailatul Mubarokah and Rini Listyowati ................................................................... 514 TEACHING ENGLISH THROUGH CONTENT-BASED INSTRUCTION Rama Dwika Herdiawan .......................................................................................................... 523 FRIENDSHIP, WORK, AND SHORE FOR THE JAPANESE FEMALES IN MITSUYO KAKUTA‘S WOMAN ON THE OTHER SHORE Ratna Asmarani ........................................................................................................................ 528 STUDENTS‘ LOGICAL INACCURACY IN WRITING SQ3R METHOD OF READING AS A WAY TO IMPROVE RB. Edi Pramono and Reimundus Raymond Fatubun .......................................................... 535 CONTEMPORERIZING THE SIGNIFICANCE OF DANTE‘S INFERNO FROM HIS THE DIVINE COMEDY: A READER RESPONSE - MIMETIC READING WITH SPECIAL REFERENCE TO INDONESIA Reimundus Raymond Fatubun ................................................................................................ 542 WHAT DO THE STUDIES SAY ABOUT THE FACTORS OBSTRUCTING EFL/ ESL STUDENTS‘ PARTICIPATION? Riana Permatasari..................................................................................................................... 551 LANGUAGE POWER in THE CLASSROOM Ribut Surjowati and Bekti Wirawati ....................................................................................... 558 INTERCULTURAL COMMUNICATION AND TRANSLATION: A STUDY CASE OF STUDENTS‘ TRANSLATION PROJECT OF ENGLISH STUDY PROGRAM OF TRIDINANTI UNIVERSITY PALEMBANG Ridha Ilma ................................................................................................................................ 564 THE EFFECT OF INDUCTIVE DISCOVERY LEARNING THROUGH ELEARNING AND THE INTERNET IN GRAMMAR TEACHING Rika Riwayatiningsih ............................................................................................................... 569 REPRESENTATION OF WOMEN ANNIHILATION IN NADINE GORDIMER‘S A FIND Rini Susanti W ......................................................................................................................... 573 CONSTRUCTING CONSTRUCTIVISM: HOW STUDENTS CONSTRUCT DEVELOPMENT AND KNOWLEDGE IN BILINGUAL LEARNING WITH BCCT APPROACH Ririn Ambarini, Subur Laksmono Wardoyo and Sri Suneki................................................. 578 ISBN 978-602-73769-3-9 xxi The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 IMPROVING TEACHING ENGLISH QUALITY ON HIGH BEGINNER LEVEL THROUGH LESSON PLAN ANALYSIS Rofiq Fuaidi .............................................................................................................................. 583 THE USE OF EDMODO AS ONLINE MEDIA FOR BLENDED LEARNING Rohani ....................................................................................................................................... 588 IMPROVING STUDENTS‘ TRANSLATION PRODUCTS BY APPLYING TRIPARTITE CYCLE MODEL Rudi Hartono ............................................................................................................................ 593 TRANSLATION AS DISCOURSE Said Faiq ................................................................................................................................... 599 E-PORTFOLIO: BEYOND ASSESSMENT FOR ENGLISH STUDENT TEACHER a Preliminary Study of E-portfolio Implementation in Micro Teaching Class Sarlita D. Matra ........................................................................................................................ 607 AN APPROACH TO DEVELOP WRITING SKILL THROUGH LISTENING Setyo Prasiyanto Cahyono ....................................................................................................... 613 PRACTICAL STRATEGIES TO IMPROVE STUDENTS' WRITING SKILL Singgih Widodo Limantoro ..................................................................................................... 618 TEACHERS‘ PERCEPTION ON STUDENTS‘ DISRUPTIVE BEHAVIORS: A QUALITATIVE STUDY Sinta Dewi ................................................................................................................................ 623 TEACHERS‘ PERCEPTION ON STUDENTS‘ DISRUPTIVE BEHAVIORS: A QUALITATIVE STUDY THE DISREGARD OF IDEAL WOMEN AS REPRESENTED IN LAHIRI‘S THE NAMESAKE SlametPrasojo, Eli Priyanti, and Mohamad Ikhwan Rosyidi ................................................ 629 AN ANALYSIS OF THE 2013 CURRICULUM ENGLISH COURSEBOOK FOR THE 11TH GRADERS Sri Meiweni Basra .................................................................................................................... 636 LOGICAL CONTINUITY: MANIFESTATION OF STUDENTS‘ DISCOURSE COMPETENCE IN FINAL PROJECT WRITING Sri Wuli Fitriati, Steffie Mega Mahardhika and Subur Laksmono Wardoyo ...................... 642 COMMUNICATION STRATEGIES IN A JOB INTERVIEW: A CASE STUDY OF MADIUN STATE POLYTECHNIC STUDENTS Steffie Mega Mahardhika ........................................................................................................ 648 xxii ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DISTURBING THE INDONESIAN HUMAN ECOLOGY IN FORESTS, PHOTOGRAPHY, HISTORY, AND FICTION Subur Laksmono Wardoyo, Ph.D. .......................................................................................... 662 THE STUDENTS‘ ATTITUDE TOWARDS LEARNING ENGLISH IN RELATION TO THEIR LEARNING STRATEGIES AND ACHIEVEMENT Sunarlia Limbong ..................................................................................................................... 672 HOW TO GET STUDENTS‘ ATTENTIONS?: LITTLE TRICKS FROM 15 ENGLISH TEACHERS IN LABUAN Suriani Alland Rice Oxley....................................................................................................... 682 USING L1 RETELLING STRATEGY TO IMPROVE STUDENTS‘ COMPREHENSION IN READING NARRATIVE TEXT Surya Asra ................................................................................................................................ 685 The Power of Story Telling in Story Writing (THE CASE OF STUDENTS OF ISLAMIC PRESCHOOL TEACHER EDUCATION DEPARTMENT) Taranindya Zulhi Amalia......................................................................................................... 693 AN ANALYSIS OF TEACHING-LEARNING PROCESSES ON REPORT TEXTS AT GRADE XI OF STATE MADRASAH ALIYAH (MAN) 2 OF SEMARANG Testiana Deni Wijayatiningsih and Susilowati ...................................................................... 697 COHESION AND COHERENCE IN ESSAYS: AN ANALYSIS OF ESSAYS WRITTEN BY INTERMEDIATE STUDENTS Tri Okta Ervina, Ida Dian Sukmawati and Yuliana Zakiyah ................................................ 702 TEACHING LEARNING PROCESS ON INTERPRETING CLASS: AN INSIGHT ON DESIGNING THE MATERIAL, MEDIA AND LEARNING OUTPUT (A CASE STUDY) Umi Pujiyanti ........................................................................................................................... 700 COLA PEER EDITING IN ENHANCING WRITING SKILL OF NARRATIVE (SHORT STORY) TEXTS The Case of Tenth Graders of State Senior High School 2 Purbalingga in the Academic Year of 2015/2016 Upik Hastuti.............................................................................................................................. 704 A MODEL OF ALTERNATIVE ASSESSMENT IN READING FOR SENIOR HIGH SCHOOL Wiyaka, Entika Fani Prastikawati, and Jafar Sodiq ............................................................... 710 THE IMPLEMENTATION OF DOMESTICATION STRATEGY TO MAINTAIN BAHASA‘S ROLE IN ADOPTING NOVEL TERMINOLOGIES FOR SCIEN-TECH UNDERTAKING Yan Mujiyanto.......................................................................................................................... 720 ISBN 978-602-73769-3-9 xxiii The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ANALISYING STUDENTS' SPEAKING ACHIEVEMENT OF ACCESS - ES KAMPUNG INGGRIS BY USING NATURAL APPROACH Yayah Nurhidaya ..................................................................................................................... 728 MULTICULTURAL LITERATURE IN AMERICAN CLASSROOMS AND ISSUES OF DIVERSITY AND PLURALISM Yosep B. Margono Slamet....................................................................................................... 733 HOBBIES OF LISTENING ENGLISH SONGS AND WATCHING ENGLISH MOVIES AND THE CORRELATION TO STUDENTS‘ACADEMIC LISTENING ABILITY Yosi Handayani ........................................................................................................................ 739 THE IMPACTS OF GLOBALIZATION ON HIGHER EDUCATION POLICY IN INDONESIA Yuliati ....................................................................................................................................... 744 THE COMPARISON OF USING TPR AND PICTURE TO IMPROVE THE FIFTH GRADE STUDENTS‘ VOCABULARY MASTERY AT SDN 179 PALEMBANG Yuyun Hendrety ....................................................................................................................... 747 ENHANCING STUDENTS‘ WRITING ABILITY WITH PEER TUTORING Yuyus Saputra, Arini Nurul Hidayati, Neni Marlina and Nita Sari Narulita Dewi ............. 752 xxiv ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 “I TRY TO UNDERSTAND THEM, BUT THEY DON’T” DYNAMICS AND CHALLENGES OF TEAM LEARNING IN MAKING VIDEO IN LANGUAGE CLASSROOM Adi Suryani ITS (Institut Teknologi Sepuluh Nopember) Surabaya, Indonesia

Abstract Learning is a social process. This indicates that they need their friends, teachers or other people around within social environment to learn with or to learn from. Therefore, students should be able to grow their social capacities. By developing their social skills, students can learn individually and interdependently by cooperating and collaborating with others. Second language classroom should not only be a place to facilitate students‘ English language development, but also for developing students‘ social learning skills. A learning method which can be used is facilitating students to engage in team learning to accomplish certain group tasks. Through this facilitation, students can learn from team learning experiences, especially when they encounter some difficulties in learning together. This study aims to explore how engineering students learn together in teams, what problems they encounter and how they manage these challenges/what they learn during their video making process. The data are collected through twenty-five students‘ reflective writing after they accomplish their video. The data show that the students encounter several issues relating to self-group identification, group coordination and team conflict. Through learning in team, they learn to develop shared vision, goal, identity, coordinated action, group energizing and self management. This team learning can be means for students to develop intrapersonal and interpersonal relationship. To continue and expand their learning, students should perform self-group mirrorring, generative learning and adapt to their social environment. Team learning in making video can stimulate other forms of learning: observational, ICT and affective learning. Keywords:team learning, self-group identification, social learning skills, affective learning, ICT learning Introduction Social environment is significant for supporting students‘ learning process. Learning is a social process. To develop themselves, students need other people. They need their parents, teachers and friends. In order to get, share and transfer knowldege with others, students should develop their social competences. They should know how to work with other people. They should understand how to establish, develop and maintain social relationship with others. This social capital is vital for students‘ academic success. How students behave and treat other ISBN 978-602-73769-3-9 people around them in academic context will affect their learning outcome. Moreover, these social capacities also affect their future life. Their success within their job environment will be determined by their capacity to learn from their colleagues and how they build effective social relationship in their job community. This indicates that classrooms/schools should prepare their students to acquire these social competences. Teachers should facilitate students‘ social learning and enable them to construct their own way or their own 1 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 understanding on learning in social surrounding. Frequently, teachers may find students who are good at their subject contents, but find difficulty in their social life, are rejected/are not accepted by their peer community. This situation may indirectly affect these students‘ personal/individual learning. Students‘ continuously learning process should be facilitated by balancing their inner and outer contexts. Inner represents students‘ self dimension and outer is their social aspect. This is because self and social learning are interrelated. A method which teachers can adopt to facilitate students‘ social learning is building teamwork by encouraging students‘ to accomplish group tasks. Within this team, they can learn to work together with their peer, how to adapt their ―self‖ to their group, build shared vision, interest and objectives, coordinate with their peers, manage conflict, learn to be tolerant and respect diversity. By allowing them to work in groups, they can have real experiences instead of just reading from books or listening to their teachers. This study aims to explore how some students work in teams, what difficulties they encounter and how are the potential benefits they can get when they are successfull in their team learning process and potential danger/threat they will face when they fail. This study is focused on exploring students‘ mental states in working together in their teams. Research Problems There are two main issues I intend to examine in this study. Those are: How do the students engage and learn in their teams, what difficulties/barriers they encounter and what easiness they find which potentially furnishes their teamwork? What are the poential benefits they find and danger/threat they face when they fail? 2 Theoretical Framework A. Team Learning Within their stages of their life development, students meet more and more people. They scope of environment is expanding. To be able to develop themselves, they should possess capacity to learn from their social milieu. An approach to expose students to social learning is through small group/team learning. A team can be formed when some individuals (two or more people) are grouped together (Sessa & London, 2006, pp. 113-115). Furthermore, Sessa and London (2006, p. 115) argue that team learning takes place when there is shared action in which all members form, obtain, communicate knowledge and information. Similarly, Bondarouk (2006, p. 44 artikel action oriented group learning, p. 44) identifies several activities which support group learning: shared action, reflection, knowledge spreading, collective understanding and reciprocal adaptation. Team learning covers several basic behaviours, including sharing, storing and retrieving (Wilson, Goodman & Cronin, 2007, artikel group learning). A team is not just a collection of individuals who perform certain social process, but they should build shared mentality. They should develop collective team identification which tie individuals to the team/group (Van Der Vegt & Bunderson, 2005, p. 533, artikel learning and performance, p. 533). Team members should also develop value and emotional attachments to their groups (Van Der Vegt & Bunderson, 2005, p. 533). Similarly, Van der Linden, et., al. (2000, Dolmans & Scmidt, 2006, p. 322) maintain that team learning can occurs whn there is common objective, collective obligation, reciprocally contingent and shared understanding through socilaization. To work successfully, team members should integrate their skills, competences and arrange their activities to respond to challenges (Kozlowsski, Gully, Nason & Smith, 1999, cited in Kozlowski & Bell, 2008, p. 3). ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 This type of learning offers significant advantages for students‘ learning. It promotes cooperation and social processes (Cohen, 1994, cited in Gillies, 2003, p. 137). By working cooperatively students learn to help and get help from others, communicate their ideas and pay attention to others‘ thinkings, accept differences, overcome problems and build new perspective in learning through their participation in those social processes (Webb, Troper & Fall, 1995, cited in Gillies, 2003, p. 137). This implies that working in groups also benefiting students in the aspect of social behavioural changes (Susan, n.d., cited in Sessa & London, pp. 115-116). Those social processes can benefit students‘ development through several ways: experience, reflection, dialogue and engagement in learning community (Wildermeersch & Jansen, 1997, cited Livingstone & Lynch, 2000, p. 327). Through working in groups, students can learn how to adapt, impart new behaviour, competence and conduct, to change their perspective on how they see themselves (Sessa & London, 2006, pp. 118-126). Learning in team does not always proceed without any obstructions. Team can be crack because of social processing problems. Livingstone and Lynch (2000, p. 327) cites Healey, et., al. (1996) and Parsons and Drew (1996) who clarify several problems in team learning, including smart member may not receive worth recognition, unfair distribution of the task, lazy member can protect themselves behind active members, the work progress is impeded because of ineffective time, teamwork takes a lot of students‘ time, group‘s diversity. Team development can be divided into several phases based on how team can face the obstacles: forming stage in which there are cold conflict, storming which is indicated by poor interaction, norming stage which is indicated by more effective interaction and performing is characterized by productive outcome (Tuckman, 1965, cited in Livingstone & Lynch, 2000, p. 328). ISBN 978-602-73769-3-9 Team learning also faces challenges of unifying diversity and distinctiveness (Van den Bossche, Gijselaers, Segers & Kirschner, 2006, p. 491). B. Peer and Social Learning In team learning, students can learn each other. They are engaging in peer learning. Boud, et., al. (1999, p. 413, cited in Hammond, Bithell, Jones & Bidgood, 2010, p. 202) define peer learning as ―the use of teaching and learning strategies in which students learn with and from each other without the immediate intervention of teacher.‖ Students can get the advantages of becoming cooperative group members when they interact actively and exchange their different views (Kruger, 1993, cited in Fawcett & Garton, 2005, p. 160). Peer learning allows students to contemplate their other friends‘ responses and views (Staarman, Krol & van der Meijden, 2005, p. 29). This also indicates that peer learning highlights cooperation instead of rivalry and acknowledge others‘ differences (Boud, Cohen & Sampson, 1999, p. 415). Slavin (1990, cited in Boud, Cohen & Sampson, 1999, p. 415) argues that peer learning can lead to collaboration, team learning, reflection and improved communication competence. Learning through peer interaction within teamwork allows students to learn from their everyday life or situation. It encourages students to leran from environment. Boud and Lee (2005, p. 502) view environment as source of pedagogy. This is similar to ‗distributed learning‘ in which students learn from environment without teachers‘ guidance (Lea & Nicoll, 2002, cited in Boud & Lee, 2005, p. 503). Peer learning is an effective place for growing socially shared metacognition in which individuals develop capacity to be socially aware, examine social context and control social behaviour (Iiskala, Vauras & Lehtinen, 2004). Peer learning can also be effective event for students to grow their 3 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 social and emotional competences which are the basis for further academic success. ―the single best childhood predictor of adult adaptation is not school grades, and not classroom behaviour, but rather, the adequacy with which the child gets along with other children. Children who are generally disliked, who are agressive and disruptive, who are unable to sustain close relationships with other children and who cannot establish a place for themselves in the peer culture are seriously at risk‖ (Hartup, 1992, p. 1, cited in Linke, 2011, p. 14). Cooperating with other friends enables students to develop their social-emotional competences. There are five areas of socialemotional learning: self-awareness, social awareness, responsible decision making, selfmanagement and relationship skills (CASEL, 2003, cited in Zins & Elias, n.d., p. 3). To work harmoniously, a team needs reciprocal trust, mindfulness, collective mentality and cohesion (Sessa & London, 2006, pp. 134135). Methodology To examine the reserach problems, I adopt qualitative research method. Phenomenology is applied as the epistemology of the research, which is based on teaching practice. The data are gathered from students stories on what they have experienced after they are working in a team/small group to accomplish video making task. They are asked to make a video onsocial, culural and technological issues in groups. The students write their experience after they finish their group video. The data are collected from 26 written experiences. The data are extracted and conceptulaized by linking to relevant studies (theories) to understand the meaning of the collected data. The students are working in small team to make video on socio-cultural and technological issues. 4 Data Presentation and Discussion Some Samples of Data This section presents some samples of data and analysis/discussion of the data. There are two main problems explored from the data. Those are difficulties/challenges and its dynamics and potential benefits of learning and failure impact on learning. The data show that the students face various types of difficulties/challenges which include task barriers (relating to technology, content of video and time management), emotional obstacles (members‘ characters, for instance lazy, overdependene, burntout, adaptation problems) and social hindrances (no group cooperation, no coordination, unfair job distribution, social tension and group working culture). Below are several samples of data showing some group learning barriers.nd its dynamics and potential benefits of learning and failure impact on learning. ―...and the photo story must be done with team work so in the group, so I must understand a character all the member so I can finish the task on time. But one of them usually not understand my character and the other member in the group so there are some problems in the group. And that problems can make our task cannot submit on time. For to finish the task in the group not easy. So many characteristics of the member, there are a member with a egoist character, individual character, lazy character and a flat character... The First is about what I can learn when I and my friends do a photo story. I think to do photo story with group must have a good character and I don‘t have that character. So sometime I feel disappointed with my member in a group if the member not understand about my opinion of the topic in the photo story. I just give a opinion but sometime my friends in my group always reject my opinion. It is not problem for me because I just give a opinion...‖ (Student-5). ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ―But I still feel sad when I saw my friend there is still a dependency on duty. already has its own right but the job is the same duties handed to me. And I hate when choose the words to match with the picture, it‘s really confuse and made me lazy to thinking. But overall I like with the assignment.‖ (Student-19) ―When doing a task in the group, there is always some feel to hanging the process to others, it makes the process to make the task done spend much time. Because the member throw the task each other, until there are no body will do it. So it make the finish of the task delayed. Beside that in the task group often there is a dominance of members against other members. At the task group, usually the time given was not comparable to the duration of the actual time to do the task, the system is often used in Sistem Kebut Semalam, it is because the busy ofeach member in the group, so that the duration of the face-to-face to discuss very minimal.‖ (Student-22) express my opinion and comment other opinion of my friend in group. That was what we can learn cognitively. When in group, we can try to solve a problem together, so the chemistry is starting to appear. That was what we can learn affectively or emotionally n group.‖ (Student-1) ―We learned how to combine each other ideas and appreciate each other ideas, such as what kind of picture is suitable for the background of our video and what sentences we decide to add in the picture corresponding the background and our topic we have chosen. And I conclude that we enjoyed to make the assignment so much. There are so many laughs and jokes we made while in the process of making the assignment. Those laughs and jokes amused me and I enjoyed it so much. I think that kind of moment are rare. So I could conclude that was not only fun for me but also fun for the whole team.‖ (Student-3) The data from student-5 shows that she finds problems with other‘ members‘ undesired characters, adapt their characters and feel the need to regulate herself. Differently, student19 feels the tension because his other friends does not do their job. Student-22 finds task barrier problems which is intertwined with group‘s social culture since they adopt sistem kebut semalam approach to finish the task. The students feel that effective team learning contributes to their individual learning/development. The data show that there are three main potential learning positive impacts that the students can achieve. Those are cognitive, affective and social impacts. Below are several samples of data on learning impacts. ―It can give some benefits to me. The first benefit is increase my productivity and performance, my skills can be applied to practical activities. Sharing and discussing ideas play a pivotal role in deepening my understanding of particular subject area. Then, the second is develop my skill, being part of a team will help me to develop my intrapersonal skills such as speaking and listening, team working such as leadership and motivating the others. Some of these skills will be useful in my academic career and social relations in a society. The other benefit is knowing more about myself, collaborating with others will help to identify my strengths and weakness. In it, I find my strengths to be a good at coming up with the big ideas. But I am no so good in putting them into an action.‖ (Student-11) ―When making photo story, I can learn to find the solution of some issues Individually, but to find the best solution I have to find it with my group. When in group I can learn to Student-1 finds that team learning can lead to problem solving which impacts on her cognition and social learning. Student-3 feels that team learning learns him to appreciate ISBN 978-602-73769-3-9 5 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 each other (have affective and social effects). Student-11 finds that collective learning allows her to exercise their leardership skills and motivating each other. This indicates that social learning/interpersonal learning can affect her individual learning. Discussion TThe data show that team learning can potentially enhance students‘ affective, social and cognitive capacities. However, the students are not progressing without any obstacles. They are experiencing task-related barriers, affective/emotional bariers and social barriers. The task-related barriers relate to technical problems, including the programs used, incompatibility, machine error, ICT-related behaviour and topic issues, including selecting good perceived good topic, difficulties in exploring the topic (depth of video content subject), working habit (tendency to postpone doing assignment) and time management. The affective obstacles include certain character which may hinder cooperation, for instance egoistic, lazy, too flat, too dependent, or selfish, adopting members‘ personality to group character which stimulate tension between individual and team. The other barrier is social hindrance, which includes unfair distribution of group task, uncontrolable emotion which impede coordination, over dependency on one culture, group culture, individual working preference versus team working orientation. The following figure represents the barriers. Figure 1 The challenges of team learning The data also show that the students feel they can learn socially, affectively and cognitively. Cognitively, they find that they 6 can learn to solve problems in groups, brainstorming, learn new programs from their team friends, be more creative, acquire some soft skills, for instance leadership, be more critical on understanding and analyzing content subject, excite imagination, expand their technological skills, develop their learning experiences skills. Affectively, the students feel that they can develop their sense of care, feel happy, fun, motivated and excited while they are learning, grow their senses of art and aesthetic, control their feelings/emotions, manage selfishness, adapt their personality/character/distinctiveness to their group. Team-based learning allows students to respect diversities and view differences as team resources (Johnson, Top & Yukselturk, 2011, p. 2336). Socially, they mention that they learn to appreciate and support each other, connect/exchange their ideas, understand other members‘ characters, adapt self to group, manage team including leadership-followership, task distribution, expertise specification, develop shared identity, emotion, vision, objective, cooperate and collaborate, give and receive mutual help and develop social communication. The data indicate that social and individual learning are interwined. They are supporting each other. Individuals‘ learning may contribute to team‘s success. These contributions may include individuals‘ capacity to coordinate, control/regulate their emotionadapt to differences, understand leadership and followership, self-group identification, build shared identity, collective emotion and sesnse of belonging. Team learning also contribute to individual building since they learn to be responsible and reliable. To work successfully, each individual should learn individual-task skills and team-task skills (Johnson & Gonzalez, 2014, p. 2317). Team learning also provides social experience for students. They are not only ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 orienting to produce good video, but they experiencing the process. They are expected to learn from authentic learning activities. Students should be given chances to search, socialize, produce and contemplate in teams (Fink, 2002, cited in Johnson, Top & Yukselturk, 2011, p. 2330). The success of students‘ team learning is also indicated by theirsatisfaction/pride after finishing their job.Some students can express what they feel during the task completion and convey what they do. Team effectiveness needs more than sharing, it needs reflectivity. Within sharing activity, there are main activities, team reflectivity and learning across the lines (Decuyper, Dochy & Van den Bossche, 2010, p. 115). During their team working, the students experience several things which they cannot/do not predict beforehand. They are experiencing potential team conflict. Team conflict occurs when group members in disagreement when they share activities (Decuyper, Dochy & Van den Bossche, 2010, p. 117). This is as experienced and felt by a member of a team as follows. ―The First is about what I can learn when I and my friends do a photo story. I think to do photo story with group must have a good character and I don‘t have that character. So sometime I feel disappointed with my member in a group if the member not understand about my opinion of the topic in the photo story. I just give a opinion but sometime my friends in my group always reject my opinion. It is not problem for me because I just give a opinion. But I was so angry if the member had been chosen one the topic but they didn‘t continued the task with that topic. their reason because they don‘t know, how to do the photo story with the topic because the topic is very press. their topic is about Japan culture, I don‘t agree with that topic because the topic show a story in other country, not Indonesia...‖(Student-5) ISBN 978-602-73769-3-9 Conflict can be potentially arise from different ideas or ways to work. It can destruct or flourish team performance. Conflict involves negotiation process to solve members‘ diversities (Decuyper, Dochy & Van den Bossche, 2010, p. 117). However, this conflict can lead to emotional conflict. This emotional conflict can be percieved by team members as a matter of like and dislike instead of relating to tasks. Working in team also potentially generate feeling of unfair. This can happen when the member feel that they work harder than other members and get same reward. This unfair feeling can lead to feeling of unmotivated to work in group which can potentially endangerhis/her social learning development. This also indicates that other group members do not have strong commitment. Members can develop sensemaking based on their social interaction with other members (Guiette & Vandenbempt, 2013, p. 730). The other dynamics happens when one member is being too dominant. It can impede cooperation and other members‘ participation since dominant member will exert strong power on group decision making and it is possible that he/she finishes group work alone. This may happen because this member prefers to be single fighter or he/she does not trust other group members to finish the task. This behaviour tend to impede other members‘ participation. Team power can be increased by evoking members‘ participation which also impacts on individuals‘ capacity, productiveness growth, interest and dedication (Lam, et., al., cited in Shagholi, Hussin, Siraj, Naimie, Assadzadeh & Moayedi, 2010, p. 256). Moreover, unwillingness to share task can cause communication problem. Teamwork can be strengthened by increasing effective communication and socialization (Moultrie, et., al., 2007, cited in Guchait & Hamilton, 2013, p. 19) and lead to information dissemination problems (Akgün, Lynn, Keskin & Dogan, 2014). Moreover, distributed active participation of members 7 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 can stimulate shared leadership. The other problem is there will be no shared emotion which can lead to commitment building. A team should develop social interdependency and attachment to group which induces affective, continuance and normative commitments (artikel Meyer & Allen, 1997, cited in Dhurup, Surujlal & Kabongo, 2016, p. 487). The other peril is relating to the formulation of ineffective team culture. It can be a threat for teamwork when they integrate and share ineffective individual value which then form undesired team culture. The data show that team culture of sistem kebutsemalam may endanger team performance. Culture is one of several elements which ensure learning happens in team (Sessa & London, 2006, p. 188). Team leadership/leader has central role in directing/forming team culture (Sessa & London, 2006, p. 188). This culture can be formed along/as team members are sharing. The following figure encapsulates the potential benefits and dynamics of team learning. Figure 2. The benefits and dynamics of team learning Conclusion The study shows that when students are given task to work in team to make video, they are processing various affective, social and cognitive learning. Their team performance is depending on how they can handle various affective, social and cognitive barriers. Behind these difficulties, they can get potential benefits of affective, cognitive and social learning. The affective learning includes developing sense of care, feel 8 happy, fun and motivated, growing their sense of art and aesthetic, controlling or regulating their feelings/emotion, managing selfishness and adapting their personalities and distinctiveness to their group. The cognitive learning covers brainstorming, learning new programs, being more creative, acquiring soft skills, being more critical, expanding technological skills and learning experience skills. Socially, the students can learn how to appreciate and support each other, connect and exchange ideas, understand other characters, adapt self to group, manage team, task distribution,expertise specification, build shared identity, emotion, vision and objective, cooperate and collaborate, help mutually and develop social communication Bibliography Akgün, A., E., Lynn, G., S., Keskin, H. & Dogan, D. (2014). Team learning in IT implementation projects: Antecedents and consequences. International Journal of Information Management, 34. 37-47. Bondarouk, T., V. (2006). Action-oriented group learning in the implementation of information technologies: Results from three case studies. European Journal of Information Systems, 15, 42-53. Boud, D. & Lee, A. (2005). ‗Peer learning‘ as pedagogic discourse for research education. Studies in Higher Education, 30, 5, 501-516. Boud, D., Cohen, R. & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24, 4, 413-426. Decuyper, S., Dochy, F. & Van den Bossche, P. (2010). Grasping the dynamic of team learning: An integrative model for effective team learning in organizations. Educational Research Review, 5, 111-133. Dhurup, M., Surujlal, J. & Kabongo, D., M. (2016). Finding synergic relationships ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 in teamwork, organizational commitment and job satisfaction: A case study of a construction organization in a developing country. Procedia Economics and Finance, 35, 485-492. Dolmans, D., H., J., M., & Scmidt, H., G. (2006). What do we know about cognitive and motivational effects of small group tutorials in problembased learning? Advances in Health Sciences Education, 11, 321-336. Fawcett, L., M. & Garton, A., F. (2005). The effect of peer collaboation on children‘s problem-solving ability. British Journal of Educational Psychology, 75, 157-169. Gillies, R., M. (2003). The behaviours, interactions and perceptions of junior high school students during smallgroup learning. Journal of Educational Psychology, 95, 137-147. Guchait, P. & Hamilton, K. (2013). The temporal priority of team learning behaviours vs shared mental models in service management teams. International Journal of Hospitality Management, 33, 19-28. Guiette, A. & Vandenbempt, K. (2013). Exploring team mental model dynamics during strategic change implementation in professional service organizations. A sensemaking perspective. European Management Journal, 31, 728-744. Iiskala, T., Vauras, M. & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1, 147-178. Johnson, C., L. & Gonzalez, A., J. (2014). Learning collaborative team behaviour from observation. Expert Systems with Applications, 41, 23162328. Johnson, T., E., Top, E. & Yukselturk, E. (2011). Team shared mental model as a contributing factor to team performance and students‘ course ISBN 978-602-73769-3-9 satisfaction in blended courses. Computers in Human Behaviour, 27, 2330-2338. Kozlowski, S., W., J. & Bell, B., S. (2008). Team learning, development and adaptation. In V., I Sessa & M. London (Eds.). Group learning (pp. 15-44). Mahwah, NJ., LEA. Linke, P. (2011). Social and emotional learning as a basis for curriculum. Every Child, 7, 1, 14-15. Livingstone, D. & Lynch, K. (2000). Group project and student-centred learning: Two different experiences. Studies in Higher Education, 25, 3, 325-345. Sessa, V., I. & London, M. (2006). Continuous learning in organizations. Individual, group and organizational perspectives. London: Lawrence Erlbaum Associates Publishers. Shagholi, R., Hussin, S., Siraj, S., Naimie, Z., Assadzdeh, F. & Moayedi, F. (2010). Value creation through trust, decision making and teamwork in educational environment. Procedia Social and Behavioural Sciences, 2, 255-259. Van den Bossche, P., Gijselaers, W., H., Segers, M. & Kirscher, P., A. (2006). Social and cognitive factor driving teamwork in collaborative learning environments. Team learning benefits and behaviours. Small Group Research, 37, 5, 490-521. Van Der Vegt, G., S.. & Bunderson, J., S. (2005). Learning and performance in multidiscplinary teams: The importance of collective team identification. Academy of Management Journal, 48, 3, 532-547. Wilson, J., M., Goodman, P., S. & Cronin, M., A. (2007). Group learning. Academy of Management Review, 32, 4, 1041-1059. Zins, J., E., & Elias, M., J. (n.d.). Social and emotional learning. Retrieved from www.googlescholar.com, on May 27, 2015. 9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 JAVANESE PHILOSOPHY AS AN ALTERNATIVE IN TEACHING CHARACTER BUILDING Adnan Zaid UniversitasTeknologi Yogyakarta

/

Abstract Schools are always blamed for failing to carry out their obligation to prepare qualified output when there is a problem in the society. When the number of unemployment keeps increasing, schools are blamed for failing to produce qualified workers for the job market. It is said that schools fail to link and match their output to the society‘s need. At a time when there is moral degradation, schools are blamed for failing to produce output with good morality. And now that people commit bad conducts such as corruption, lack of discipline, lying, cheating, hedonism, anarchism, and terrorism, schools are blamed for failing to teach character building. This article will try to explore on how the local wisdom, in this case Javanese philosophy, can contribute to teaching character building. It will deal with some efforts to teach character building mainly by using Javanese philosophy. Why is it necessary to revisit the local wisdom in teaching character building? How can a teacher make use of Javanese philosophy in the frame of teaching character building? What techniques may be applied to enhance character building via local wisdom? Keywords: Javanese philosophy, local wisdom, character building Introduction It has been a worry across the country that a great number of people are now conducting bad practices such as juvenile delinquency, corruption, fighting among ethnic groups or gangs, free sex, cheating, hedonism, rule breaking, lack of discipline, anarchism, and mass brawl (Asmani, 2011). People are concerned with the causes and ways out of the paramount problem. Some experts go to see what is going at schools in terms of preparing young generation for their future. Others blame schools for failing to prepare a better generation with good morality. Schools are supposed to educate young generation to possess good characteristics such as trustworthiness, respect, responsibility, fairness, caring, honesty, selfdiscipline, perseverance, and citizenship (Lickona, 1991). Moreover, the success of the young generation is not only determined by their intelligence quotient, but also by emotional intelligence. Success is determined much by emotional intelligence (soft skill). It is about 80%, while 20% comes from 10 intelligence quotient (hard skill). Success is determined by mental, rational, and emotional values (Hartadi, 2011). Consequently, teacher character building plays an important role in preparing the young generation to face their future life. It cannot be denied that young people are now exposed to digital life where local, national, and international information can be gained in a relatively easier way. They may try to imitate the good and bad ones. Hedonic life in the modern world, for example, can influence young generation so that they want to enjoy their life more and more instantly. Accordingly, they do not work hard but they want to enjoy good life.The impact of modern life is the shift from social-religious society into a materialistic and egocentric one (Herusatoto, 2009). Globalization, to some degree, can cause weak character among young generation, and it leads people to hedonism (Muslich, 2011). As the consequence, it will enhance instant culture in which people want to get things instantly ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 without putting much effort to gain them. To avoid such a bad practice, it is necessary to educate young people to be tough, responsible, trustworthy, pious, hardworking, tolerant, and so forth. In this case, the young generation need character education so that they can show good conducts when they are growns up. As one of the ways to teach character building, local wisdom may serve as an alternative for the reason that what has existed in the society may fit better than what comes from other countries. In this relation, Javanese philosophy can serve as an alternative to teach character building to the young generation. Javanese Philosophy The tendency to copy what is globally trendy has been paramount. Things that come from a more developed country are more valued than the local ones. However, not all coming from other countries are exactly suitable for the young generation. Among Javanese, there are good principles such as rukun (living in harmony or conflict avoidance), kurmat (respect), gotong royong (working together), andhap asor (humble), and tata krama (etiquette), which can be taught to the young generation (Magnis-Suseno, 1997). Widyawati (2012) points out that there are some good Javanese principles which are worth teaching. They include tata krama (etiquette), morality, patriotism, leadership, behavior, dedication, and giving good examples. The Javanese principles are usually depicted in Javanese songs ( asmaradana, kinanthi, pocung, gambuh, megatruh, maskumambang), wayang (puppet) show, Javanese play (kethoprak), wayang wong (shadow puppet play but played by people), geguritan (poem), or sanepa (anecdote). Here are some examples of Javanese philosophy which can be used to teach character building. 1. God (tauhid) Pangeran iku ora ono sing podho. Mulo ojo nggambar-ngambarake wujuding Pangeran. ISBN 978-602-73769-3-9 Nothing is similar to God. So do not compareGod with anything else. Sangkan paraning dumadi. One has to know where he/she comes from, and where he/she will go. Pangeran iku ora mbedak-mbedakke kawulane. God does not discriminate His servants. 2. Self Esteem Rame inggawe, sepi ing pamrih. Working hard without hoping something in return. Gemi, setiti, ngati-ati. One has to be economical, careful and alert. 3. Life ―Urip iku ing donya tan lami. Umpamane jibeng menyang pasar tan langgeng neng pada wae, tan wurung nuli mantuk maring wismane sangkane uni kesasar‖ Life does not last long. It is just like someone who goes to the market, and then he will return to his own house. Ajining dhiri saka lati lan budi. The value of someone depends on his words and good conduct. Sing sopo gelem gawe senenge liyan iku bakal oleh pinwales kang luwih gedhe tinimbang opo kang di tindhak'ake. Those who like making others happy will get something bigger than what they do. Urip Iku Urup. Life is Light. Life should provide benefits to others around us; the greater the benefits we can give, we will be much better. Cakra manggilingan. Life is like a rotating wheel. Aja Adigang, Adigung, Adiguna. Do not feel that you are the most powerful, the biggest, the smartest. 4. Family Wong tuwo kudu memulang kang prayogo marang putra wayah. Parents should teach good things to their children and grandchildren. Anak polah, bapa kepradah. Parents should be responsible for what their children do. 11 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 5. Neighbor Tonggo iku podho karo bapa biyung. Neighbours are just like parents. Pager mangkok luwih kuwat tinimbang pager tembok. We will have a strong relationship with our neighbors if we often exchange gifts. 6.Knowledge Ngelmu iku kalakone kanthi laku. Lekase lawan kas.Tegese kasunyantosani. Setya budya pangekese durangkoro. Science is realized in action. It starts from willingness. Willingness creates strength. Good conductdemolishes all evils. Sakabehing ngelmu iku asale saka Pangeran kang Maha Kuasa. All knowledge originates from God, the Almighty. Ngelmu kang nyata karya reseping ati. True knowledge can create happiness. 7. Leadership Ing ngarso sung tulodho, ing madyo mangun karso, tut wuri handayani. A leader, in front, must be a good example; in the middle, must be a creator; behind, must be a motivator. 8. Responsibility Sapa nandur mesthi ngundhuh. Those who plant will harvest. Becik ketitik, ala ketara. Those who conduct good or bad things will see the result. Ngundhuh wohing pakarti. One receives the result of his/her good deeds. 9. Clothes Ajining sarira gumantung ing busana. You are what you wear. 10. Gratitude Nrima ing pandum. Accept what is given by God. Aja melik darbeking liyan. Do not envy other‘s belongings. Teaching Character Through Javanese Philosophy Teaching character building should be taught integratively. It cannot stand alone for it is a kind of hidden curriculum, meaning that 12 every single aspect at schools or universities, at home and in the society may serve as a material to be learned. At school, to some degree, it is a transformation of the culture and life to school (Elkind, 2004). 1. Integrated Class Some principles of Javanese can be inserted into some classes, be it at the beginning, in the middle, or at the end of class. Some topics in any class can be related to Javanese philosophy. In language class, for example, for speaking, a teacher can pick out a Javanese philosophy to be discussed in his/her class. Teachers of language, civics, sociology, psychology, and religion may make use of Javanese philosophy to be discussed. 2. Banner A teacher may put up a banner bearing Javanese philosophy at school where the students can read the display when entering their school. It can be in Javanese with its translation in Indonesian or English. The banner should be changed regularly with different philosophy. 3. Running Text A certain Javanese philosophy can also be written on a running text displayed at school. It is translated Indonesian or English. The texts are changed from time to time so that the students can learn more about Javanese philosophy which can enrich the students‘ knowledge about character. 4. Competition A competition of Javanese poetry reading, writing, and singing with the emphasis on Javanese philosophy can be held regularly with the hope that the students may learn good principles contained in the material for the competition. 5. Example Giving good examples reflecting Javanese principles from the side of the teachers plays an important part in teaching character building. No matter how well a teacher delivers character building, it will not be effective if she does not show good character in front of her students. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Concluding Remark It is undeniable that it is important to teach character building to the students because they are, in the current environment, exposed to things which are unfavorable for their moral development. To teach character building, a teacher may apply a holistic approach that integrates character development into every aspect of school life. A teacher cannot stand alone in teaching character building. She must be backed up by school system, parents, authorities, and business. Good examples or models play an important role to conduct character education. Good models from teachers, parents, business people, and authorities for the younger generation to gain strong character are badly needed. At school, character building needs to be taught holistically. It is integrated in all subjects taught at school. Every single teacher has to take part to succeed it by teaching good personal qualities through his/her subject. Sound and fair business in the society is also needed as a model for the younger generation Javanese people have deep-rooted principles which have been tested over times, and they can serve as alternative in teaching character building. The principles can cover many aspects of life such as the concept of God, self esteem, life, neighborhood, leadership, responsibility, family, knowledge, clothes, gratitude, and so forth. Teaching character building through Javanese philosophy can be conducted in some ways. Students need to be exposed to Javanese philosophy through some activities with the hope that they can internalize the values embedded and practice them in the society. ISBN 978-602-73769-3-9 Bibliography Asmani, J.M. 2011. Buku Panduan Internalisasi Pendidikan Karakter di Sekolah. Yogyakarta: DIVA Press. BudionoHerusatoto. 2009. Konsepsi Spiritual Leluhur Jawa. Yogyakarta: Ombak Elkind, D.H. & Sweet, F. 2004.How to Do Character Education. Today‘s School, Sept/Oct 2004 Issue. Hartadi, B. 2011.Membangun Karakter PribadiUnggul. Yogyakarta: Aditya Media. Kesuma, D. et al. 2011. Pendidikan Karakter: Kajian Teori dan Praktik di Sekolah. Bandung: RemajaRosdakarya. Lickona, T. 1991. Educating for Charater. New York: Bantam. Magnis-Suseno, F. 1997.Javanese Ethics and World-View: The Javanese Idea of the Good Life. Jakarta :GramediaPustakaUtama. Muslich, M. 2011. Pendidikan Karakter: Menjawab Tantangan Krisis Multidimensional. Jakarta: BumiAksara. SuwardiEndraswara. 2013. Ilmu Jiwa Jawa: Estetika dan Citarasa Jiwa Jawa. Yogyakarta: Narasi. WiwienWidyawati R. 2008. Pitutur Luhur Pujangga Jawa. Yogyakarta: Pura Pustaka. ---------------, 2012.Etika Jawa: Menggali Kebijaksanaan dan Keutamaan Demi Ketenteraman Hidup Lahir Batin. Yogyakarta: Pura Pustaka. www.goodcharacter.com/links.html www.goodcharacter.com/models.html www.goodcharacter.com/conferences.html 13 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 AN ANALYSIS OF ENGLISH STUDENTS‘ COMPETENCE IN USING CONJUNCTION IN PERSUASIVE TEXT AT MAJALENGKA UNIVERSITY Afief Fakhruddin Universitas Majalengka Majalengka, Indonesia

Abstract The field of this research is applied linguistics. According to Brown (1996; 231), applied linguistics is quite often considered synonymous with language teaching; however, the applications of linguistics certainly extend well beyond pedagogical concerns.This research is a quantitative research comprises every kind of research due to percentage, average and other statistic operation. And this research is also using descriptive method to analyze the data.The researcher collects the data by using three kinds of method: test, questionnaire and interview.The analysis of the data is divided into two sections. First, the students‘ competence in using conjunctions analysis was conducted by giving completion test. The second, the students‘ problems and causal factors that influence students‘ competence in using conjunction in persuasive text was conducted by using questionnaire and interview to the students. The conclusion of this research are: (1) the students‘ competence in using conjunction in persuasive text was in good category (52, 5 %), (2) the students‘ problems and causal factors that influence students in using conjunction in persuasive text were in their motivation and vocabulary mastery. Keywords – Writing Ability, Conjunction understanding, Persuasive text. Introduction The existence of language components, such as grammar, vocabularies, spelling and pronunciation are thought as supporting components for the improvement of those skills. The researcher focused on three types of conjunctions: coordinating conjunction, subordinating conjunction, and transition expression (Thomson and Martinet, 1986:290). This research focuses on: a) How well is the fourth semester students‘ Majalengka University on conjunction? b) What are the causal factors that influence students‘ competence in using conjunction in persuasive text? The purpose of these reseachs are to discribe competence of Majalengka University students and to findout the causal factors that influence students‘ competence. Methodology This research used quantitative method. Quantitative research comprises every kind 14 of research due to percentage, average and other statistic operation. Related to descriptive method, Ary et.al (1972:26) stated that descriptive research describes and interprets what is. The researcher conducted the research at Majalengka University. For collecting the data, the researcher use test, interview and questionnaire. In analyzing the data which has been collected, the researcher used descriptive statistic by the manipulating of scores of the test given. The steps are asfollows:Measuring the students‘ competence, tabulating the students score and measuring descriptive statistic. Finding and Discussion These instruments were used to measure thestudents‘ competence in using conjunction in persuasive text.The researcher was accessing the students‘ worksheet to measure the individual students‘ competence in using conjunction in persuasive text. The result of completion test is 73.33%. It was shown that ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 the number of students who had the competence in using conjunctions was 37 students (those whose scores belong to very good, good, and fair) or 92,5 % of the total sample. From the table, it could be seen that majority of the students had an average mastery of conjunctions, about 52,5 % of the students had good mastery and only 7,5 % of them who still found the difficulties to learn and understand conjunctions.Based on the data questionnaire it can be concluded that most students have good mastery in English because there are some factors that support them in teaching and learning process. Based on result of interview it can be said that the students‘ motivation, vocabulary, nervousness and in a hurry became the problems that the students faced in conjunction understanding especially by inserting conjunction in persuasive text. Conclusions The students‘ competence in using conjunction in persuasive text was in good category (52, 5 %), (2) the students‘ problems and causal factors that influence students in using conjunction in persuasive text were in their motivation and vocabulary mastery. Table 1. The percentage of the students‘ competence 60 40 Poor 30 % 30 10 Bibliography Ali, M. (1985). Penelitian Kependidikan Prosedur dan Strategi. Bandung: Angkasa Arikunto, S. (1996). Prosedur Penelitian: suatu pendekatan praktek. Jakarta; Bhineka cipta. Ary, D, Lucy CJ and Asghar.(1972). Introduction to Reseach in Education..New York:Holt,Rinehart and Winston, Inc . Brown, JD. (1996). Testing in Language Program. New Jersey:Prentise Hall,inc. Fadloeli, O. (1986). Buku Materi Pokok Writing II A Modul 1-3. Jakarta: Karunika, Universitas Terbuka. Harris, D. P. (1969). Testing English as a Second Language. New York: McGraw-Hill Book Company. Thomson, A.J & Martinet, A.V (1986).APractical English Grammar. Oxford: University Press 52.5 % 50 20 It can be seen that 52,5 % from the total students belong to good category and it can be said that most of the students were able to understood conjunctions. Fair 10 % 7,5 % 0 Good Very Good Categories ISBN 978-602-73769-3-9 15 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 PROACTIVE CLASSROOM MANAGEMENT IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT A SECONDARY SCHOOL (A case study of SMPN 1 Jakarta in the Academic Year of 2014/2015) Afit Dwi Jayanti English Department of Graduate Program of Semarang State UniversitySemarang, Indonesia

Abstract This present study aims to describe the classroom management conducted by an English teacher of Foreign Language teacher at a secondary school. The majority of this study focuses on how proactive classroom management applied in teaching English which implements 2013 curriculum. The design used in this research is qualitative approach. The subject of this study is 7 th grade students and the teacher of SMPN 1 Jakarta and the object is the classroom management used by the English teacher. This study used observation checklist and field note as the instruments of collecting the data. The source of the data is events arouse in the classroom. The data gathered is analyzed and described based on the activities of the students from the video. The video recorder is also used to help the researcher to capture the teacher and students‘ interaction in the classroom.The findings demonstrate that proactive classroom management empowers the students‘ participation because the teacher can expand the connection with the students. The students become discipline and confident because they are allowed to take a part in all activities in the classroom. They have opportunities to ask questions and get confirmation. In conclusion, proactive classroom management gives a good impact to teaching and learning English process. Keywords – Proactive Classroom Management, Case Study, 2013 Curriculum, Student Participation Introduction Education in Indonesia is controlled by Education Minister and it makes all formal schools have to obey the regulation in the form of curriculum. Since Indonesia got its independence in 1945, the curriculum has been changed for several times in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, and recently 2013. The changes of curriculum make most teachers are confused with the syllabus, lesson plan, and how to implement it in the classroom. The approach used is also changed from teacher-centered to student-centered approach. So, the students are invited to participate in all classroom activities. This approach stimulates the teacher to create a fun and active learning to increase the student participation. Even though it has been more than a decade since the communicative approach is 16 implemented in curriculum 2004, most of students are still passive and the learning process is dominated by the teachers since English is a foreign language (EFL). The teachers use teacher-centered approach which the teachers speak mostly and the students only read, write, and do the exercises. This condition decreases the student participation. There are some reasons why students‘ participation is essential in language classroom. (1) active participation can aid acquisition (Aidinlou & Ghobadi, 2012), (2) an active classroom participation increases the students‘ interest, motivation, learning and academic performance (Murray & Lang, 1997), (3) participation can foster students‘ cognitive development based on cultural theory (Rugoff, 2003; Vygotsky, 1986). In short, students‘ active participation during ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 the language classroom learning is important to help the students develop their skills. The basic purpose of a learning process is to make the students more skillful. To gain the teaching and learning goal, the teacher should pay attention to the components of teaching including the steps, media, techniques, and classroom management. However, classroom management is a substantial component of teaching. ―It refers to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur‖. (Martin & Sugarman, p. 9. 1993). Classroom management created by the teachers determines the success of teaching and learning activity. It can be seen from the student participation. The lack of improvement in student participation is because the teacher-centered teaching and rote learning are deeply embedded in Indonesian school settings, and the Indonesian teachers are trapped into employing pedagogy which stresses students‘ memorization for success in the examinations, especially in elementary to high school levels (Zulfikar, 2009). Student participation is essential to determine the success of learning in the classroom. That is why some researchers conducted some researches to find out the appropriate method, strategy, and techniques to improve the student participation. In this case, classroom management will be the major discussion of teaching strategies. Tracey Garret (2008) proves that student-centered classroom management gave a good impact toward the success of teaching and learning process. In this study, proactive classroom management was chosen by the instructor as a strategy to create a good atmosphere in the classroom. This classroom management focuses on (1) preventing the classroom problems, (2) facilitating the students to learn ISBN 978-602-73769-3-9 English using appropriate methods and techniques, and (3) emphasizing on the group discussion to make the student active in the learning process. Proactive classroom management is the art and science of transforming a collection of young people into a cohesive group of learners. Proactive teachers do not avoid problems in learning or problems with behavior. These teachers accept responsibility for their students‘ successes and their students‘ failure (Brophy, 1983). Such teachers take pride in their ability to stand by all the students in their class, not just those who succeed. Proactive teachers understand that each student comes with strengths and weaknesses. Their challenge is to bring out the best in all students. When students get problems, proactive teachers accept responsibility for finding solutions. Proactive teachers are distinguishes by their positive approach to dealing with disciplinary problems. Rather than waiting problems to develop, and then reacting, proactive teachers organize their classrooms to promote positive behavior. The object of this study is to determine how proactive classroom management applied in the classroom. This can be seen from the way of teacher prepares and conducts the learning process. The implication of the classroom management is also can be seen from the student reaction during the class. The significance of this study is to show how classroom management is important to be used to manage the students during the lesson. The well preparation teaching and the way of teacher manages the student activities take an important role. In short, the other teachers should pay attention to the classroom management. Methodology This research was conducted in the 7 th Grade class of SMPN 1 Jakarta which implements 17 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Curriculum 2013. This case study was designed to describe deeply the classroom activity which is focused on the classroom management directed by the teacher. This study focused on the students‘ participation as a result of classroom management designed by the teacher. The sources of the data itself were the students‘ participation and also the teacher. All the teacher‘s strategies in delivering the material and also the students‘ activities as the impact of the teacher‘s strategy of managing the classroom were observed closely. In this research, observation check list and field note were the instruments of colleting the data. The researcher captured the situations of the teaching and learning activity from the video recording of the class. In this research, the data was analysed based on Miles and Hubermen Model. Miles and Huberman (1984) elaborate the activities in analyzing qualitative data. The steps of analyzing the data are data collection, data reduction, data display, and drawing conclusion.Data collection means collecting the data from observation. Data reduction means summarizing the data, choosing the main issues, and finding the patterns and losing the unimportant issues. Data display is used to display the qualitative data from data reduction in order to know the pattern of data so that it is easy to understand. In conclusion drawing, the researcher made an initial conclusion. It was hope that this initial conclusion was able to answer the research question based on the qualitative data taken from observation, so this research would be credible. Finding and Discussion From the observation conducted during the class, there are some findings related to proactive classroom management applied by the teacher. As stated before that proactive classroom management can be analyzed from three points of view. 18 The first aspect is how the teacher preventedthe classroom problems. The prevention in this case focused on the preparation of the teacher before conducting teaching and learning process. The preparations of the teacher are providing the media such as LCD projector and speaker active to play the song and video and also to display power point. Power point and song were able to take the student attention. The students were involved in by singing together and paying attention to the power point that was used to display the materials. In addition, the teacher also prepared the material well. As stated in the lesson plan that the lesson would be about day, date, and month. The documents were relevance to the activity in the class. The second one is how the teacher facilitated the students using appropriate methods and techniques. At the end of the lesson, the teacher used task-based instruction in which the students were given a chance to communicate their result. This task was done in pair. Dian Larsen and Freeman (2001: 144) states that a task-based method aims to provide learners with natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. The interaction allows the students to work together and understand each other and express their own meaning. By doing so, they can check to see if they have comprehended correctly, and at times, they can get clarification from friends and teacher. The other method used in the teaching activity is direct method. Dian Larsen and Freeman (2001: 23) proved that no translation is allowed. From the observation, it can be seen that the teacher used full English from beginning until the class ended. The meaning was conveyed directly in the target language through the use of demonstration and visual aids, with no resource to the students‘ native language. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The last point is about how the teacher made group discussion to activate the students in the teaching and learning activities. From the observation, it could be concluded that the teacher asked the students to make group discussion. By using group discussion, the students could share ideas and help the other students. This method also can increase their confidence. Moreover, this study also focuses on some strategies of the teacher in delivering the materials related to the proactive classroom management. The first is active supervision. The teacher moved about the classroom and interacted with students to increase academic engagement and reduce behavior problems. In this case, the teacher traveled through the classroom and regularly engaged students in conversation, including providing behavioral reminders and prompts. The second strategy is choice-making which the teacher provided the class or individual students with choice-opportunities when completing in class academic tasks. The teacher identified appropriate choiceopportunities that can be offered to students as they undertake particular academic tasks (e.g., small-group cooperative learning activities; independent seatwork). Some examples of choice including alternative assignments (students choose an assignment from among two or more alternative equivalent offerings), task sequence (students are directed to complete several tasks as part of the assignment, but can choose the sequence in which they do them), materials (students are assigned a task and allowed to choose the materials that they will use to complete it), and collaboration (students can choose who they will work with to complete an assignment). Based on the observation, the teacher did not give any opportunity to choose certain assignment or material. However, the teacher allowed them to choose partners they will work with. This can make the students feel comfortable to work. ISBN 978-602-73769-3-9 The third one is opportunities to respond. In this aspect, the teacher increased the rate at which students actively respond to instruction. The teacher gave opportunities the students to ask and also gave them chances to answer question from other students. The fourth strategy applied by the teacher is the teacher chose to ignore minor behavioral infractions that do not negatively impact the classroom. The teacher ignored the students who were talking as long as they did not disturb the others and they did their task. The fifth is praises given by the teacher. Teacher praise is performance feedback that includes verbal or non-verbal communication of teacher approval of student behavior. Praise is easy to implement and fits into the natural pattern of classroom communication (Hawkins & Heflin, 2011). The teacher gave positive reinforcement in verbal communication by saying ‗very good‘, ‗excellent‘ and asked the other students to give applause when one of them succeed doing something. The next strategy is pre-correction which the teacher headed off a problem behavior by proactively prompting or reminding students to show appropriate behaviors. Before a time, situation or setting when problem behaviors are mostly occur, the teacher pre-correct by using any several strategies to remind students of appropriate behavioral expectations. In the classroom activity, the teacher provided a verbal prompt, such as restating a classroom rule. In the beginning, before the teacher delivering the materials, the teacher asked the students to be grateful being lucky because they had a chance to learn English. This pre-correction leaded them to learn well. This also could motivate them. The seventh strategy is response effort. In this case, the teacher gave feedback of the 19 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 students‘ work. The teacher corrected when mistake occurred as a process of learning. The teacher also used chunk assignment in which the students started to learn the simpler material to the higher level one. From the beginning, the students learnt name of days, date, and month and after they acquired them, the materials were developed to the next level. They learnt how to use it in daily communication. Then, the students were assigned to make time schedule in group. The teacher went around checking their understanding. The teacher gave good response when they found difficulties. At the end, the teacher asked them to create a text to tell their daily activities. The following strategy is scheduled attention which the teacher provided the students with brief positive attention on a fixed-time scheduled. The teacher managed the time when the students sang together, worked in group and then in pair. The teacher also controlled the time for having discussion with friends and for presenting the works. They were scheduled well by the teacher. The last strategy is verbal commands. The purpose is to have the students follow the instructions from the teacher. The commands were brief, used simple and clear language, and directed the students to perform a specific task. Thee commands were also stated in a positive or neutral tone of voice. In the classroom activity, the teacher asked the students to sing together, work in group, and work in pair clearly so that the students could catch the meaning easily. The tone was also appropriate for the students. This made them work happily without any under pressure. Conclusions From the research conducted in the secondary level, it can be drawn that proactive classroom management allows the teacher (1) to prepare the classroom need in order to be an effective English class by composing lesson plan, providing LCD and 20 speaker active, and using video, power point, and song, (2) to use direct method and taskbased method that was appropriate to use in the classroom, (3) to make group discussion so that the students are able to share ideas and get feedback from their friends and teacher. Moreover, this study also focuses on some strategies of the teacher in delivering the materials related to the proactive classroom management. They are: 1) active supervision; 2) choice-making; 3) opportunities to respond; 4) planned ignoring; 5) praise; 6) pre-correction; 7) response effort; 8) scheduled attention; and 9) verbal commands. Those strategies lead the students to participate well in all activities. In conclusion, teaching and learning activity using proactive classroom management make the students participate well during the class. Bibliography Hawkins, S.M. & Heflin, L.J. (2011). Increasing secondary teachers‘ behavior-specific praise using video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions, 13(2) 97-108. Larsen, Diane and Freeman. 2001. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Martin, J. & Sugarman, J. 1993. Models of Classroom Management, Second Edition. Bellinghem Washington: Temeron Books Inc. Miles, B. M., 1984. Qualitative Data Analysis.California: Sage Publication Murray, H. G., & Lang, M. 1997. Does classroom participation improve students‘ learning? Teaching and Learning in Higher Education, 20, 79. Tracey Garret 2008. Student-Centered and Teacher-Centered Classroom ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Management. Journal of Classroom Interaction. 43.1, 34-47. Zulfikar, T. 2009. The Making of Indonesian: An Overview on Empowering ISBN 978-602-73769-3-9 Indonesian Teachers. Journal of Indonesian Social Sciences and Humanities.2, 13-39. 21 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 GENDER REPRESENTATIONS IN AN ENGLISH TEXTBOOK FOR THE SEVENTH GRADERS ENTITLED BRIGHT: AN ENGLISH COURSE FOR JUNIOR HIGHSCHOOL STUDENTS Agni Kusti Kinasih Graduate Program of English Language Studies, Sanata Dharma University

Abstract This study aims at investigating gender representations in an English textbook entitled BRIGHT: An English Course for Junior High School Students designed by Erlangga Publisher, published in 2013 in Indonesia, and used in teaching the seventh graders. To analyze how gender is represented, seven different categories are formulated. These are: a) occurrence of female and male characters in texts and illustration, b) occupational roles, c) domestic roles, d) hobbies/leisure-time activities, e) firstness in conversation, f) adjectives used for males and females, and g) number of utterances in conversation. The result of the study shows that gender bias and stereotypes have been found in the representation of females and females in occupational roles, hobbies/leisure-time activities, and adjectives used to qualify both genders. Keyword - gender representations, gender stereotypes, textbook evaluation, content analysis Introduction A good English textbook does not only consist of a source of activities for learner practice and communicative interaction (Cunningsworth in Richards,2001) with ready-made texts and tasks (Penny Ur, 2009), but it must also promote life skills development (Pusat Perbukuan BSNP Indonesia, 2007) where each text and communicative action must motivate learners to possess some attitudes to develop their life skills such as personal, social, academic, and vocational. In terms of social skill, students must be cooperative, tolerant, promote peace, become anti-violence in communicating and interacting with others, and appreciate gender equality. All these social values must be fairly incorporated within a textbook design. way that they consider most appropriate. Sumalatha in Wu & Liu (2015: 116) also emphasizes that textbooks are one of the most influential instruments in constructing students‘ belief, attitudes, and values. Among positive values that should be promoted in classroom activities are equalities based on gender, race, ethnicity, language background, age, and sexuality; textbooks are one of the most significant tools in socializing all those values (Freeman & McElhinny in Diktas, 2011: 1746). Gender equality is one of the positive values which should be taken into account in developing textbooks, particularly on the way males and females are presented; it may influence how the students shape their own images of males and females in the society (Toci and Aliu, 2013: 32). Toci & Aliu (2013: 32) state that textbooks used in classrooms play an essential role in educating the students, since they do not only provide sources of information, but also create an image of what is acceptable in a society. Everything presented in textbooks might affect students‘ views about particular issues and encourage them to behave in a To comprehend the concept of gender representations, the terms ‗sex‘ and ‗gender‘ must be clearly differentiated. Giddens in Diktas (2011: 1745) clarifies that sex is an anatomical difference between men and women, while gender is related to the psychological, social, and cultural differences between males and females. 22 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Textbooks as course materials are sometimes not balanced in light of gender and tend to rely heavily on masculine terms, which may reinforce the idea that females are not as important contributors as males in the classroom, and later lead to the bias in gender representations (Bursuc, 2013: 67-68). UNESCO in Wu & Liu (2015: 116) asserts that gender biases in the content of textbooks will impede the socialization of gender equality in education. Bursuc (2013: 68-69) states that in most countries, textbooks constantly display a collection of occupation considered as restrictively suitable for only males and females. For example, women are often associated with low-paid, less-prestige, or low-risk jobs such as school teachers, models, and singer. On the other hand, men are often represented as holding more successful occupations with higher income and risk, such as policemen, doctors, athletes, and construction workers. Such stereotypical characteristics which are assigned to different genders need to be evaluated when using a certain textbook, so that teachers can create equality between genders in the classroom. Some studies have been conducted to evaluate gender stereotypes and representation in English textbooks. Gailea & Rasyid (2015: 97) evaluated gender equality of four English textbooks used in Serang City during the implementation of 2013 Curriculum in four areas, namely visibility of males and females in the main character and the historical development; the use of sexist language; domestic and public roles; and art talent, sport, and intellectual competency. Bursuc (2013: 71-72) analyzed seven Romanian English textbooks published from 1997 to 2004 focusing on five gender-based interests covering male versus female representation ratio, profession displayed for each gender, age, interaction type, and type of activities. Wu & Liu (2015: 117-119) evaluated gender representations in three Chinese English textbooks within five dimensions comprising visibility of men and ISBN 978-602-73769-3-9 women, occupational roles, domestic roles, number of utterances, and firstness in conversation. Similarly, Toci & Aliu (2013: 36) evaluated gender stereotypes in children‘s English books in the Republic of Macedonia within five areas namely profession, appearance, sports or hobbies, personality traits, and family roles or housework. Diktas (2011: 1747-1751) investigated gender representation in an English language course book designed by the Turkish Ministry of Education using eight different categories encompassing occurrence of female and male characters in pictures and texts, amount of talk, family activities and responsibilities, occupations, adjectives used for females and males, spare time and leisure time activities, family roles, and content analysis of pictures. The present study has been conducted to investigate gender representations in an English textbook for the seventh graders of Junior High School in Indonesia called BRIGHT. To analyze how gender is represented, the researcher established seven categories selected from the five previous studies above covering: a) occurrence of female and male characters in texts and pictures (Diktas, 2011 and Wu & Liu, 2015), b) occupational roles (Bursuc, 2013, Gailea & Rasyid, 2015, and Wu & Liu, 2015, Toci & Aliu, 2013 and Diktas, 2011), c) domestic activities (Gailea & Rasyid, 2015, Wu & Liu, 2015, and Toci & Aliu, 2013), d) hobbies/leisure time activities (Diktas, 2011 and Toci & Aliu, 2013), e) firstness in conversation (Wu & Liu, 2015), f) adjectives used for males and females (Diktas, 2011 and Toci & Aliu, 2013), and g) number of utterances in conversation (Wu & Liu, 2015 and Diktas, 2011). Methodology This study is mainly a descriptive research based on the content analysis (Ary. et. al., 2010: 29) to investigate gender representations in an English textbook 23 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 entitled BRIGHT: An English Course for Junior High School Students which is designed by Erlangga Publisher Indonesia and used in teaching the seventh graders. The textbook for the seventh graders is selected according to the view that the students at these ages (13-15) are experiencing a critical period where children start to develop into adolescence, categorize concepts of gender, and get through the gender construction process (Diktas, 2011: 1746). To investigate the gender representations, seven categories are formulated. Those are: a) occurrence of female and male characters in texts and illustration, b) occupational roles, c) domestic activities, d) hobbies/leisure time activities, e) firstness in conversation, f) adjectives used for males and females, and g) number of utterances in conversation. These categories are used to calculate the frequencies and the percentages. The quantitative data analysis is applied to the findings and the frequencies are analyzed using descriptive statistics. The results are then described qualitatively. Findings and Discussion This section elaborates the gender representations in the English textbooks for the seventh graders of Indonesian students entitled BRIGHT: An English Course for Junior High School Students. Occurrence of female and male characters in texts and illustration Texts Female 94 (43.9%) Male 101 (47%) Neutral 19 (8.9%) Total 214 Illustration Female 61 (34.46%) Male 73 (41.24%) Female & Male 43 (24.3%) Total 177 Table 1: Occurrence percentage of female and female characters in texts and illustration Sadker & Porreca in Wu & Liu (2015: 117) state that the invisibility of female in school textbooks is one of the most harmful forms of gender bias, because if the number of women and the number of men is at least not slightly equal, it implies that women‘s existence is not very significant. Singh in Diktas (2011: 1747) also suggests that in most of global ELT course books, the representations of men and women are imbalanced particularly in reading passages, learning activities, and visuals. In this study, it can be seen in table 1 that 214 female and male characters are mentioned in the textbook, with 43.9% are represented by females and 47% are represented by males. Most of the characters are people‘s names, such as Firman, Mr. Steward, Lia, Ms Hidayah, etc. and kinship, such as father-in-law, wife, niece, nephew, etc. In 8.9% of the whole characters, the gender is not specified, meaning that the nouns and pronouns used can refer to both 24 genders, such as I, they, we, parents, children, friend, partner, member, class captain, tourist, classmate, person, adult, passengers, people, baby, cousin, etc. It can be inferred from the percentage of male and female in the texts that the representations of both genders are slightly equal, meaning that there is no gender bias in terms of the occurrence of male and female characters in texts. In other words, the existence of women is considered as significant as that of men. Meanwhile, in terms of illustration, male characters seem to be visualized more often than female ones. Of 177 times from the total appearance of both genders, males are visualized 73 times which accounts for 41.24%. On the other hand, females are visualized 61 times which accounts for 34.46%. It indicates that males have outnumbered females in terms of illustration, which might imply the dominance of masculinity over femininity. However, considering that the ratio between the two ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 genders is not very significant (F:M=1:0.8), the dominance of masculinity remains vague. In addition, the author has attempted to maintain the equality of representation between females and males in illustration by visualizing them together. Of their total appearance, males and females are visualized together 43 times, which accounts for 24.3%. Occupational roles Male Teacher (17)** Headmaster (3)* Clerk (1)* Athlete (3)* Doctor (2)* Nurse (1)** Salesperson (1)* Racer (1)* Janitor (2)* Keyboardist (1)* Violinist (1)* Musician (2)* Businessman (1)* Sprinter (2)* Gardener (1)* Mechanic (2)* Footballer (3)* Driver (1)* Policeman (1)* Carpenter (1)* Firefighter (1)* Fisherman (1)* Pilot (1)* Postman (1)* Soldier (1)* Farmer (1)* Female Teacher (20)* Headmistress (1)** Clerk (1)** Athlete (2)** Doctor (1)** Nurse (3)* Saleswoman (3)** TV announcer (1)** Head teacher (1)** Model (1)* Cashier (1)* Seller (3)* Actress (1)* Chef (1)** Cook (2)** Tailor (3)* Hairdresser (2)* Singer (1)* Dancer (2)* Librarian (2)* Tour guide (1)** Neutral Flight attendant (1) Shopkeeper (1) Sales assistant (1) Poet (1) Head teacher (1) Dentist (1) Table 2: List of occupations in BRIGHT: An English Course for Junior High School Students (Grade VII) *Occupations defined as traditional & **Occupations defined as non-traditional by Alberta Human Services (2013) in Woman in Non-traditional Occupations. Gender Traditional Occupations Female 36 Male 33 Neutral Total Occupations 69% 62.26% Nontraditional Occupations 16 30.77% 20 37.73% Number of Occupations 52 53 6 111 46.85% 47.75% 5.4% 100% Table 3: Percentage of females and males‘ occupational roles Toci & Aliu (2013: 36) defines occupations as a choice for professional activities made either by males or females that categorizes the work they accomplish for living. Porreca, Esen, & Huang in Wu & Liu (2015: 118) emphasize that the biased portrayal of women‘s occupation in textbooks is one of the forms of sexism in the representation of ISBN 978-602-73769-3-9 females and males, making occupational roles an important criterion to be evaluated, since it serves as a model for students and influences their life aspiration. Besides, as Bursuc (2013: 71) has highlighted, most textbooks tend to reinforce stereotypes on males and females‘ career choice and expectation. Some occupations belonging to 25 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 gender-appropriate category or generally labeled as traditional for both genders also need to be evaluated. A total of 111 occupations have been identified, with males performing 46.89% and females performing 47.75% of the total occupations. Referring to the percentage, the number of occupation is almost equally distributed to both genders, with 5.4% of the occupations is considered neutral because no genders are specifically attached to them. However, referring to the occupation types, both females and males tend to lead more traditional occupations rather than the nontraditional ones. Females are more frequently featured in their traditional and low-prestige occupations, such as teacher, singer, model, cashier, seller, nurse, tailor, and hairdresser, with the percentage 69%. Despite the fact that they are also represented to perform non-traditional jobs, such as headmistress, doctor, and athlete with the percentage 30.77%, males still outnumbered them in these three occupations. In addition, males tend to be portrayed to perform more successful and highly-paid occupations such as businessman and pilot, or occupations with high-level risks such as policeman, firefighter, fisherman, and soldier. Occupations related to sport and music such as footballer, sprinter, racer, keyboardist, and violinist are solely attached to males; while females seem to be excluded from such jobs. This result suggests a stereotype that by holding successful, risky, and well-paid professions, men imply a certain degree of leadership and power. The sole inclusion of men and the exclusion of women in sportand-music related professions also reinforce a stereotype that women are less energetic and less talented than men. This does not necessarily reflect the current facts in the real life that there have been a relative number of females working as a pilot or a police officer, being a talented musician or a creative song 26 writer, and participating in the Olympic Games as sprinters, swimmers, or even fighters in martial arts. The progress of women‘s careers does not seem to be well portrayed and represented in the textbook. Domestic activities Domestic activities Cooking Sweeping the floor Washing the dishes Dusting Mopping the floor Gardening Serving the dish Doing the laundry Female 2 1 1 1 1 2 1 2 Male 1 1 1 1 1 1 2 - Table 4: List of domestic activities in BRIGHT: An English Course for Junior High School Students (Grade VII) Domestic activities performed Female Tokens 10 % 55.5 Male Tokens 8 Total % 44.5 18 Table 5: Percentage of domestic activities Gaff & Deliyanni-Kouimtzi in Wu & Liu (2015: 118) state that traditional society tends to associate women to family and men with career and females are more restricted to kitchen and expected to be found at home than men. Hartman, Judd, Ansary & Babit in Wu & Liu (2015: 188) add that in most textbooks, women are likely to be adjusted towards more traditional stereotyped roles such as doing the dishes, cooking, serving food, setting the dinner table, and taking care of children, and are assigned to do settled domestic tasks, such as baking, cleaning, mending, sewing, and washing. Based on the information in table 5, the distribution of domestic activities to females and males is almost equal. Of the total 18 domestic activities, males are portrayed to do 8 activities and females are found to do 10 activities. Referring to table 4, almost all domestic activities are done by both genders. The slight difference only lies on one activity that is doing the laundry, where females are found to do it twice, while males do not ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 perform this activity at all. Based on the result, it can be concluded that domestic roles are assigned equally to both genders and are not restricted to females only. Therefore, no gender bias is found in this aspect. Hobbies/leisure time activities Hobbies/leisure time activities Dancing Reading books/newspaper/magazines Singing Listening to music Going to the library Telling stories Playing music instruments (piano, keyboard, violin, drums) Playing chess Going shopping Collecting stamps Watching TV Telling stories Steering the boat Traveling Going for a picnic Going to the cinema Swimming Doing exercise Playing football Playing futsal Riding a bicycle Playing basketball Playing tennis Ice skating Practicing Tae Kwon Do Playing roles in dramas Selling prawns and crabs Female 4 4 2 1 1 1 1 1 10 1 1 1 1 2 1 - Male 5 2 3 1 4 3 6 1 1 1 1 3 4 2 3 3 2 1 1 1 1 Table 6: List of leisure time activities in BRIGHT: An English Course for Junior High School Students VII Leisure activities performed Female Tokens 29 % 39.72 Male Tokens 44 Total % 60.2 7 73 Table 7: Percentage of leisure time activities Diktas (2011: 1751) explains that social learning theory regards gender identity and role as a set of behaviors learned from the environment through the process of observational learning. Hobbies or leisure time activities performed by males and females as portrayed in textbooks are one among the other aspects that can manifest this gender behavior. Therefore, equal and balanced distributions of such activities which should not be ‗gender-suitable‘ in textbooks need to be maintained to minimize ISBN 978-602-73769-3-9 gender bias and stereotypes (Toci & Aliu, 2013: 36). As shown in table 7, out of 73 leisure time activities, males seem to be more actively involved. They are found to carry out 44 activities with the percentage 60.27% and females are found to carry out 29 activities with the percentage 39.72%. This imbalanced and unequal distribution indicates that females are underrepresented in terms of hobbies. In addition, the presence of masculinity in the outdoor activities is stronger than females. In table 6, females seem to be excluded from activities related to sports such as playing football, playing futsal, riding bicycle, playing basketball, ice 27 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 skating, and practicing Tae Kwon Do. The exclusion of women in sports might create a stereotype that women cannot be as energetic as men, which is very contradictory to the present situation where a relative number of female students have involved themselves in basketball and football teams or joined martial arts such as Karate and Tae Kwon Do. It is also very normal for females to go biking and do ice skating. As shown in table 6, females are excluded from adventurous and fun activities such as traveling, going on picnic, going to the cinema, and watching TV. This may build an impression that females are less adventurous than men and have less interest on entertainment than men. Apparently, males are more engaged in activities regarding to music such as listening to music and playing music instrument. Males are found to be able to play keyboard, violin, and drums, while females are only found to be able to play piano. This imbalanced representation may also create an impression that women cannot be as variedly talented as men in music. However, surprisingly, females are portrayed to do a risky stuff which requires a special skill such as steering the boat. This indicates the author‘s attempt that women can be as skillful and as brave as men. For shopping activities, there is also unequal distribution, with females doing 10-time shopping while males doing only 3-time shopping (F:M=3:1), which may build a stereotype that women have a more-intense spending habit and are more consumptive than men. In addition, males are excluded from dancing activities, which is not relevant to the fact that a lot of males have been working as dancers, as seen on TV entertainment shows. However, as shown in table 6, in terms of reading habit, males and females are represented equally. This has reflected the author‘s attempt to highlight a crucial point that women are as intelligent as men. 28 Firstness in conversation Firstness in conversat ion Female Tokens 14 Total Male % 48.27 Tokens 15 % 51.72 29 Table 8: Percentage of firstness in conversation Wu & Liu (2015: 119) defines firstness as the order of mention when both genders are mentioned at the same time. Lee, Collins, Hartman, & Judd in Wu & Liu (2015: 119) emphasize that placing the males first when females are simultaneously mentioned indicates that males are supreme to females which can reinforce that women are in the second-place status. Studies done by Ruddick, Porreca, and Hartman, & Judd in Wu & Liu (2015: 119), show that male firstness is commonly more than woman firstness, masculine word is always mentioned first, and males appeared before females more often. However, males firstness and females firstness in the present study are nearly equally represented with females hold 48.27% and males hold 51.72% of the total firstness in conversations. As shown in table 8, of the total 29 tokens, females start 14 of male-and-female conversations and males start 15 of them. Therefore, in this textbook, males are not portrayed as more supreme to females. In other words, females are not marginalized and are not put in the secondplace status. Adjectives used for males and females Male Female Handsome Beautiful (2) Bossy Popular Moody Unique Reliable Quiet Friendly Cute Helpful Tall Funny Slim Busy Wrinkled Serious Healthy Smart Interesting Table 9: List of adjectives for males and females Toci & Aliu (2013: 36) state that men are frequently represented as humans who do not ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 cry, who are occasionally illogical, and who are emotionally tougher, while women as being emotionally weaker. According to Diktas (2013: 1749), adjectives are essential indicators of gender representations, because by identifying the adjectives to qualify males and males, clues concerning with stereotypes and attitudes towards both genders, such as how they should look like and what they are meant to be, can be obtained. As shown in table 9, attempting to combat the bias that males are emotionally stronger than females, the author used adjective ‗moody‘ to qualify men‘s emotional state. However, males are still represented as more dynamic, more determined, and more intelligent than females through adjectives ‗busy‘, ‗serious‘, and ‗smart‘, because none of these adjectives are used to qualify females‘ characters. In terms of personality traits, males are portrayed to have warm personalities through adjectives ‗friendly‘, ‗reliable‘, ‗funny‘, and ‗helpful‘. Meanwhile, females‘ personality traits are less explored in the textbook. There are no adjectives used to describe how females behave or how they treat others when dealing with certain social situations. In addition, males‘ dominance is contextualized through adjective ‗bossy‘. On the other hand, females are portrayed as passive through adjective ‗quiet‘. Most of the adjectives used to qualify females are related to physical appearance, such as ‗beautiful‘, ‗cute‘, ‗tall‘, ‗slim‘, and ‗wrinkled‘, giving the impression that having good look should be important. Adjective ‗popular‘ also carries a stereotype that popularity should be important. In other words, the textbook is lack of representations of dynamic, high-achiever, and powerful women existing in the society. Number of utterances in conversation Utterances in conversation Female Tokens 142 % 66.35 Male Tokens 72 % 33.64 Total 214 Table 10: Percentage of utterances in conversation ISBN 978-602-73769-3-9 Mineshima in Wu & Liu (2015: 119) defines utterance as a series of words within a person‘s talking turn in dialogues which can be as short as a word or as long as a paragraph. Cincotta in Wu & Liu (2015: 119) emphasizes that fewer female utterances will deprive female students to practice the target language. Therefore, the amount of talk in conversation should at least be equal between females and males. However, as shown in table 10, the result of the study has indicated that the author might have overdone the representation equality of males and females‘ utterances. Of the total 214 tokens, females are found to talk twice more often than males, with the ratio F:M=1.9:1. Though there is a stereotypical view that females are considered to be the more talkative sex compared to males (Swann in Diktas, 2011: 1747), the number of females and males‘ utterances must be equally distributed to ensure equitable opportunities in sharing thoughts and ideas among the two genders. Conclusion In the English textbook for the seventh graders of Indonesian students entitledBRIGHT: An English Course for Junior High School Studentswhich is designed by Erlangga Publisher, it has been found out that female and male characters are nearly equally represented in texts and illustration. In terms of occupational roles, the number of occupation is almost equally distributed to both genders. However, there is a strong tendency for the issue of genderappropriate jobs, since both genders hold more traditional occupations instead of nontraditional ones, with most of successful, risky, and well-paid occupations dominated by males. Domestic activities are assigned equally to males and females. In light of hobbies and leisure-time activities, males are more actively engaged; with the exclusion of females in most of outdoor activities related to sports and the minimum involvement of females in adventurous and fun activities. In addition, females are represented as more 29 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 consumptive than males through shopping activity with the ratio F:M=3:1. In terms of firstness in conversation, both genders are nearly equally represented. Regarding to adjectives used to qualify both genders, the textbook is still lack of adjectives to represent the profiles of dynamic, intelligent, and active women, with the physical-oriented qualities dominantly attached to them. Related to firstness in dialogues, females have outnumbered males with the ratio F:M=1.9:1, indicating the author‘s overdone attempts to promote females‘ dominance. In conclusion, there is unfair gender representations and blatant sexism in the textbook concerning with occupational roles, hobbies/leisure-time activities, and adjectives. Further studies related to gender representations in education can investigate gender stereotypes in the assignment of classroom activities or teacher and student perception or attitudes regarding to gender issues. Bibliography Alberta Government. 2013. Women in Nontraditional Occupations: Stories to Inspire. Alberta: Alberta Human Services Ary, D., Jacobs, Sorensen., C. 2010. Introduction to Research in Education (8th ed). New York: Wadsworth Cengage Learning. BSNP. 2007. Instrumen 1 Penilaian Buku Teks Pelajaran Bahasa Inggris SMP/MTs. Jakarta: BSNP _____. 2007. Instrumen 2 Penilaian Buku Teks Pelajaran Bahasa Inggris SMP/MTs. Jakarta: BSNP 30 Bursuc, G.C. 2013. Achieving Gender Equality in Teaching and Learning: Identifying Problems and Searching For Solutions. Linguaculture Journal. 2. 64-73 Diktas, Mustafa. 2011. Gender Representations in EFL Course Books. Presented in 2nd International Conference on New Trends in Education and Their Implications (Ankara, Turkey, April 27-29 2011). 2.1745-1753 Gailea, N. & Rasyid, Y. 2015. A Study of the English Textbooks for Senior High School in Four English Skills on Gender Equality in Serang City. International Journal of Language Education and Culture Review PPs UNJ Publisher. 1. 97-103 Richards, J.C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press Toci, A. & Aliu, M. 2013. Gender Stereotypes in Current Children‘s English Books Used in Elementary Schools in the Republic of Macedonia. American International Journal of Contemporary Research. 3. 32-38 Ur., P. 2009. A Course in Language Teaching Practice and Theory. Cambridge: Cambridge University Press Wu, H. & Liu, W.L. 2015. Gender Representation in Primary English Textbooks in Mainland China 1978 to 2003. International Journal of Humanities and Social Science. 5. 116-128 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ADDRESSING LOCAL KNOWLEDGE AND LOCAL WISDOM THROUGH WRITING USING PROJECT BASED LEARNING VIEWED FROM STUDENTS‘ LEARNING STYLES IN CROSS CULTURE UNDERSTANDING CLASS Agung Wicaksono English Department UN PGRI Kediri, East Java, Indonesia (

) Yunik Susanti English Department UN PGRI Kediri, East Java, Indonesia (

) Abstract It is important to integrate the local knowledge and local wisdom into the lesson. This research aims to investigate the effect of addressing the local content and local wisdom through project based learning viewed from the students‘ learning styles to the students‘ writing ability. It is hoped that by completing the writing project both students‘ awareness about their local knowledge and local wisdom and writing‘s ability improve as well.This experimental research using one group pre-test post-test design conducted in CCU class of English Department Nusantara PGRI Kediri University. The procedures were; first, the students was given a questionnaire to know their learning styles in order to put them in the group based on the learning styles, then the pre-test was given to know their initial writing ability, in the intervention the students were asked to finish the project about the local wisdom and local content. The last step was giving a post-test to know the students‘ writing skill after the intervention. To analyze the data, the t-test computation using SPSS 17.0 is used. The result of the research showed that the students learning styles were varied, and most of them were communicative and analytical oriented learners. From the results of the pre-test and post-test, the avarage of students‘ writing ability before being given the treatments was 60.61 then the avarage scores of the students‘ writing ability after being given the treatments was 71.02. It means there was improvement on the students‘ writing ability after they were taught writing of local knowledge using PjBL viewed from the students‘ learning styles. The result of the t-are test computation showed that the t-score was 5.081 while the t-table at the level of significance 5% was 2.02, it means the t-observe is higher than the t-table, it means there is significant effect of adressing local knowledge and local wisdom through PjBL viewed from the students‘ learning styles to the students‘ writing ability. It is suggested to apply PjBL in teaching writing and in making group considering the students‘ based onn their learning styles intensify the result. It is hoped that this research can be developed in other local cultures so the students can learn their local cultures while they are learning English. Keywords - Local Knowledge, Local Wisdom, PjBL, Learning Styles, CCU Class Introduction In this globalization era, many young generations in Indonesia forget about their local knowledge and local wisdom. This phenomenon happens because many people want to be global people and they work hard to meet the requirements so they forget or ISBN 978-602-73769-3-9 has no time to learn the local knowledge. This situation makes the governments work hard to introduce the local knowledge and local wisdom into our curriculum. By integrating the local knowledge and local wisdom into our curriculum, the government hopes the young generations will learn more 31 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 about local knowledge and local wisdom. The Government concerns about the young generation who is losing the local knowledge. The young generation without local knowledge means they do not know who they are. Local knowledge is the knowledge that people has given to community and has developed over time, and continues to develop. This development is based on experience, often tested over centuries of use, adapted to the local culture and environment, embedded in community practices, institutions, relationships and rituals, held by individuals or communities, dynamic and changing. This is in line with Warburton and Martin (1999) who states that local knowledgeis a collection of facts and relates to the entire system of concepts, beliefs and perceptions that people hold about the world around them. This includes the way people observe and measure their surroundings, how they solve problems and validate new information. It includes the processes whereby knowledge is generated, stored, applied and transmitted to others. As we know that local knowledge and local wisdom walk hand in hand, learning local knowledge means learning local wisdom. The local knowledge has passed to generation to generation in the form of culture. In society there is a set of cultural beliefs concerning what is good, what is bad. What is right, what is wrong. Culture is one of the identities of a community. All people are members of at least one culture. Whether or not we realize it, the culture we belong to affects how we think, interact, communicate, and transmit knowledge from one generation to another. So incorporating culture in ESL/EFL classroom is important. There are at least three fundamental reasons according to Politzer ( as cited in Brooks, 1960 ) are; First: Culture and language are inseparable. As language teachers we must be interested in the study of culture not because we necessarily want to teach the culture of other 32 countries, but because we have to teach it. If we teach language without teaching at the same time the culture in which it operates, we are teaching meaningless symbols or symbols to which the students attaches the wrong meaning; for useless he is warned, useless he receive cultural instruction, he will associate American concepts or objects with the foreign symbols. Concurrent with that, Brown (1994: 164) emphasizes a language is a part of culture is a part of a language. The two are intricately interwoven so that one cannot separate the without losing the significance of either language or culture. The second reason for the inevitability of incorporating cultural matters into an ESL/EFL program is the premise that since language and culture are inseparable, language teaching is teaching culture teaching. Valdes ( as cited in Baker 2003) states: everyday language lesson is about something and that something is cultural. The third reason for the inevitability of incorporating cultural matters into an ESL/EFL program is the fact that major goal of a foreign language program is the mastery of communication competence. To achieve this, a learner should be able to conceive of the native speakers of target language as real person. For many people, this is difficult to do for although grammar books gives so called genuine or real examples from real life, without background knowledge those real situations may be considered fictive by the learners. In other words, one needs a sound grasp of the background knowledge of the target culture in order to communicate successfully with the speakers of another language. His understanding of culture would help him relate to abstract sounds and forms of a language to real people and places (Chastain, 1971). Other researchers argued the above such as Lengkanawati (2004) reported that the choice and the intensity of using teaching and learning strategies are influenced by many factors, one of them is about ‗ the students‘ cultural background, she argued that the association of local culture ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and English language teaching might help foreign learners/students build better learning strategies. It will lead foreign learners/students to grasp deeper meaning of the target language and use it efficiently and productively. In line with Linkanawati research findings, Barfield and Uzarski ‗findings (2009) also showed that the students in pairs and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with.‖ Contextualization will further enable the learners to be proficient in the language at a faster pace. The learners will understand how a different language is not very different from one‘s own. This methodology needs to be applied to the learners at least at the beginning. The learners must be given opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If the target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. The findings above also supported by Li‘ theories based on her study (2004) revealed that the cultural background and the mindset of the learners should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learners for smoother and more effective teaching learning experience. If the learners of English are only familiar with their own experience based on their own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‗foreign‘. The ‗foreignness‘ can be significantly eliminated if local context and culture of the learners are being used in the target language. Thus integrating the cultural and contextual setting in language learning will be important. Some researchers in Indonesian context have studied about the use of local culture by using different kinds of research methods. Due to the findings ISBN 978-602-73769-3-9 above, it can be said that the use of students‘ local culture cannot be neglected in EFL classroom because it is not only to help students to expose the new language but also it is demanded for the students to preserve, communicate and share their culture with other people. The researcher is going to improve the students‘ understanding on local knowledge and local wisdom together with the students‘ writing ability by completing the project on writing the local knowledge and local wisdom. It is hoped that by completing the writing project both students‘ awareness about their local knowledge and local wisdom and writing‘s ability improve as well. Wohl (1985:2) states that writing process is a process which writer begins to write down their ideas on paper which is valuable aid to the whole learning process. By writing the students must know the idea what they are going to write, they must understand about the topic then they can write. The students have to complete the writing through the process such as finding the idea with inquiry, jotting down some details information and must conclude to end the writing. Using the idea and the topic relate with local knowledge and local wisdom will make the students learn a lot on local knowledge and local wisdom , so they will be able to write about them. This is in line with the objectives of Cross Culture Understanding class subject which aims to learn students‘ own culture, to learn other cultures, to enhance the students‘ awareness of other cultures. So the researcher expects the students‘ awareness about local knowledge and local wisdom improve when they finish the project on them. The consideration on increasing the students‘ knowledge on local cultures is in line with Tamaela (2014) who has conducted her research specifically about the material development in this case local culture material (learning English through local song). After trying out of her product, she 33 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 found out that it was easier for the students to understand the content because the students were familiar with the content). Furthermore, Prastiwi (2013), whose pilot research focused ―on using Indonesia folktales in translation for EFL teaching at primary level, showed that the teachers involved believe that familiarity with the content of such stories facilitates students‘ mastery of English and make them more comfortable using a new language. Due to the findings above, it can be said that the use of students‘ local culture cannot be neglected in EFL classroom because it is not only to help students to expose the new language but also it is demanded for the students to preserve, communicate and share their culture with other people. The project that the students have to finish is given through steps of a teaching method called Project based Learning. Project Based Learning is a teaching method which is considered has different characteristics than the conventional method. Doppelt (2005) states Project-based learning that has authenticity in the pupils‘ world enables the teaching of science and technology to pupils from a variety of backgrounds. According to Scheneider (2005) Project Based Learning is a teaching and learning model (curriculum development and instructional approach) that emphasizes student-centered instruction by assigning projects. It means that Project Based Learning is method or strategy to demonstrate to the learners‘ idea and create a real thing that is based on the teaching material then producing a product. Here, the learners are given opportunity to express their ideas and develop it by producing a product. Therefore, it is a model that organizes learning around projects. As conclusion, Project Based Learning is a teaching method that centered on project from the result of teaching learning process. There are steps to be implemented in the Project Based Learning that should follow by 34 teacher when they teach using Project Based Learning method. According to the George Lucas Educational Foundation (2007) the steps for implementing Project Based Learning includes: starting with the essential question, designing a plan for the project, creating a schedule, monitoring the students and the progress of the project, assessing the outcome, and evaluating the experience. In addition, Jackson (2012) states that the teacher‘ roles in Project based Learning are in two sides, as facilitator and as manager. As a facilitator , the teacher works with the students to frame relevant and meaningful questions and to present logical arguments, guides students in seeking, answers and researches, structures knowledge builds task, coaches necessary social skill, and asseses the students‘ progress. As a manager, the teacher directs small groups and independent work experiences. Often, there are multiple activities in the classroom at one time. It is hoped that by using project based learning method in finishing the project of writing local knowledge and local wisdom, the students can improve their writing ability. Besides that Project Based Learning is rooted on investigation. The investigation in writing may involve the writing ideas, generic structure of the text written, grammar, organization of ideas, and mechanic. By investigating them, the students discover how to write a good writing product. It also directs the students to think critically when they write. It makes them be able to practice in their writing and finally produce qualified writing product. By using project based learning in cross culture understanding class the students are learning how to get the information on local knowledge and local wisdom by inquiry, knowledge building and resolution. In assigning the project, the teacher should also cater to the different of the students‘ learning styles. The term learning styles refers to learners‘ habitual or preferred ways of learning. It is ―an individual‘s natural, ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 habitual, and preferred ways of absorbing, processing and retainning new information and skills‖ (Kinsella in Nunan,2005:162). Styles can be defined in various ways (Christison in Nunan,2005:162) on way is in terms of sensory style. Some individuals are visual learners, in which they learn best through seeing, while others are auditory learners, in which they preffer learning through listening to the target language. Another way to define learning styles are in the terms of cognitive style. There are two types; field dependent learners and field independent learners. Field dependent learners learn best when new language is presented in context. They prefer to learn by doing. On the other hand, field independent learners often prefer more formal approach to learning. Furthermore, in the 1980s, Willing (1987) identified four different language learning styles. There were concrete learners, analytical learners, communicative learners, and authority-oriented learners. By taking into account to these kind of the learning strategies, the completing of the project that is assigned will be effective. Generally this research investigates the effect of addressing local content and local wisdom through Project based learning viewed from the students‘ learning styles to the students‘ writing ability. The general problem is elaborated into more specific problems which is to investigate kinds of students‘ learning styles, then it also tries to find out whether there is a significant effect of addressing local content and local wisdom through problem based learning viewed from students‘ learning styles to the students‘ writing ability or not. Methodology The main purpose of this research is to find whether or not there is significant effect of addressing local content and local wisdom through project based learning viewed from the students‘ learning styles to the students‘ writing ability. The dependent variable is the ISBN 978-602-73769-3-9 students‘ writing ability. Writing ability is defined as the ability to express the idea and communicate in written form. The indicators of success writing is adapted from Walker (2010: 1): in writing there are some components such as grammar, organization, mechanic (punctuation, capitalization, and spelling), word choice/vocabulary, and the content. The independent variable of this research is addressing local content and local wisdom usng project based learning viewed from the students‘ learning styles. Project based learning is one of the methods grounded in constructivism by supporting student engagement in problem-solving situations. In teaching used Project Based Learning, the learners were given opportunity to express their ideas and create a real thing that is based on the teaching material then producing a product. The indicator of Project Based Learning itself includes helping the students to immprove their writing abillity, the students could work routines, solving the problem, learning in the real life situation and the can create real thing a product. Learning styles is defined as learners‘ habitual or preferred ways of learning, it is ―an individual‘s natural, habitual, and preferred ways of absorbing, processing and retainning new information and skills and the indicators are adapted form Willing (1987) that identified four different language learning strategies. There were 1) concrete learners; 2) analytical learners, 3) communicative learners, and 4) authorityoriented learners. This research uses experimental research. A experimental research is used to determine whether a causal relationship exist between two or more variable, it is a scientific investigation in which the researcher manipulates one or more independent variables, control any other relevant variables, and observes the effect of the manipulation on the dependent variables (Ary, 2010: 312). 35 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The procedures of this research are: first giving pre-studyquestionnaire to know the students‘ learning styles, it is done to identify the different learning styles used by the students, then the pre-test to know the students‘ writing ability. Secondly, an experiment is conducted to give intervention on addressing local content and local wisdom through project based learning, then the posttest to know whether or not there is any effect of addressing local content and local wisdom through project based learning viewed from the students‘ learning styles to the students‘ writing ability The experimental design of this research is pre-experimental design, using One Group, Pretest-Posttest design. The procedures of this research is: the students were given a pre-test to know their degree writing ability, then the intervention about addressing local content and local wisdom through project based learning viewed from the students‘ learning styles to the students‘ writing ability was given. The last is given a postpost test to measure the degree of the students‘ writing ability after the intervention had been given to the class. The approach of this research is quantitative research, because the data are in the form of number so they were treated using statistical analysis. To know whether there or not is significant effect of addressing local content and local wisdom through project based learning viewed from the students‘ learning styles to the students‘ writing ability the t-test computation was used. This is research was conducted in English Department Nusantara PGRI Kediri University, it is chosen because in the higher education the addressing of the local content and local wisdom must be promoted. This research was conducted in six months. The research instruments used in this research are writing tests and closed-ended questionnaires. The first is pre-study questionnaire, it was designed to know the 36 students‘ learning styles. This questionnaire is adopted from Willing, National Centre for English Language Teaching and Research, 1987). There are 24 items, in which there are six (6) questions in each learning styles. The learning styles are communicative learners, Authority-oriented learner, Concrete learner, and Analytical learner. The options such as: like this best, good, average, and dislike. They are scored 4,3,2,1. The second is writing tests. In order to collect the data, there are some procedures conducted in this research: The first step was given was given the pre-study questionnaire, it was given to know the students learning styles, the students‘ learning styles was important to be revealed because it determined the groups of conducting the project. After knowing the data of the learning styles used by the students, the group were designed to do the project in the intervention. The last step was giving the post- test to know the students writing ability after the intervention. It was administrated individually All of the data in this research were in the form of quantitative data and they were analyzed with the following ways:The data from the pre-study questionnaire about the students‘ learning styles was scored then it was analyzed using precentage formula to get the data about the students‘ learning styles individually. The data from the pre-test and pos-test are scored using writing scoring rubric. Then it is analyzed using t-test computation using SPSS 17.0 version in order to know whether there is significant or not of addressing local culture and local content through project based learning viewed from the students‘ learning styles to the students‘ writing ability. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 1. Data of the Students‘ Writing Ability before being Taught using Project Based Learning The data of the students‘ writing ability were got from a written test in the form of essay writing. The students were asked to write an essay on the topic about free topic on food, customs or javanese cultures. The indicators of giving the score was adapted from Walker (2010: 1) who states that in writing there are some components that can be scored such as grammar, organization, mechanic (punctuation, capitalization, and spelling), word choice/vocabulary, and the content. The following are the frequent table of the students‘ writing score before being taught writing using PJBL viewed from their learning styles. Table 4.1 The Students‘ Writing Score before the Treatment 1 2 3 4 5 6 7 8 Total Interval 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 ISBN 978-602-73769-3-9 F 5 7 9 6 3 7 3 2 42 F% 12% 17% 21% 14% 7% 17% 7% 5% 100% Graphic 4.1 The Students‘ Writing Score before the Treatment 10 8 6 Pre-Test Score 4 2 0 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 Finding and Discussion This research investigated the effect of addressing local content and local wisdom through Project based learning viewed from the students‘ learning styles to the students‘ writing ability. So the first step is finding the students‘ learning style, then it also tries to find out whether there is a significant effect of addressing local content and local wisdom through problem based learning viewed from students‘ learning styles to the students‘ writing ability or not. The avarage score of the students‘ pre-test was 61, so from the table and graphic above, it can be seen that there 20 or 50% students whose scores were below the avarage. In details it can be stated as follows: there were forty two (42) students as the sample of the research. Futhermore there were 9 or 21 % students whose score was between seventy (70) and seventy nine (79) and there were only 2 students whose score was above 80. It means most of the students‘ writing ability were poor. 2. Data of the Students‘ Learning Styles Before conducting the treatments, the finding of the students‘ learning styles was administrated. The goal was to group the students based on the same learning syles. In order to know the students‘ learning styles in learning English a closed-ended questionnaire was given to the students individually for 20 minutes. The following the frequent table are the result of the questionnaire to know the students‘ learning styles. Table 4.2 Description of the Students‘ Learning Styles X A B C D F 10 14 14 4 42 F% 24% 33% 33% 10% 100% 37 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 From the table above it can be seen that there are 10 or 24% students whose learning style was Concrete-Learners. Then, there are seventeen 14 or 33 % students whose learning style was Analytical-Oriented Learners. It is the same number of the students whose learning styles was Communicative- Learners, there were 14 or 33 % . Finally, there were only 4 or 10 percent students whose learning style was Authority-Oriented Learners. It means that most of the students‘ learning style is Analytical-Oriented Learners and Communicative learners. But the main goal of giving this questionnaire is to group the students into the groups which have the same learning styles. So in group 1 and 2 consists 5 students in each group whose learning styles was concrete learners. Group 3 and 4 consists 7 students in each group whose learning styles was communicative learners, Group 5 and 6 consists of 7 students whose learning styles was Analytical oriented learners, and the last is group 7 consists of 4 students whose learning styles was authority oriented learners. After knowing the students‘ learning styles, it was continued with conducting the treatments or teaching of writing using project based learning. The processes of the treatments were as follows: a. Asking the important points. The important question that was asked was about the Javanese customs. The example of the questions such as: ―Can you mention three cultural moments that you have ever experienced?‖ ―What moral values can you get from those activities?‖ b. Asking the students to make design a plan for the project. The students were given guidelines of a good writing and the standard of their writing product. The guidelines consisted about the scoring rubric and the requiremts of completing the project. The students were also given guideline on 38 what they write and how they do it. In this research the students had to write about the local wisdom in Javanese Cultures, including the foods, folklores,and Javanese festivals. They had to find literatures, interview the sources, then write the report in the form of essay. c. The students created a schedule of their project. The students were told that they were given two weeks to finsh their project in one month, they had to make a schedule of their own group. It involved when they started, showed the content or materials of their writing, made draft, and gave final product. d. The teacher monitored the students and the progress of the project. The students were taught how to work and cooperate by asking the students to make a clear job description of each members. Asking the students to choose who became a leader and deciding what their responsibilities in the project. The teacher then assessed the outcome. The teacher assessed the process and product of the project. In addition, the teacher also conducted the individual assessment and group assessment. e. Evaluating experience. Asking the students to make reflection when they finished the first project, it was written in the form of students‘ journal. Data of the Students‘ Writing Ability after being Taught Writing Using Project Based Learning. After being taught writing of local wisdom viewed from their learning styles, the students were given post-test in order to know their writing ability. The following are the frequent table of the students‘ post-test score. 3. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Table 4.4 The Students‘ Writing Score after the Treatment No 1 2 3 4 5 6 7 8 Total Interval 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 F 1 1 5 11 9 11 1 3 42 F% 2% 2% 12% 26% 21% 26% 2% 7% 100% Graphic of the Post-Test Post-Test Score 15 10 Post-Test Score 5 0 Table 4.5 The Result of the t-test paired samples SPSS 17.00 Paired Samples Statistics Mean N Std. Deviatio Std. Error n Mean Pair VAR00 60.61 1 001 90 42 10.71118 1.65277 VAR00 71.02 002 38 42 7.35672 1.13517 From the table above, it can stated that the students‘ writing ability before and after the treatments increased, from 60.61 into 71.02 Then in order test the hypothesis, the paired samples t-test computation was used, the following table shows the result of the computation: Table 4.6 Paired Samples Test Result Paired Samples Test 50- 60- 70- 8054 64 74 84 The average score of the students‘ post-test score increased from 61 of the pre-test score became 71, from the graphic above, it can be seen that there were 24 or 57% students whose writing score were above the average score, in other side there were 18 students or 42% whose writing ability score was below average (71), furthermore there were 4 or 10% students got score above 80. Data Analysis 1. Data Analysis Procedure This research used t-test paired samples to analyze the data. The following are the results of the SPSS computation from both data : ISBN 978-602-73769-3-9 Pair 1 VAR000 01 VAR000 02 Paired Mean Differences 10.40476 Std. Deviation 13.27212 Std. Error Mean 95% Confidence Interval of the Difference T Df Sig. (2-tailed) 2.04793 Lower 14.54065 Upper -6.26888 -5.081 41 .000 From the table above it can be stated some points as follows: a. Significant level ά = 5% b. Norm: t-observed > t-table: HO rejected, -t-observed < -t-table: HO rejected, Sig.< ά :HO rejected c. Statistical analysis 39 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Sig= 0.000 ά 0.05 t-observed= 5.081 t- table = 2.02 Sig. (0.000) < ά (0.05) or t-observed (5.081) > t-table (2.02) d. Test Decision Because Sig. < ά or t-observed > t-table so the HO is rejected. So it can be concluded that at the level of significant 5% there is significant effect of addressing local content and local knowledge through PjBL viewed from the students‘ learning styles to the students‘ writing ability. From the result of the data analysis, it can be proved that addressing local content and local knowledge through Project Based Learning viewed from the students‘ learning styles affected significantly to the students‘ writing ability. This result is in line with the previous research conducted by Tamaela (2014) who found that that it was easier for the students to understand the content because the students were familiar with the content, further Prastiwi (2013) found that the familiarity with the content of such stories facilitates students‘ mastery of English and make them more comfortable using a new language. Furthermore, the other research conducted by Lengkanawati (2004) reported that the choice and the intensity of using teaching and learning strategies are influenced by many factors, one of them is about ‗ the students‘ cultural background, she argued that the association of local culture and English language teaching might help foreign learners/students build better learning strategies. It will lead foreign learners/students to grasp deeper meaning of the target language and use it efficiently and productively. It is in line with the result of this research. In addition, Barfield and Uzarski ‗ findings (2009) also showed that the students in pairs and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with.‖ 40 Contextualization will further enable the learners to be proficient in the language at a faster pace. Due to the findings above, it can be said that the use of students‘ local culture can not be neglected in EFL classroom because it is not only to help students to expose the new language but also it is demanded for the students to preserve, communicate and share their culture with other people. The result of this research also related to the theory of catering the students‘ learning styles in designing and implementing teaching activities and tasks stated by Nunan ( 2005:164) . In addition, it can be said that the result of this research also strengthen the previous research conducted by Susanti and Wicaksono (2014) who found that catering the students‘ learning styles is useful and helpful in the task accomplishment. In the connection with the implementation of project based learning in ELT class the result of this research is also in line with the previous research conducted by Kettanun (2015) who found that project based learning yielded not only positive learning outcomes, but also helped the students to improve their cognition, work ethic and interpersonal skills. Conclusions The result of the research showed that the students learning styles were varied, and by catering the variation of the students‘ learning styles in grouping them, the finishing of the project is effective. Secondly, the implementation of PjBL in teaching writing is effective, and the integration of local knowledge and local wisdom into the lesson is considered important in the efforts to improve the students‘ target language mastery and contextualize the lesson. This research proved that addressing the local content and local wisdom through project based learning viewed from the students‘ learning styles affected the students‘ writing ability. It is ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 showed that by completing the writing project both students‘ awareness about their local knowledge and local wisdom and writing‘s ability improve as well.Based on the conclusion above, it can be suggested to the English teacher: in grouping the students, the students‘ learning style should be catered. As it helps the students to learn based on their ways and habitual preferred idea. However, in catering the students‘ learning styles is quite difficult, because their learning styles can‘t be balanced in term of the number, so it is suggested to put the students‘ learning styles that are almost similar in their characteristics. It is also suggested to the English teacher to consider the use of the local content and local wisdom as one of the sources in teaching English. In addition, in applying the project based learning the teacher should pay attention on the time allocation. In addition, to the other researcher it is suggested to do further research in the way how to select and arrange the suitable local content and local wisdom that are going to be used in the teaching learning process. References Barrell. 2007. Problem-Based Learning An Inquiry approach. California, US. Corwin Press Barrows, H. S., and Tamblyn, R. 1980. Problem-Based Learning: An Approach to Medical Education, New York: Springer. Brown,H.Douglas.2000. Principle of Language Learning and Teaching, Fourth Edition. White Plains, New York : Pearson Education Brown, H.D.2004. Teaching by Principles : An Interactive Approach to Language Pedagogy. Second Edition. San Fransiscco :San Fransisco State University. Flippatau,D. 2011. The Effectiveness Of Project-Based Learning On Pupils With Learning Difficulties Regarding Academic Performance, Group Work ISBN 978-602-73769-3-9 Bibliography Arikunto,S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Ary, Donald. Jacob C,L. Sorensen C,. 2010. Introduction to Research in Education. Eight edition. USA: Wordsworth Thomson Learning. Barrell. 2007. Problem-Based Learning : An Inquiry approach. California, US. Corwin Press Barrows, H. S., and Tamblyn, R. 1980. Problem-Based Learning: An Approach to Medical Education, New York: Springer. Brown,H.Douglas.2000. Principle of Language Learning and Teaching, Fourth Edition. White Plains, New York : Pearson Education Brown,H.D.2003.Language Assessment Principles and Classroom Practice.(Online),available:http://www. slideshare.net/marcomed/languageasses smentprinciplesandclassroompractice#1 4337764474891&fbinitialized, Brown, H.D.2004. Teaching by Principles : An Interactive Approach to Language Pedagogy. Second Edition. San Fransiscco :San Fransisco State University. Flippatau,D. 2011. The Effectiveness Of Project-Based Learning On Pupils With Learning Difficulties Regarding Academic Performance, Group Work And Motivation. International Journal of Special Education. Gunay Ali.2009. The Effects of Discovery Learning on Students‘ Success and Inquiry Learning Skills. Eurasian Journal of Educational Research Harmer,Jeremy. 2001. The Practice of English Language Teaching. Third Edition.London : Longman Harmer, Jeremy.2007. How to Teach Writing Sixth Impression. England: Longman. Hasyaf, Nurmaini M.Y, Izmi.2009.Teaching Writing.Center For Development and Empowerment of Language Teachers and Education Personel. 41 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Hinkel, Eli.2004.Teaching Academic ESL Writing .Practical Techiques in Vocabulary and Grammar. USA:Laurance Erlbaum Associates. Hmelo-Silver, C. E. 2004. Problem-based learning: What and how do students learn?Educational Psychology Review, 16(3): 235-266. http://dx.doi.org/10.1023/B:EDPR.000 0034022.16470.f3. Hunges Arthur.2003. Testing for Language Teacher.Second Edition.Cambridge,United Kingdom: Cambridge University Press. James,M.A.2006. Teaching for transfer in ELT. English Language Teaching Journal, 60 (2), 151-159 Kettanun, Cameen. 2015. Project-Based Learning and Its Validity in a Thai EFL Classroom. Procedia Vol. 192: Page 567-573 Mathews,Aydinly,J.2007. Problem-Based Learning and Adult English Language Learners.in Center for Adult English Language Acquisition (CAELA). Washington,DC : Center for Aplied Linguistics. Peha, Steve. 2002. What is Good Writing. Full version.(Online). on: http://www.ttms.org/PDFs/01%20Writi ng%20Strategy%20Guide%20v001%2 0(Full).pdf, Peha, Steve. 2003. Assessing Writer Assessing Writing. Full version.(Online). on: http://www.ttms.org/PDFs/09%20Writi ng%20Assessment%20v001%20(Full). pdf, Peha, Steve. 2003. Writing Across the Curriculum. Full version. (Online), on: http://www.ttms.org/PDFs/06%20Writi ng%20Across%20the%20Curriculum% 20v001%20(Full).pdf, Saleem,Majed.2014.The Effects of ProblemBased Learning on Self-Directed Learning Skills among Physics Undergraduates. International Journal of Academic Research in Progressive Education and Development January 2014, Vol. 3, No. 1 42 Susanti, Yunik. Wicaksono, Agung. 2014. Assining Homework Viewed from the Students‘ Learning Styles to Promote Autonomy Learning. Proceeding of National Linguistics Seminar Airlangga University ISBN 978-6027924-70-3,Universitas Airlangga Press, page : 236-244 Tan, Oon Sheng. 2009. Problem Based Learning and Creativity. Singapore:Cengage Learning Asia Pte Ltd Torp, L., and Sage, S. 2002. Problems as Possibilities: Problem-Based Learning for K–12 Education, 2nd edn., ASCD, Alexandria, VA. The George Lucas Educational Foundation. 2005. Instructional module projectbased learning (Online), on: http://www.edutopia.org/module/PBL/ whatpbl.php, downloaded 05 january 2015. Thomas, W. J.2000. A Review of Research on Project-Based Learning. California. Turk, Christopher. Kirkman, John. 2005. Effective WritingImproving Scientific, Technical and Business Communication.Second Edition. London and New York: An Imprint of Routledge. Walker, R. 2010. Five Elements of Good Writing. (Online), on: http://www.newagepublishers.com/sam plechapter/000896.pdf, Weigle, Sara Cushing.2009. Assessing Writing. (6rd.ed) New York: Cambridge University press. Westwood, Peter. 2008. What Teachers Need to Know About Teaching Methods. Australia: Acer Press. Wisdom Begins With Wonder. 2010. The Teacher‘s Role in Project Based Learning. (Online), on: http://trice25.edublogs.org/2010/09/16/t he-teachers-role-in-pbl/.htm, downloaded 04 February 2015 Zemach, Dorothy E, Lisa A Rumisek.2005.Academic Writing: From Paragraph to Essay. Oxford: Macmillan. Limited ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 CHALLENGES OF PRESERVICE TEACHERS IN THE 21st CENTURY Agus Satoto Semarang State University,Graduate English Education Program Semarang, Indonesia

Abstract The 21st century offers new English teaching and learning practices around the globe. Teaching adult learners in this digital era has become a more challenging job. So has learning English for adult learners. This paper discusses the challenges faced by PETs (Preservice Engish Teachers) in providing learning activities and materials that are suitable to the learners‘ needs. The discussion describes learning theories that should be well understood by PETs and it explains why learning activities should be designed, developed, and delivered effectively so that they correspond to various learning theories (or how the learners learn) such as behaviorism, constructiism, multiple intelligences, cognition, adult learning, and technology or elearning theories. In addition, they have to possess a sound understanding on the learners, subjects, and technology. PETs‘ ability to integrate these learning theories and adult learning principles will to a great extent improve the efficacy of classroom activities and learning outcomes. Adult learners‘ learning can then be engaging, enriching, problem-based, and relevant to the learning objectives. Keywords: digital age, learning theories, preservice teachers, adult learners Introduction Are today‘s Preservice English Teachers (PETs) prepared to do their job effectively? Do they have adequate knowledge about how learners learn? Do they have sound understanding about language curriculum designs? Are they knowledgeable about teaching theories? Are they digitally or technologically literate? Are they communicative? Answering the above questions seems not easy and not simple. When the answers are all ‗yes‘, the discussion can possibly stop here. Otherwise, the fact shows that PETs (Preservice English Teachers) are now faced with even greater challenges and their jobs are not getting any easier, specifically in the 21st century in which digital advances are flourishing and English Language Teaching and Learning approaches are considerably changing. This paper will look into some learning theories that PETs, especially Indonesian PETs, should be familiar with and ISBN 978-602-73769-3-9 be able to implement them in their classes. The discussion will present some theories of learning that are philosophically important in teaching. It is through the understanding and implementations of these learning theories will both PETs and their learners benefit much from their classroom activities. In addition, it is also expected that the discussion will result in a new and more suitable landscape and platform of ELTL (English Language Teaching and Learning). Ennis-Cole (2004) writes ―Pre-service teachers need knowledge of learning theories, knowledge of the impact of these theories on the development of software, educational tools, and classroom practices.‖ PETs may have been born and raised during the golden age of CLT (Communicative Language Teaching) approach. When they were students, they might also have been exposed to their teachers‘ mixed teaching methods, which possibly include the grammar, audio-lingual, translation, and 43 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 communicative approaches. This however does notpromise that they have the required knowledge when they have to teach their own classrooms. Wang (2002, in Ennis-Cole, 2004) explains ―Preservice teachers are exposed to computers, but they are often unaware of the impact of teaching approaches on use.‖ Both Ennis-Cole and Wang emphasize that PETs should be knowledgeable respectively in learning theories and in teaching approaches. They are required not only to know the ‗what‘ factor but also the ‗why and how‘ factorsin language teaching and learning. This can be quite challenging and demanding for PETs in general but it‘s the only choice that they can make. The environment of their previous learning is far much different from that of their teaching. What they have learned during their study might have significantly changed by the time they start to teach their classes. Therefore, PETs should equip themselves with the latest development of ELT approaches and practices. The Chart below shows the four types of knowledge that PETs should develop: knowledge of learners knowledge of technology knowledge of teaching knowledge of subject matters Having a sound understanding or knowledge about things that are closely related to their job will certainly be a great help for PETs in conducting their classroom activities. On the other hand, not knowing well or knowing them a little can be a tragedy for their career. Learning Theories The development of learning theories seems to be as dynamic as that of teaching theories, and the rapid advancement or development 44 of ICT (Information and Communication Technology) and its impacts on the global education system have prompted the development of new approaches to language learning and teaching. Technologies have changed the way people live, including the way they teach and they way they learn. PETs should not unnecessarily cling to what they have been taught or what they have learned in their previous study. They are also obliged to keep on updating and improving their knowledge on the teaching and learning areas. With adequate knowledge of learning theories and sound understanding of how to utilize and implement the theories in actual classroom activities,PETs have a strong philosophical and psychological foundation and beliefs in conducting their job. This will positively ensure that their classrooms are effectively and efficiently managed, and the learning output is par excellence, excellent. Richardson (1996, in Chiang 2010) reviews that a teacher‘s beliefs usually develop from three different forms of experience: (a) personal experience, (b) experience with schooling and instruction, and (c) experience with formal knowledge. These experiences will become a strong reference in his or her teaching. Ennis-Cole (2004) proposes six theories of learning that PETs need to learn. They are Behaviorism, Constructivism, CognitiveSocial-Radical Constructivism, the Theory of Multiple Intelligences, Situated Cognition, and Technology and Learning Theories. These theories are established and considered to be the emerging theories of learning (Ennis-Cole, 2004). By understanding these theories, it is expected that PETs would be able to help themselves in developing their own beliefs in educational philosophy, and they would later do well in selecting and utilizing the right tools to make their classes efective and efficient. 1. Behaviorism J. B. Watson, the father of Behaviorism, defines learning as ‗a sequence of stimulus ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and response actions in observable cause and effect relationships‘. It is a theory which considers that what an organism does is a behavior. An interesting claim is made by this theory which says that there are no philosophical differences between publicly observable processes and privately observable processes. Behaviorists believe that there are three assumptions in language teaching and learning: (1) Learning is manifested by a change in behavior, (2) The environment shapes behavior, (3)The principles of and reinforcement are central to explaining the learning process. (Mohammed, 2011). According to this theory, learning is called learning if there is a change in behavior that is observable in the learner. The change can be either physical or non-physical, or both. For example, a student will automatically and naturally learn when he or she is faced with learning material. However, a teacher can make the learning activity more observable or the learning can be accelerated, according to Skinner, through an arrangement of contingencies or reinforcement. In other words, such reinforcement can speed up the learning process. This theory can be used to address observable behaviors but it fails to explain the internal process of human learning. In the teaching implementation, this theory can be observed in the use of tests or exams to measure observable learning behavior. The reward and punishment method in teaching can also be attributed as the practice of this theory. Despite the drawbacks of this theory as one of the founding theoires in language learning, PETs should be able to translate this theory in actual learning programs in their classrooms so that they will also be able to observe and measure the changes that may take place in their sudents‘ learning processes. ISBN 978-602-73769-3-9 2. Constructivism This theory is also another way of knowing. It‘s a way of thinking how to know. It‘s a very interesting way of learning and it strongly believes that learning is an active process of knowing in each individual learner. The process of learning is different individually, or there are no two persons who study by using an exact way of learning. This can be the case because inside each learner‘s mind there is already some information or concepts. So when there is an external stimulus, a negotiation or reconciliation may occur. In this case the stimulus can be accepted or discarded because it is probably irrelevant to what is already believed. In other words, each learner is the creator of his or her own knowledge, and the creation can be done through asking, exploring, or assessing what is known. According to Jean Piaget, the founder of constructivism, processes of accommodation and assimilation are the most important factors in individuals as they construct new knowledge from their experiences. A number of principles of Constructivist Learning are as follows: (1) The learner uses sensory input and does something with it, ultimately making meaning of it. (2) Learning consists of both constructing meaning and constructing systems of meaning.Learning is layered. (3) Learning occurs in the mind. Physical activity may be necessary, but is not sufficient alone. (4) Learning involves language. Vygotsky believed that language and learning are inextricably intermeshed. (5)Learning is a social activity. (6)Learning is contextual. We do not isolate facts from the situations and environments in which they are relevant. (7) Knowledge is necessary for learning. It is the basis of structure and meaning-making. The more we know, the more we can learn. (8)Learning takes time; it is not spontaneous. Learners go over information, ponder them, use them, practice, 45 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 experiment. (9) Motivation is a necessary component, because it causes the learner's sensory apparatus to be activated. Relevance, curiosity, fun, accomplishment, achievement, external rewards and other motivators facilitate ease of learning. This theory is very progressive as it is fairly different from what was earlier believed to be great in the traditional way of learning. Below is a list of differences between Traditional and Constructivist Classrooms: PETs must be well aware of what has happened in the past, what is ongoing at present, and what will happen in the future. In Constructivism, learning is social and contextual, and the role of the teacher is neither authoritative nor directive. Teachers should become a facilitator. However, there is an objection to the way Constructivism sees the process of learning. It focuses on the process of the learning itself, thus ignoring other factors that influence the learning itself. 3. Cognitive, Social, and Radical Constructivism Jean Piaget(2004) was not at all pleased with behaviorism as it focuses only on what is observable. So, together with William Perry, as educational psychologists, they developed an approach that could pay more attention to what ―goes on inside a learner‘s head‖. From here they developed a cognitive approach focusing on mental processes rather 46 than observable behavior. Then, they divided Constructivism into many, three of which are Cognitive, Radical, and Social. Cognitive Constructivism focuses more on how an individual learner makes meanings. So the emphasis is on the psychological and biological elements. A learner in this category will make use of his or her cognitive ability to create or negotiate meanings. Then, unlike the cognitive approach which focuses on an individual learner, Social Constructivism is more ‗outgoing‘. Learning in context, social context, is more recommended as it naturally reflects the real need of humans, i.e. interaction. It is in this social context lies the real meanings that should be understood and learned. Another type of Cognitive Con-structivism is the Social Constructivism. It‘s a theory suggesting that a learner learns the meaning of texts through interacting with other learners, teachers, and people around him or her. This constructivism category affirms that only through interactions, personal interactions, can learning be achieved. The interactions can be personal, social, cultural, or historical and they are done in collaborative projects or tasks and other meaningful activities. The third category of constructivism is Radical Constructivism. According to Von Glaserfeld (1990in George Bodner and Michael Klobuchar), who developed the theory on two principles - knowledge is not passively received, and the goal of cognition is to organize our experiences of the world by making these experiences meaningful – the real thing does not really exist. It is not possible to know the ‗real‘ reality. It is hidden and it is therefore not understandable until it is shared. Based on the above elaboration, it is understandable that PETs should also be able to provide activities that facilitate ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 interactions between persons and groups in collaborative learning programs. In addition, as meanings are constructed socially and culturally, it is also advisable that social and cultural interaction is also encouraged in classrooms. 4. The Theory of Multiple Intelligences Human ability is unlimited. Howard Gardner (2009), the founder of this Multiple Intelligences Theory, proves that there are at least nine intelligences that a person has: 1. Verbal-linguistic intelligence (welldeveloped verbal skills and sensitivity to the sounds, meanings and rhythms of words). 2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns). 3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly). 4. Bodily-kinesthetic intelligence (ability to control one‘s body movements and to handle objects skillfully). 5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber). 6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others). 7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes). 8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objectsin nature). 9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here? These intelligences are human strengths, and they can tell us the type of personality a learner is if his or her intelligence is clearly identified. PETs are therefore also encouraged to have an adequate knowledge on how to identify such intelligences within his or her students. One advantage that can be reaped from this theory is that it can provide PETs with different ways or ISBN 978-602-73769-3-9 approaches to how learning should ideally be carried out. In other words this theory may suggest other ways of presenting the learning material in accordance with the type of learners. 5. Situated Cognition This theory (Hasan 2002 in Ennis-Cole, 2004) relies on scenarios of realistic problem solving. The atmosphere whereby this theory is implemented is real and contextual. Learners take part in learning activities that require them to discover new information, solve problems, and share ideas or opinions. Like constructivism, this theory also emphasizes learning that is done in context and not in isolation. This theory has helped learners learn in real situation with their friends about authentic matters. Authenticity is very important as it can put the learners face-to-face with authentic needs, authentic problems, and authenic solutions. Above all, the learning is authentic, not artificial. PETs should be very careful in implementing this theory, especially if most of the learners are beginners or elementary students who still need a lot of guidance in doing their learning. 6. Adult LearningTheory Adult learning is characterized by at least five assumptions (Malcolm, 1980, in Cercone, 2008). They include self-concept, learning motivation, learning experience, learning orientation, and learning readiness. With a strong self-concept, an adult is able to do a self-directed learning activity. This is possible as he or she is an experienced and resourceful person with a strong learning motivation and a clear learning objective. PETs should seriously take Malcolm‘s four principles of andragogy into account when teaching adults: involvement, experience, problem-centeredness, and relevance. They should be aware that adults need and like to be involved in the planning and evaluation of 47 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 their learning activities. This can be accommodated through a syllabus negotiation between PETs and the adult learners. Through this negotiation, the learners‘ vast experiences can be tapped and be used as the basis for the classroom activities. Then the learning programs will directly relate to their professional or academic life as the activities are all problem-based. 7. Technology and Learning Theories These are the most multidimensional and multifaceted theories as they can be merged with the other theories that are discussed earlier in this paper. These technology and Learning theories can harmoniously go with Behaviorism. They can also be blended with Constructivism, Multiple Intelligences, and Situated Cognition. They can even be used to eliminate the weaknesses of the other theories, especially at their implementation in classrooms. Hung (2001) and Roblyer (2003), as cited in Dementria (2004), confirm that technology can be used to remedy weaknesses, promote fluency, and support practices through tutorials. It can also be easily used to drill and practice learning materials in a way that other tools cannot do. For example, writing and listening activities can be easily programmed in such a way so that learners can find it easy to practice as frequently as they like. The availability of this facility can definitely enhance learners‘ exposure to the target language. 48 Conclusion Learning theories need to be learned and be implemented in classrooms. Technology can be used to facilitate and enhance the implementation. With this regard, PETs should be familiar with both the learning theories and technology, thus they can improve the effectiveness and efficiency of classroom activities. The 21 st century with its digital or technological era is rapidly changing the way learners learn and the way teachers teach, and the world of language learning and teaching is significantly impacted. PETs should continually update their knowledge of learners, subject matters, teaching, and technology. Bibliography Ball, Deborah Loewenberg&Forzani, Francesca M. (2009).The Work of Teaching and the Challenge for Teacher Education.Journal of Teacher Education, 60; 497. DOI: 10.1177/0022487109348479. http://jte.sagepub.com/cgi/content/abstr a ct/60/5/497 Bodner, George, and Klobuchar, Michael. (2001). The Many Forms of Consructivism. J. Chem. Educ., 2001, 78 (8), p 1107. DOI: 10.1021/ed078p1107.4.http://pu bs.acs.org/doi/abs/10.1021/ed078p11 07.4 Gardner,Howard.(2009).Multiple Intelligences. businessballs.com http://www.businessballs.com/howard ga rdnermultipleintelligences.htm. Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159. http:/www.distance.uvic.ca/pdfs/instr uctors/Characteristics-of-AdultLearners.pdf Darling-Hammond, Linda. (2006).CONSTRUCTING 21stCENTURY TEACHER EDUCATION. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Journal of Teacher Education, Vol. 57, No. X. Stanford University. http:/chalkboardproject.org/sites/defa ult/files/Constructing-21st-CenturyTchr-Ed.pdf Ennis-Cole, Dementria L. (2004).Emerging Theories of Learning and Preservice Teacher. http://courses.unt.edu/EnnisCole/articles/a26.pdf Perkmen, Serkan. (2008). "Factors that influence pre-service teachers' technology integration performance".Retrospective Theses andDissertations.Paper 15804. ISBN 978-602-73769-3-9 http://lib.dr.iastate.edu/rtd Pappas, Christopher. (2014). How To Apply Adult Learning Theory to eLearning. ELEARNING DESIGN AND DEVELOPMENT. https://elearningindustry.com/9-tipsapply-adult-learning-theory-toelearning Piaget, Jean. (2004). CONSTRUCTIVISM in Piaget and Vygotsky. Retrieved fromhttp://www.fountainmagazine.co m/Is sue/detail/CONSTRUCTIVISMin-Piaget-and-Vygotsky 49 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 TEACHING ENGLISH USING LIVE ACTION ENGLISH (LAE) MATERIALSON HIGH BEGINNER LEVEL OF COMMAND PERFORMANCELANGUAGE INSTITUTE Ahmad Mubais Semarang State University Semarang, Indonesia

Abstract English textbook materials have a significant role to achieve the purpose of teaching and learning English activities. The conformity of the material and the method used by the teacher is substantial and determine the teaching and learning process to achieve the target language. This study aims at investigating the video of language teaching and learning process on high beginner level of Command Performance Language Institute using Live Action English Book Materials with Total Physical Response as the method of teaching. The researcher used observation as the method of investigation by watching the video of teaching and learning process to get the information and the data. In the video, the teacher used Total Physical Response in teaching the materials. The students are very enthusiastic when they practicing the material by using Total Physical Response method in learning English. The teacher also used the instruments related to the topic to engage students with joy and enthusiasm while the materials of the textbook carefully and clearly guide the teacher. The result of this study shows that Live Action English Book Materials is appropriate and suitable teaching materials to teach English with Total Physical Response method. In light of this, the study recommends the adoption of using Live Action English Material with Total Physical Response Method in learning English for teachers in school. Keywords - Teaching English; Live Action English Material; High Beginner Level. Introduction There are many factors that have an impact on success of teaching and learning English as a second language. Textbooks or materials play an important role in language teaching and provide a useful source for both teachers and learners. Davison (1975), for example, suggests that after the teacher the textbook is the most important component in the foreign language classrooms. Learning material is an important element. Material selected should be authentic, purposeful, culturally relevant and suitable for the multilevel classroom in order to promote interaction in a languagerich environment. In a word, in order to organize successful a collaborative language class, teachers have to consider all the issues mentioned above and show the creativity. The materials with proper method used in teaching and learning process significantly 50 affected on success of students‘ achievement. Dian Larsen-Freeman and Michael H. Long (1991) stated that some differential success among second language learners are language aptitude, social-psychological, personality, cognitive style, hemisphere specialization, and learning strategies. It does not mean to imply that these are the only factors that have an influence on learning English process. Teacher qualification, the methodology of teaching, classroom management, the lesson plan and also the materials are the factors that influence on success. Some materials of the textbook seem to be easy and some are not difficult but might be challenging. The important of the textbook material used in teaching English is deal with the method or learning strategies used in the classroom. Some materials can be used with many methods with the same textbook. Live Action Textbook by Elizabeth ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Kuizenga Romijn and Contee Seely forward James J. Asher is the first textbook ever published using Total Physical Response. The newest edition offers 75 lessons. The teacher will be accompanied by Recurrent Action Grammar Book that will guide the teacher how to use all of the Live Action English Material. The materials in the textbook can be used together or can stand alone. Meanwhile, Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a professor of psychology at San Jose State University, California, it draws on several traditions, including developmental psychology, learning theory, and humanistic pedagogy, as well as on language teaching procedures proposed by Harold and Dorothy Palmer in 1925. Live Action English Material was published to introduce and practice TPR effectively. This book was adapted with TPR method to make student enthusiasm although they are at high beginner level. At this level, students of ESL grammatically are good but not at phonology. As stated by Krashen, Long and Scarcella (1979) that older is faster, but younger is better. In short-terms studies also revealed that older learners are at advantage in rate of acquisition (adults faster than children, and older children faster than younger children). The rate advantage is limited in several ways, however; it refers mainly to morphology and syntax, while the findings by Oyama, Asher, Garcia and Major, together with those Payne (1980) for the acquisition of phonology in a second dialect, suggest that SL phonological attainment is strongly conditioned by learner age. Student at high beginner level tend to think faster than the younger. Asher states that "most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor" (1977: 4). ISBN 978-602-73769-3-9 Command Performance Language Institute (CPLI) CPLI was founded in 1979 by Contee Seely, who co-authored (with Blaine Ray) Fluency through TPR Storytelling — now considered the bible of the TPR Storytelling method. Drawing on more than 30 years of classroom experience, Contee also co-wrote (with Elizabeth Kuizenga Romijn) the Live Action series of books and TPR Is More Than Commands, a teacher's resource. With a team of language acquisition experts and teachers, he and Elizabeth in turn developed the Live Action Interactive software. High Beginner Level High beginner level student are difficult to acquire the phonology and seem to be distress of attaining native-like SL abilities (Dian Larsen-Freeman and Michael H. Long; 1991). As the instructor, teachers need to know how to instruct and encourage high beginner level student to motivate in producing a good phonology, produce new vocabularies, using imperative and tenses correctly, and attain native-like SL abilities with TPR method adapting with Live Action English Material. There were numerous researchers have reported that textbook material is important impact on success learning English as Second Language. Allwright (1990) emphasizes that materials control learning and teaching. Therefore, in many cases, materials are the center of instruction and one of the most important influences on what goes on in the classroom. Mike Bruner (2001) found that a high quality survey textbook can help students maintain perspective and also help them exercise their intellectual freedom. Tomlinson (1998) found that teaching materials have crucial role in developing quality of education. Related to the TPR method combined with Live Action English Material, Ghani and Ghous (2014) found that TPR approach is effective to help slow young learners with 51 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 low achievement acquire English as a second language. This study aims at investigating the video of English teaching and learning process on high beginner level of Command Performance Language Institute using Live Action English Book Materials where the student uses English as a second language and using Total Physical Response method in teaching process. There are several problems that are will be discussed: What are the contents of LAE Material presented to be learned by students? How did the teacher present the LAE Material using TPR method? How did the students response to the teaching and learning process? In this regard, this study conducted to answer those questions and to conclude whether teaching English using LAE material which Total Physical Response as the method in teaching is effective to High Beginner Level in Command Performance Language Institute. The result of this study are expected to give contribution in the field of English Language Teaching and Learning, and recommends the adoption of using Live Action English Material with Total Physical Response Method in learning English for teachers in school. Methodology This study is categorized as qualitative case study research. It means that the research does not use statistical formula for analyzing the data. According to Sharan Merriam (1991: 27) ―Case is a thing, a single entity, a unit around which there are boundaries‖, and it can be a person, a program, a group, a specific policy and so on. And still, Sharan Merriam (1991: 13) stated that qualitative case study is an intensive, holistic description and analysis of a bounded phenomenon such as a program, an institution, a person, a 52 process, or a social unit. She also stated that several characteristics defining case study are as follow; (a) Particularistic (focusing on particular situation, event, program, or phenomenon); (b) Descriptive (yielding a rich, thick description of the phenomenon under study); (c) Heuristic (illuminating the reader‘s understanding of phenomenon under study). Qualitative case study researchers utilize three data collection techniques conducting interviews, observing, and analyzing documents. In this study, researcher used observation to get data to be analyzed. The subject of this study is Live Action English Material used by the teacher in teaching and learning process in the video. There were many additional books used in the video to accompany LAE Material, but the researcher focus on the main book used in the teaching and learning process that is LAE Material with Total Physical Response as the method in teaching. The duration of the video is 38-minutes-length. The video of teaching and learning involved 15 students of high beginner level and one teacher located in CPLI (Command Performance Language Institute) as the other subject. The researcher used observation to get the data to be analyzed by watching the classroom activity of Teaching and Learning process in the video. To get the valid data to answer the first question, the researcher also searching the content of the LAE Material in the website www.cpli.net. The researcher recorded the information from the overall video by writing that information as the data to be analyzed. The analysis will involve the suitability content of the book with the principle of Total Physical Response method. Finding and Discussion This section presents the findings based on the data obtained majorly through the observation. The first question is ―What are the contents of LAE Material presented to be learned by students?‖ in the video, teacher ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 practiced the material of LAE with Total Physical Response method clearly and carefully whiles the student enthusiasm to follow the study. LAE Material consist of 75 lesson using TPR Method. Each page has an illustrated action series of imperatives in a logical order, telling how to do an activity that everyone is familiar with (get up in the morning, chew a piece of gum, iron a shirt, open a present, eat an orange, clean house, take a hike, 75 in all). Each lesson is basically an excellent vocabulary lesson which teaches the words in a fun context to be acted out in class. Instructions are included for getting students to the point where they can tell each other what to do, one person giving the ―instructions‖ and the other performing each action as it comes. The second is ―How did the teacher present the LAE Material using TPR method?‖ The teacher, firstly introduces her class to the lesson ―Making an Omelet‖ from pp.58-59 in the book Live Action English, according to the instruction on pp. xi-xviii. She uses props and actions to make all the language crystal clear to the students. In this section the vocabulary lesson of Live Action English are fleshed out and the basic verb tenses are introduced and practiced. The teacher demonstrated the vocabulary of the omelet lesson using the present progressive tense. Here, instead of giving each other direction (in the imperative) - as principle of TPR method - the student also talking what are happening right now. After that lesson, students are asked to preform various actions from the lesson. Here, in this section spelling dictation for the present progressive form of the 17 verbs in this lesson were practiced. The teacher also asked students to come to the board to write their answers to correct the answer together. There were several students missed their spelling dictation, for example, they should write ―chopping‖ instead of ―shopping‖, and ―sautéing‖ instead of ―sauting‖, etc. ISBN 978-602-73769-3-9 Next, the teacher made a plan by asking individual students to each preform one of the actions until the actions in the lesson have been assigned. Then, students are asked to write each student‘s name on the board, teacher asked the entire class who is going to preform each action in the lesson, and continue to practice with the future tense. Based on the finding, the teacher presented the lesson using the principle of TPR method to teach the lesson in the LAE Material i.e., she gave the ―instruction‖ and the other performing each action as it come. The third, students outperform of the prior and actively perform the instruction given by the teacher. They can take part the lesson and increasingly comfortable with vocabulary, spelling dictation, answer the question that have just been practicing, and finally put into action by practicing the present progressive along the way. The students also practicing the pronunciation of past forms in discussing the action they have done. They were practicing the instruction lesson from the teacher about ―How to Make Omelet‖ by doing as they are making an omelet while they also learn about how to use present progressive, past and future form of verb. That is very interesting for student to learn by doing. Finally, LAE Material is the textbook that applicable and effective to teach with Total Physical Response method. Conclusion The result of this study explored the process of teaching and learning activities using LAE Material that Total Physical Response used in the activities is effective and suitable. The result revealed that LAE Material contain 75 lessons adapted with Total Physical Response. The lesson is appropriate and suitable to present with TPR method. Most LAE Material contain Instructions for getting students to the point where they can tell each other what to do, one person giving the ―instructions‖ and the 53 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 other performing each action as it comes. Instead of the appropriateness of the material in the textbook, the suitability of the material with the method also play significant role in learning activities to achieve on success. Finally, LAE Material that the first book published with Total Physical Method is contain good lessons which consist of 75 lessons and has been designed with TPR. The teacher presented the lesson used props and actions to make all the language crystal clear to the students. It also mostly contain ―imperative‖ as instruction and four basictenses; present, past, future, and present progressive that principally used in TPR method. The students actively response the teacher with curiosity how to practice the teacher‘s instruction. Finally, it will be concluded that theresearcher recommends the adoption of using Live Action English Material with Total Physical Response Method in learning English for teachers in school. Bibliography Ajbari, Omid & Razazi, Azam (2015). Using Authentic Materials in the Foreign Language Classroom: Teachers‘ Perspectives in EFL classes. International Journal of 54 Research Studies in Education. Volume 5. No 2. Krashen, S (1981). Second Language Acquisition and Second Language Learning. University of Southern California Richards, Jack C & Rogers, Theodore S. (1992). Approaches and Methods in Language Teaching. Cambridge : Cambridge University Press. Creswell, John W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches the 3rd Edition. University of Nebraska-Lincoln. United State of America: SAGE Publications. Mengesa,M & Ephrem G/Silassie (2015). Material Evaluation and Analysis: Relevance And Appropriateness of English Language Teaching Modules to Enhance Quality of Education. International Journal of Educational Research and Technology.Volume 6. Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 COMPATIBILITY OF LESSON PLAN AND LEARNING ACTIVITY IN THE IMPLEMENTATION OF CURRICULUM 2013 The Case of Classroom Activity Video of Tenth Graders in SMA N 1 Boja Aida Widyaning Wardhananti Semarang State University Semarang, Indonesia

Abstract Through this qualitative study, this essay explores the compatibility of Lesson Plan and the learning activity in the process of implementing the Curriculum 2013. The data was taken from the video uploaded by SMA N 1 Boja as an example of curriculum 2013 implementation and the lesson plan made by the teacher. The reason of taking the data is that the video is an example of curriculum 2013 which should be perfectly flawless since it will be used as a guidance for other teachers. However, is it really perfectly flawless? This study tries to examine the compatibility of the lesson plan and the real classroom activity based on the video. Since curriculum 2013 follows 5M steps (Mengamati 'Observing', Menanya 'Questioning', Mengeksplorasi 'Exploring', Mengasosiasi 'Associating', and Mengkomunikasikan 'Communicating'), the writer focuses on comparing the steps in the lesson plan and the steps of the real classroom activity. The result shows that there are some incompatibilities. Some steps of the video are not arranged properly based on the lesson plan. It is hoped that a correction will be made for the sake of Curriculum 2013 implementation improvement. Keywords – Compatibility, Lesson Plan, Learning Activity, Curriculum 2013 Introduction Nowadays, the hottest issue related to education in Indonesia is the implementation of Curriculum 2013. There were many cons when it was firstly implemented in the mid of 2013. Some people argued that there should be some corrections before applying the curriculum in all academic level in Indonesia. The curriculum was assumed to burden the students. Then, after a thorough review of implementation conducted by the Education Ministry, the implementation was stopped. Government decided that 6221 schools which had implemented the curriculum for the past three semesters could continue according to new guidelines while more than 100.000 schools were required to return to the 2006 curriculum instead. The stoppage is done in order to do some more review and reassessment of the curriculum. ISBN 978-602-73769-3-9 The 6221 schools are prepared to be the pilot schools for the improved version of the curriculum. They were designed as both the research data for curriculum 2013 review and the examples of curriculum 2013 implementation. One of the schools is SMA N 1 Boja. This school is intended to be an example of the implementation. In other words, SMA N 1 Boja is designed to be a good model for curriculum 2013 implementation. Thus, they need to show a good example. There have been many strategies used by both the government and SMA N 1 Boja to promote curriculum 2013. One of the strategies is by uploading a short video of classroom implementation and showing the world what a good classroom is. Since it is intended to be a good example which hopefully will be used as example by other 55 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 schools, this video needs to be nearly flawless. Every single aspect of the teaching and learning activity needs to be included perfectly. There are many aspects of teaching and learning, two of which are lesson plan and learning activities. Lesson plan is defined as the teacher‘s detail description of the course/ classroom. It has some components one of which is learning activity. Lesson plan is designed by the teacher as the guidance of the learning; what should be done first, what material should be delivered, etc. In many cases, there are some gaps between what has planned in lesson plan and the condition of real situation. Because of some reasons, teacher are often unable to follow the direction of the lesson plan well which is a normal situation; we can plan but what happens next is out of our control. However, what is shown in the video is different case. It was scripted; they could edit, stop, or cut the video. Thus, it should have been nearly flawless. Every single aspect should be managed well. The research question of this paper are (1) How are 5M applied in the lesson plan and the video? and (2) How is the compatibility between 5M in the lesson plan and 5M in the video? This paper is aimed (1) 5M applied in lesson plan and video and (2) the compatibility of 5M lesson plan and 5M of the video. It is focused on 5M displayed in the video and 5M planned on the lesson plan. It is hoped that a correction and improvement will be made for the sake of Curriculum 2013 improvement. Methodology This research uses qualitative approach. According to Mujiyanto (2011: 23), qualitative approach tries to reveal the phenomenon comprehensively and appropriate with the context trough the natural data collection employing the researcher as key instrument of the study. 56 Data The data was taken from youtube entitled ―Tourism Spot‖. The duration was 13‘5‖. The video was uploaded on December 6 th 2013 by Produksi Direktorat Pembinaan SMA, Kemdikbud. Since it is example of the implementation, the lesson plan was also provided. The focus of the research was on the learning activity, thus, there are two data: (1) Learning activity on the lesson plan and (2) Learning activity on the video. The steps of both were listed. Time allotment would not be discussed more not only because the focus was on the learning activity but also because the video was only example of implementation; there would be some part which were skipped. The steps of learning activity in Curriculum 2013 has been established by the government so-called 5M (Mengamati, Menanya, Mengeksplorasi, Mengasosiasi, and Mengkomunikasikan). Curriculum 2013 adopts the scientific approach whose the step order is so crucial. Thus, both lesson plan and the real learning activity need to follow the designed order. Analysis Technique The data, which were in form of activity list, was compared. Since lesson plan was the planning of what should happen in the classroom, the orders need to be compatible one and another. Finding and Discussion Learning Activity on the Lesson Plan Based on the lesson plan, the learning activity was devided into three parts: opening, core, and closing. The core itself consisted of 5M: a. Mengamati (Observing) In Observing, students are given the examples of what they will learn or produce in the following activity. Based on the lesson plan, the students watched some examples of text or movie ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 b. Menanya (Questioning) In Questioning step, the students are encouraged to ask questions related to the material and based on what they see and hear in Observing step. Based on the lesson plan, in this step, the students questioned the differences of some descriptive text given and some information of the descriptive text. c. Mengeksplorasi (Exploring) In Exploring, students explore the materials by doing the experiment themselves. In this lesson plan, the students were intended to describe a tourism spot. d. Mengasosiasi (Associating) In this lesson plan, the students were intended to analyze and compare various kinds of text. They were also expected to group the descriptive texts based on the social functions. e. Mengkomunikasikan (Communicating) In this lesson plan, the students were intended to arrange a descriptive text in form of brochures based on the social function, generic structure, and the linguistic features. The 5M steps is the characteristics of Curriculum 2013. They are based on the scientific approach applied by Curriculum 2013. Learning Activity on the Video The video duration was about 13‘5‖ consisting of opening, core, and closing. Since the focus of this research was only on the learning activity, the finding of the learning activity based on the video is shown as follows: ISBN 978-602-73769-3-9 Table 1. Data of Learning Activity N o. 1. Second Activity 00:01:55 Opening 2. 00:02:08 3. 00:03:01 4. 00:04:02 5. 00:05:50 6. 00:06:21 7. 00:07:07 8. 00:08:00 9. 00:08:32 10 . 00:10:52 11 . 00:11:29 Core Closing Apperception The teacher asked the last meeting materials to the students Exploration Through Question and Answer The teacher showed some pictures of tourism spots. The teacher asked some questions related to the pictures. The teacher explained the purpose and goal of lesson on the day. The students worked in group and were given the worksheet Observing The students watched a video of some tourism spots. Asking The students asked some questions related to the video shown The teachers showed a slide of the social function, generic structure, and language features of descriptive text Associating The students were discussing the materials with their group Communicating The students presented their group work in front of the class Reflecting The students wrote a reflection of what difficulties they met, what they enjoyed most, etc. The teacher gave homework 57 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 From the table above, it is concluded that there were some activities related to 5M. They are exploration, observing, asking, associating, and communicating. There were also some other activities such as apperception and reflecting. Comparison Based on the learning activity of both video and lesson plan, it is concluded that there were some similarities and differences. The similarities are as follows: a. There were opening, core, and closing. Both were compatible in term of how to open, what was in the core, and how to close. b. There were some similar steps: exploring, observing, asking, associating, and communicating. Both learning activities used these curriculum 2013 steps. The video seemed the same as what the lesson plan had planned. However, if we take a deep look at the video once again, there were some dissimilarities. Here are some dissimilarities: a. Different steps There were some steps which were based on the lesson plan such as Apperception and Reflection. In apperception, the students were asked the material on the meeting before. However, there was no apperception on the lesson plan. Moreover, in the end of the video there was also an activity so-called reflecting where the students were asked to make some note of what they had understood and what they had not understood. These two steps were not found in the lesson plan. Thus, they were incompatible. b. Different order Based on the lesson plan, the order of the activities were based on 5M: observing, questioning, exploring, associating, and communicating. The order of the steps 58 were based on the curriculum 2013 which adopts the scientific approach. Thus, following the order is a must for the teacher. However, based on the video, there were some steps which did not follow the order. On the video, there order were exploration, observing, asking, associating, and communicating. There was one step ―exploring‘ which was positioned incorrectly. The incorrect order would lead some incoherence of the learning activity; the activities would not run well because of the jumping step. Conclusions Based on the analysis, it is concluded that there were some similarities and dissimilarities between learning activity on the lesson plan and the one on the real video. The similarities was on the opening, core, and closing. There were also some same steps. However, the dissimilarities were lied on the arrangement of learning steps. Since the order of learning steps is so important in curriculum 2013 which adopts scientific approach, some corrections are needed for a better example of Curriculum 2013 implementation. Bibliography Farrell, T. S. C. (2002) Lesson Planning in Methodology in Language Teaching: An Anthology of Current Practice, Jack C. Richards (Editor), Willy A.Renandya (Editor) New York: Cambridge University Press Mujiyanto, Yan. 2011. Petunjuk Penulisan Skripsi. Semarang: UNNES Press. Purgason, K. B. (1991) Planning lessons and units. In Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.),419-431, Boston,MA: Heinle & Heinle. Yinger, R. (1980). A Study of Teacher Planning. Elementary School Journal, 80(3), 107-127 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 EVERYDAY CONVERSATION EXAMPLES IN SHORT DIALOGUES TO LEAD STUDENTS‘ PARTICIPATION IN SURVIVAL ENGLISH CLASS Aisyah Ririn Perwikasih Utari English Education Department Muria Kudus University Kudus, Indonesia

Abstract A successful speaking class leads active students‘ participation involved in the activities. Survival English is a speaking subject of the English Education Department in Muria Kudus University which has to be taken in the first second semester by the students. As well as other speaking class, this aims to lead the students to improve their basic speaking ability through various topics of everyday conversations. Some examples of dialogues are needed to be shown as the guide points for them to recognize the appropriate expressions such as the formality or informality of a talk. The beginning of the class activities covers some expressions of introductions and small talk, for instance, formal and informal greetings or introductions, a telephone call, weather report, and so forth. The next dialogues examples can go in broader topics like the activities around town such as ordering a meal, asking directions, calling for help, shopping, transportation, and many more. Students are also can be drilled in some dialogues of pastimes and activities like special events of vacation, weddings, hobbies, and other attractive matters. Those examples of dialogue are presented in short so that the students can make some improvisation of having some relax conversations with their peer class participants. Keywords - everyday conversation, dialogue examples, students‘ participation, Survival English Class. Introduction This chapter aims to discuss the research background, statement of the problem, research objective, significance of the research, scope and limitation, and operational definition. Background of the Research Skills are very basic for English as second or foreign language. As well as the first language, the steps of learning the skills of this language are alike. Listening and reading are receptive skills, while the other two are speaking and writing. The second crucial thing to be learned is speaking. Children learn to imitate the first language by listening first. The things they listen should be in correct way, both structure and pronunciation as the basic construction of a language, as well as English. In Indonesia, English is a ISBN 978-602-73769-3-9 foreign language and there should be some difficulties caused by first languages of Indonesian if they learn English. This is why Indonesian English language learners need some examples of expressions to make English mastered well. As stated by Roseshines (2012: 12) that teacher needs to support the teaching materials in manageable amount, modeling, and guiding students‘ practice. In English Education Department of Muria Kudus University, in its new curriculum, there is a subject called Survival English. This subject should be taken by the second semester students to improve their speaking skill. Survival English is the other form of Intermediate Speaking subject that is concerned to the basic skills of using expression for everyday conversation like 59 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 introduction, purchasing something, asking for directions, going to see a doctor, and many more. But it is still limited by the lesson plan in one semester. Because the subject is involved for the students who have just started their study in university level, the teaching technique should be applied to achieve the goals. Here, some expressions of everyday conversation are used to drill the students so that they can use the expressions properly. Imitating the language in a correct way is crucial in speaking class. The examples given should be correct and real. It is called as topical knowledge that provides information which enables learners to use language with reference to the world in which they live (Tuan and Mai, 2015: 9). In fact, a language, especially English, have some degrees of formality: formal and less formal. Contextually, the students can apply the expressions based on the situation of formal and less formal. More practice will be very useful for the students after the examples are given to them. They can choose any example and situation to have it practiced. Improvisations are also allowed to make the conversations more natural. What they need to do is not merely translating what they want to talk from their first language into English. It aims to have them speaking English in its original expression contextually, not a forward translation, for example, from Bahasa Indonesia into English. Survival English is a proper way to introduce original English expressions with the assumption they can survive using English when they are in the area with English as the only one language used. The idea leads to a simple case study for applying more examples of everyday conversation which is wrapped in a research title ―Everyday Conversation Examples in Short Dialogues to Lead Students‘ Participation in Survival English Class. Statement of the Problem 60 Problem investigation based on the fact described in the research background is represented into one problem to answer: ―How does the everyday conversation examples in short dialogues lead the students‘ participation in survival English class?‖ Objective and significance of the Research The research problem stated should be discussed through a leading objective as follows: ―to describe how the everyday conversation examples in short dialogues lead the students‘ participation in survival English class.‖ The significance of the research is described theoretically and practically. Theoretically, the research is expected to enrich the knowledge and information about how to improve the productive skill of English: speaking, through the examples of short dialogues. Practically, the result of the research can be the reference for everyone who teaches or learns English as well about using everyday conversation examples in short dialogues. Scope and Limitation The research covers the discussion about everyday conversation examples in short dialogues to achieve the students‘ participation in an English Speaking class. The speaking class is limited for the students who take Survival English Subject in the second semester of English Education Department of Muria kudus University. Operational Definitions The first term that aims to be described is everyday conversation examples in short dialogues. It is some expressions which are used to lead the students to apply and participate actively in speaking class. The next term is to lead the students‘ participation: it is described as an activity in doing or creating something which can result a response in the form of students‘ ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 participation. The last term is Survival English Class: it is a subject which has to be taken by the second semester students in English Education Department of Muria Kudus university. Review of Related Literature This chapter covers the aim of convincing the readers that the research is academically conducted. So it needs some theories that support the research analysis and result. The theories chosen are English Speaking Class, Students‘ Participation, and Everyday Conversation in Short Dialogues. English Speaking Class Speaking class can be renamed with many terms. In English Education Department of Muria Kudus University, there are some integrated subjects to improve the students‘ speaking skill. One of them is Survival English. It should be taken in the second semester to achieve the students‘ ability to speak and use basic expressions that are mostly used in daily life. The expressions are provided in some contextual conversation, in short dialogues for sure, and it should be practiced everyday based on the topic considered in the lesson plan. The very best teachers are those that demonstrate all of the content knowledge, quality of instruction, classroom climate and management, teacher beliefs and professional behaviours (Coe et al, 2014: 2). There are many things can be discussed from various everyday conversations, but, again, there should be limitations of the priority of the crucial things to be learned by the students. In survival English class, the topics cover introductions, asking for directions, seeing a doctor, purchasing some stuffs, going on vacations, some important events in life, and various fun games to support enjoyable learning. ISBN 978-602-73769-3-9 Students‘ Participation Student is one of the requirements of a teaching and learning process which is involved in a class. Every lesson plan should be designed to support the students to participate actively in the class. If there is no or even less students‘ participation, a class can fail. The learning process should be centered to the students. The activities are dedicated to the students. Teachers only lead them to be creative in searching and developing the materials that they get in the classroom. Interactive materials can be chosen to make them participate actively. It is impossible for the students to do something without any example from the teacher. Through examples, students have the things in their mind what they have to do and learn. Classroom participation requires students to speak and interact in the classrooms to indicate that they are actually learning and paying attention (Simanjalam, 2008: 16). There should be something to imitate, especially in improving speaking skill. Everyday conversation examples in short dialogues can be the starting point for the students to express the original expressions of English in speaking class. Everyday Conversation in Short Dialogues There are many forms of everyday conversation examples which can be taken as the materials of speaking class. Here are the following examples: Greeting and Introduction The first material of greeting and introduction which is recognized by the students is the formal one as the following short dialogue: Giselle : Good Morning, Ma‘am. How are you doing? Teacher : Good morning, Giselle. I am doing well. And you? Giselle : I‘m great, thank you. This is my friend, Ana. She is thinking about joining your additional English 61 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 class tomorrow. Would you mind telling us about the process please? Teacher : Hello, Ana! It‘s a pleasure to meet you. I‘m more than happy to speak with you. Please directly fulfill the registration form. Ana : It‘s a pleasure to meet you too, Ma‘am. Thank you so much for helping us. Teacher : Don‘t mention it. Hopefully, we will meet up in the class tomorrow. A Telephone Call Telephone call is one of the various materials prepared for the class because it is quite common to call someone to ask for help or ask some questions. Luke : Hello? Hi, Stephanie, how are things in the office? Stephanie : Hi, Luke! How are you? Can you please stop and pick up extra paper for the computer printer? Luke : What did you say? Can you repeat that, please? Sorry, the phone is cutting out. Ordering A Meal Restaurant English also covers the necessary expressions to know. Waiter : Hello, I‘ll be your waiter today. Can I start you off with something to drink? Ralph : Yes. I‘ll have iced tea, please. Anna : And I‘ll have lemonade. Waiter : OK. Are you ready to order, or do you need a few minutes? Ralph : I think we‘re ready. Asking Directions Asking directions can be the very important one in the materials of Survival English because it will help somebody to survive in everywhere. Mark : Excuse me. Could you tell me where the library is? Nancy : Yes, it‘s that way. You go three blocks to Washington Street, then 62 Mark Nancy turn right. It‘s on the corner, across from the bank. : Thanks! I‘ve only been in town a few days, so I really don‘t know my way around yet. : Oh, I know how you feel. We moved here in a year ago, and I still don‘t know where everything is! Research Methodology This chapter describes the Research Design, Research Instrument, Data and Source of the Data, Data Collecting and Analysis. The design of the research is qualitative. The data is qualitatively taken and analyzed from the observation sheet as the research instrument. The things written on the observation sheet are the source of the data, and it is directly sorted to be the data of the leading students‘ participation using the everyday conversation examples in short dialogues in Survival English class. Some steps of data collecting and analysis are also considered to state the result of the research: 1) preparing the materials; 2) making the research instrument; 3) applying the materials in the class; 4) taking notes based on observation sheet; 4) sorting the data needed; 5) analyzing the data; 6) stating the result. Finding and Discussion The observation sheets show positive notes about the students‘ responses of being active in the participation in all activities in the class. All students have clear examples about the real English expressions which are commonly used in everyday life conversations. The expressions can be used in any topics because some of them are generally stated in any occasions just like how to say ―thank you‖ and ―please‖ properly. They know what and how to say the examples given and make them into some various creative dialogues because they surely need colleagues to talk with. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The participation covers from the very shy students until the very active ones. They have the same skill and expressions to apply and improve. It becomes a new challenge for the students to make their English speaking skill varies and real, not forwardly translated from Bahasa Indonesia anymore. Students follow all of the instructions provided by fulfilling all of the portfolio of practicing the examples of the conversation given. Limited time also takes the crucial factor of improving the conversations into broader topics. Since the expressions consist of some in which people generally use in everyday life, students do not find any significant problem in making their own dialogue without changing the essential part of real English. The result of this research is clearly shown when the students realize and recognize that learning English as a foreign language is not merely memorizing the vocabularies but also using it when it is needed based on the real usage by the native speaker. Examples can draw the students‘ imagination of contextual things based on the topic. In addition, students‘ participation is still lead by how the instruction works to them. Everything can be explained by examples. Examples can give clear information and model to be applied by the students. ISBN 978-602-73769-3-9 Conclusion and Suggestion Examples become a common thing in teaching and learning process. It will be so crucial and positively significant to the result of the process if it is properly made and delivered to the students. The examples make the students know what they learn and develop. Teachers open the door and students enter the room by themselves, but they also need some instructional materials and media to do what they need in learning. Bibliography Bureau of International Programs. Everyday Conversations: Learning American English. Washington DC: United States Department Coe, Robert, Cesare Aloisi, Steve Higgins and Lee Elliot Major. 2014. What Makes great Teaching. Durham University: Centre of Evaluation and Monitoring. Rosenshine, Barak. 2012. Principles of Instruction: Research-Based Strategies That all Teachers Should Know. USA: American Educator Simanjalam, Namini Devi. 2008. Students‘ Participation in English Language Classroom. Malaysia: Faculty of Cognitive Sciences and Human Development. Tuan, Nguyen Hoang and Tran Ngoc Mai. 2015. Factors Affecting Students‘ Speaking Performance At Le Thanh HienHigh School. Asian Journal of Educational Research. 63 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ADULT FANTASY IN PERRAULT‘S CINDERELLA, JACOB‘S CATSKIN AND GRIMM‘S RUMPELSTILTSKIN Aji Yogi Panggayuh English Department, Faculty of Languages and Arts, Semarang State University Sekaran, Gunungpati, Semarang, 50229 Email:

/

Fatma Hetami English Department, Faculty of Languages and Arts, Semarang State University Sekaran, Gunungpati, Semarang, 50229 Email:

Abstract The objectives of this research are (1) to explain adult fantasy as a result of Bourgeois cultural hegemony‘s view on aristocratic life represented in Cinderella, Catskin and Rumpelstiltskin, (2) To describe the effect of adult fantasy represented by the main characters, (3) the similarities of adult fantasy depiction in Cinderella, Catskin, and Rumpelstilskin. The research used a descriptive qualitative method by using two different approaches, sociology of literature and comparative literature. The result indicates that adult fantasy represented in Cinderella, Catskin and Rumpelstiltskin can be seen through general pictures of main characters, symbols and social life construction available in the settings, plots and conflicts. Meanwhile the Adult fantasy brings psychological problems, known as Cinderella Complex and Peter Pan Syndrome. Lastly, there are similarities of adult fantasy depiction in Cinderella, Catskin and Rumpelstiltskin that rely on how female characters of the stories are being rejected, how male characters are respectful and considered as rulers, and concept of symbols that lead to luxury. Keywords: Adult Fantasy, Bourgeois Cultural Hegemony, Fairytale, Cinderella Complex, and Peterpan Syndrom Introduction Fairy tale is a fiction story tells anything about miracle which ends by happy ending. According to Zipes (2012), fairy tales serve a meaningful social function, not just for compensation but for revelation: the worlds projected by the best of our fairy tales reveal the gap between truth and falsehood in our immediate society. Fairy tales remains people about what problems come to the society so that readers are considered to analyze the incidents well and solve the problem. Fairy tales teaches children morals or lessons usually by example. They teach the difference between good and evil, that life can be very unfair, but one can find happiness regardless. Fairy tales teach us lessons, and they entertain us with tales of mystical wonder. 64 Fairytale is a long lasting literary work, popular to any ages from children to adult. Perault‘s Cinderella, Jacob‘s Catskin and Grimm‘s Rumpelstiltskin are the top three fairytales from all over the world. They keep showing their existence for hundreds years since the first publication in 17th century. It is interesting to know a fact that those children stories attracted many teenagers and adults; they can tell the synopsis and even get into. This phenomenon happens because there is an adult fantasy which reflecting the condition of society at that time. But now that kind of concept is not relevant to today‘s world, the era has changed into a really competitive world. People who are amazed by those stories should be aware that they live in a real world, not in fantasy. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Fantasy commonly uses magic and other supernatural phenomena as a primary plot element, theme, or setting. It is a popular genre, having found a home for its, moreover the fantasy stories were filmed and accepted as the interest of society is high. Todorov (1975: 31) states ―the fantastic ... implies an integration of the reader into the world of the characters; that world is defined by the reader‘s own ambiguous perception of the events narrated‖. Mostly, ―seeing is believing‖ is being practiced by people. Seeing here does not always mean visually using eyes right away, but imagination as well. Todorov here tries to solve this problem by assigning the hesitation to an implied reader. cultures; cultures influence the development of personalities. There are both universal and culture-specific aspects of variation in personality‖. The portraits of society will influence individuals to acknowledge and copy the social tendency as a conceptual fantasy. In children stories like fairy tale, adult fantasy can lead into a looking for role figure, romantic vision and dream for the future. But there is also negativity as the effects of adult fantasy such as syndromes or complexes. For the boys, they may have a maturity problem called peter pan syndrome and the girls may possess Cinderella complex. Both of them should be recognized early to prevent children from a psychological disorder. Fantasy can be illogical things inside. The children very like to play the illogical things without knowing whether it is true or untrue. The fantasy which is in the fairy tale will help the children to develop their imagination related to the background and plot of the story in the fairy tale. In the each era, the story of each fairy tales can be developed by the people who are in the certain era. In short, the fantasy which is in the fairy tale is very useful to develop the imagination of the children in each era. In line with this, the researchers are interested in analyzing the depiction of adult fantasy as represented in Perrault‘s Cinderella, Jacob‘s Catskin and Grimm‘s Rumpelstiltskin fairytales. In revealing the depiction therefore, the researchers will focus on (1) how the adult fantasy as a result of Bourgeois cultural hegemony‘s view on aristocratic life is represented in the fairytales, (2) the effect of adult fantasy represented by the main characters, (3) the similarities of adult fantasy depiction in the fairytales. Adult fantasy is a fantasy which appears in children‘s mind containing fantasy about what they want to be or do when in their adulthood. Children are often believed to think fantastically about the behavior of and interactions between physical objects (Woolley, 1997: 6). The fantastical thought is obtained from what they see and what they experience, and then unexpectedly they begin to create a fantasy as the further action or as the result of their observation. After observing the activities, events and cultural condition around their society, they try to imitate some trending behavior that is happening in a society into their personality. This idea is supported by Triandis and Suh (2002: 133) who conclude ―Ecologies shape ISBN 978-602-73769-3-9 With regard to hegemony, Gramsci‘s most interesting ideas cluster around the concept of cultural hegemony is when he used to address the relation between culture and power under capitalism (Lears, 1985: 568). Gramsci used the word ‗hegemony‘ to say the dominance of one social class over others. Thomas (2010: 351) states that ―The basic promise of the theory of hegemony is one with few would disagree: the man is not ruled by force alone, but also by ideas‖. In the simple language, hegemony can be described as the influences of leadership or dominance of the certain group. The mechanism which is used by the upper class is that the upper class gives some ideologies 65 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 that have to be accepted by the lower class. In addition, Thomas (2010: 352) states, ―The concept of hegemony is really a very simple one. It means political leadership based on the consent of the led‖. It is very clear that in the concept of hegemony there are two groups. The first acts as the leader and the second acts as the follower. The higher class is always in the leadership position. The higher class always leads the lower class in every aspect; ideology, politic, economic, etc. Hegemony is processed and applied during the political transformation. In the political transformation, people need new ideology, furthermore the upper class or the dominance created ideologies which have to be accepted by the lower class. Dylan (2011: 4), ―Typically, hegemony is created in a process of decisive political transformation: revolution‖. The ideology is about the norms and culture of the society. Gramsci divided the society into two groups; intellectual society and civil society (Alex, 2013: 4). Intellectual society is they who always create the ideology and civil society is they who always accept and do the ideology. In transferring the ideology, the intellectual society often gets the ignorance from the civil society. Furthermore, the intellectual society often forces the civil society to accept the ideology they created. In Gramsci‘s cultural hegemony, understanding how ideas actually function in society is a vivid approach. This concept of hegemonic consensus acknowledges differences in wealth and power even in ―democracies‖ and seeks to show how those inequalities have been maintained or challenged in the sphere of culture (Lears: 527). This concept was created as Gramsci‘s critics about the government in his era, its purpose was to identity those elements in dominant culture that serve existing power relation and some groups that disagree and want to subvert them. Capitalism is one of the most influential factors that define economic classes today. It 66 is a structure in which the means of production and distribution are privately owned and operated for profit. Capitalists believe that increasing GDP (per capita), the main unit in measuring wealth, is set to bring better standards of living, including better availability of food, housing, clothing, and health care. Capitalism came in Europe to replace feudalism which was not effective anymore. Aristocrats were the class who lost the benefit from economic and social transformations during the collapsing of feudalism. Bourgeoisie, the urban merchant and manufacturing class, also expanded in size and social significance. Aristocrats and bourgeois shared many values and interests in common, though they were in conflict afterwards. Indeed, this conflict played an important role in the French Revolution at the end of the 18 century. Katz (1993: 370) assumes ―The fundamental contradiction of the feudal relations of production lay in the cleavage between the nobility's monopoly of political and military power and the peasantry's role in organizing the economy‖. Feudalist focuses in agrarian system where the control of traditional farming was totally under the control of the landlords. Its currency was a land rented from the landlord or aristocrat to the peasants or vessels with the crop and taxation as the payment. Time after time, a new social class came up in Europe between aristocrat and peasant, they were bourgeois. Bourgeoisie as the middle class began its new role as a merchant that slowly replacing the position of landlord owned by aristocrat. Bourgeoisie as the activist of capitalism ended the domination of feudal aristocracy who were pressing down the labors by high taxation. They focused on the business purpose in economy and industry this led the birth of industrial era in European countries like England, France and Germany. This condition gave more opportunities to labors to feed their families. As capitalist economy is empowered by a political authority to own ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and control the use of property for private gain subject to a set of laws and regulations. It has been a great interest that in capitalist economy workers are free to work for wages, capital is free to earn a return, and both labor and capital are free to enter and exit from various lines of business. In Gramsci‘s point of view, bourgeois cultural values were tied to folklore, popular culture and religion. In the western world, since the late capitalist economy development, the bourgeois describes a social class characterized by their ownership of capital, and their related culture. For the individual, the word "bourgeois" belongs to masculine and bourgeois is feminine. According to Marxist philosophy, the term bourgeoisie denotes the social class who owns the means of production and whose societal concerns are the value of property and the preservation of capital, in order to ensure the perpetuation of their economic supremacy in society. Research Methodology In designing this research, the writer used a descriptive qualitative method by employing two approaches, sociology of literature and comparative study. By using the first approach, the researchers highlight conditions of society in Cindrella, Catskin and Rumpelstiltskin and reveal how Bourgeois cultural hegemony‘s view on aristocratic life results in adult fantasy. Meanwhile the second approach was used to find the similarities of adult fantasy depiction represented in Cinderella, Catskin and Rumpelstiltskin. The data were in the form of words, phrases, sentences, and dialogues dealing with topic of analysis. Finding and Discussion Adult Fantasy as a Result of Bourgeois Cultural Hegemony‘s View on Aristocratic Life Represented in Perrault‘s Cinderella, Jacob‘s Catskin and Grimm‘s Rumpelstiltskin ISBN 978-602-73769-3-9 Cinderella, Catskin and Rumpelstiltskin perform adult fantasy in children literary work. Adult fantasy is a fantasy which appears in children‘s mind, containing fantasy about what they want to be or do in their adulthood. The fantastical thought is obtained from what they see and what they experience, then unexpectedly they begin to create a fantasy as the further action or as the result of their observation. After observing the activities, events and cultural condition around their society, they try to imitate some trending behaviour that is happening in a society into their personalities. This concept can be seen through the analysis of the main characters in the fairytales, symbols that represent adult fantasy and social life construction implied in the fairytales‘ setting, plot and conflict. General Picture of Main Characters Cinderella, Catskin and Rumpelstiltskin show a complex story which apparently uses gender role difference between male and female that may be strongly implemented in the background society, resulting strong characterization which make it successful. A basic element in the stories is beauty. Although the prince knew nothing about the girl‘s personality, he instantly fell in love with her simply because of her beauty. For the first time, she had secured her position as an honored lady only by showing up her stunning look in the grand ball held by young lord where all attendants praised her much. This general picture implies that a girl or woman does not need to be well educated or having a compatible personality, as long as she can show them her beauty she will be both respected and wanted (Jacob, 1894: 2). Yet, in daily life she had no place to show up her beauty and grace. She portrayed how women were despised by society and even family. Women were helpless and powerless that they could not stand by themselves. Cinderella lived the days in a catastrophe. It started to ruin her life when father as the only 67 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 man who love her began to lose his attention. She could not help herself for been being treated wickedly by the step family. It caused her loneliness and hardship (Perault, 1697: 1). Catskin itself indirectly told that woman is considered as a vulnerable creature so that many parents prefer to have son than daughter (Jacob, 1894: 1). As experienced by Catskin, because his father wanted a son so that Catskin was ignored entirely by his father and he even wanted Catskin to immediately go out of his house by marry her to anyone who proposed her for the first time (Jacob, 1894: 2). The character of Catskin is almost like Cinderella where she is powerless, and she can only gain her desires through the aid of somebody else. The miller‘s daughter in Rumpelstiltskin got a terrific accusation by her father that she could die because of her father‘s deceit. This illustrates that woman is only valued as a tool rather than a human being, just like a poor who had no rights to speak or deny an intimidation (Grimm, 1812: 1). Though she was probably too young, the intimidation could happen in domestic circumstance and workplace. Girls and women at that time used to work as maid, spinner or labor in mill and factory. In one hand, female labors were considered as the lowest quality, made them were paid in very low wage. Many factories had more female labors than male labors because they were considered more profitable and they could reduce company expenses. Other than that female labor was also easy to push, intimidate and governed. As there were more female labors than men at that time, intimidation struck them more often. On the other hand, men were given privilege in social life. They have power over women. The male main characters are shown as the king and prince whose command is everything, the orders should be done perfectly (Perault, 1697: 8). When there was a time for young lord hosting the grand ball, Catskin‘s interest to go there was influenced 68 by its glamor. It was true that wealth can influence somebody else‘s mind (Jacob, 1894: 4). Wealth also creates a strong figure of person. This influence also inflicted the girl in Rumpelstiltskin who was threatened by the greedy king (Grimm, 1812: 1). The ending of those stories showed a cultural concept of society. For aristocrat families, exogamy was not really implemented. They prefer to wed a person from the same level in order to preserve the class of society. Yet for a certain reason, to marry a lower class woman would be alright with one condition. If she could lift the people‘s acknowledgement on the man‘s honor. Cinderella and Catskin were very well respected as the most beautiful and fashionable figure among all of the women. Their background was not so important anymore since the people only saw the positive appearance they brought to the eyes at the grand ball. Everybody said the prince and young lord were so lucky to wed them. The prince became more famous and loved by his people. While the girl in Rumpelstiltskin could make the king richer and richer (Grimm, 1812: 1). Adult Fantasy Symbols As shown in Cinderella, Catskin and Rumpelstiltskin, adult fantasy can lead into a further creation of dreams. It can be a looking for role figure, romantic vision and dreams for the future. There are several dominant adult fantasy found in those stories. It happened that the king's son gave a ball, and invited all persons of fashion to it. Ball is a symbol of luxury, a place for mature aristocrats having fun and showing off their power, wealth and self-esteem. This celebration event used to be an event to compete in dignity (Perault, 1697: 2). In Catskin, ball is a symbol of an honor celebration in welcoming the arrival of a grand figure. This celebration of rich clan attract the attention of fine figure, mature men and women from the well-known family. To go to this grand ball is a dream for ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 every men and women as they can find their best partner easier in that occasion, pick up or be picked up (Jacob, 1894: 2). The second dominant symbol is fashion. Fashion as a symbol of appearance can increase somebody‘s good look and boost their pride. A natural physical appearance which is covered and polished by good taste fashion will look stunning and more eye catching. Cinderella and Catskin were very beautiful but nobody noticed until they underwent the grand ball wearing best dresses and clothes that made them were praised by the very fine figures and wanted by the prince. In Rumpelstiltskin, gold and jewelry became a very dominant symbol regarded to adulthood. Gold is a symbol of wealth. With that gold someone will be considered as a rich and successful man, by having gold it means they can role anything since gold was the most valuable transactional thing. Jewelry mentioned in the story were necklace and ring belonged to the miller‘s daughter. Necklace and ring are symbols of grace for woman. They were needed as well as make up and fashion. By wearing these jewels, a lady will look more beautiful and graceful. It can be an asset for women that is why Rumpelstiltskin agreed to help the girl as she would give it as the return (Grimm, 1812: 1). The last but not least adult fantasy symbol is marriage. In Cinderella, Catskin and Rumpelstiltskin, marriage is a symbol of success, it is believed as a way to reach happiness and get out of the problem, especially for women. Getting married will elevate a woman which means she can stop looking for spouse whom they needed a protection from. She has been ready to be his dependant, and for him, this marriage will give him pride to have the new heir as well as it symbolizes self-preservation regarding to one‘s heredity (Perault, 1697: 9); (Jacob, 1894: 4); (Grimm, 1812: 1). ISBN 978-602-73769-3-9 Social Life Construction: Bourgeois Cultural Hegemony The social life construction in Perault‘s Cinderella, Jacob‘s Catskin and Grimm‘s Rumpelstiltskin took place in around 17th century where the land was ruled by a king and the aristocrat dominated all aspect in life. The government applied feudalism system that relied on agrarian as their most resource, is proven by the main setting of Rumpelstiltskin when the king put the girl in a room full of straw (Grimm, 1812: 1). The 17th era in Western Europe was having a movement that might lead into a power reshuffle. Once the tax was considered too high, peasantry could not afford their asset to cultivate the land. Trend of Bourgeois as the class of merchants develops and result the construction of their cultural hegemony in society. Bourgeois respected the process of hard work while aristocrats was born in wealth and got everything instantly without hard work. So they cut this symptom infected the society by writing their ideas in children story. They were pretty sure that younger generation could use their common sense in analyzing values in literary works. Addressing a ―madam‖ call for a noble woman was commonly practiced in 17th century. European people were still practicing in using French word as a result of language civilization (Perault, 1697: 1). Meanwhile, Catskin father‘s behaviour represents society‘s conservative culture where only a boy who can be a heir of the family. He showed how Society implemented a tradition to free a young girl to live without her parent. A 15 years old girl was ready for a marriage, it described that mentally that girl had to have a standard criteria of a maturity. (Jacob, 1894: 1). Effects of Adult Fantasy Experienced by Main Characters in Cinderella, Catskin, and Rumpelstiltskin There are some negative effects of adult fantasy such as syndromes or complexes. The 69 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 adult fantasy obtained from fairy tale can affect boys and girls or even men and women to be engaged in psychological problems. For the girls and women, they may posses Cinderella complex while boys and men may have a maturity problem called peter pan syndrome. Both of them should be recognised early to prevent children and even adult from a psychological disorder. Cinderella Complex Cinderella Complex is a psychological dependency syndrome. This complex internalized deeply and naturally in women‘s mind. Women with this complex would willingly give over their own growth, preferring dependence to independence. Besides, they feel that they need a man to lean on. In other words, women with the Cinderella complex have both the deep wish to be taken care of by others either physically or psychologically (Dowling, 1981: 21). Hence, like Cinderella, this woman was always waiting for someone or something external to change her life. Dowling believes that the Cinderella complex makes women retreat from the full use of their minds, their potential, and their creativity. Cinderella complex in Perrault‘s Cinderella is indicated firstly by the absence of rights which happened to Cinderella. She never spoke about what she wanted or felt, and chose to grieve over her distress instead. Apparently she had a wish to get to the ball but pretty sad that she did only supposing ‗what if I could‘ without planning anything to make it real. The lack of courage and confidence put herself into an irritating life that she was always be dreaming and was never been able to help herself out (Perault, 1697: 3). Having excellence ideas in doing make up for her sisters yet not enough to make herself confident and optimist. All the misery she had undergone everyday had swept away her confidence so that she could not acknowledge any potential that actually she really had. In line with Cinderella, 70 Catskin always relied on henwife anytime she was in trouble. Be back in the time, 15 years old girl was mature enough to be a bride which means she should be ready for standing with her own opinion to find out a solution. Catskin‘s act of limiting minds and potential leads her into dependence (Jacob, 1894: 1). Meanwhile, the miller‘s daughter from Rumpelstiltskin also sustained this psychological dependency syndrome. She was very surrender about her destiny when her father mentioned that she could spin the straw into gold. And when she had been locked in a room by the King for spinning the straw into gold in just one night, she just cried without pleading for her independency. She should have told the truth to the King that she was just an ordinary girl (Grimm, 1812: 1). Peterpan Syndrome Peter Pan Syndrome affects people who do not want or feel unable to grow up, people with the body of an adult but the mind of a child. They do not know or want how to stop being a child and grow as an adult. They are unable to grow up and take on adult responsibilities, and even dress up and enjoy themselves as teenagers when they are over 30 years old. Some characteristics of the disorder are the inability of individuals to take on responsibilities, to commit themselves or to keep promises, excessive care about the way they look and personal well-being and their lack of self-confidence, even though they don‘t seem to show it and actually come across as exactly the opposite. The male main characters in these stories imply the peter pan syndrome because the prince or king never grew up according to the maturity not age. These men want to function both as a man and a child. When it benefits them like a matter of love and other manly pursuits, they claim themselves as gentlemen who are strong and assertive. But when there is a circumstance that faces them into a requirement of responsibility, they will play a ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 role of a child. A sufferer of Peter Pan syndrome is also very childish. The King‘s son was attracted and much wanted to know who Cinderella is, yet his big curiosity did not ignite his enthusiasm. Instead of looking for her with his guards and messengers, he just waiting until they found her. As the result, he did not witness how smooth Cinderella put the glass slipper to her foot and more she pulled out the other one from her pocket. He had known her but it did not drive his manly instinct to be brave or a little bit gentle to pick up the princess, because again he commanded the guards to bring her to the palace. He did not have responsibility over his desire. Of course this is not a good moral of the prince figure, and it potentially not to be a genuine relationship, having less sincerity and efforts (Perault, 1697: 8). A young lord should have a brave and resilient nature but what the young lord showed was the opposite, instead of looking for ways to marry Catskin he was sulking his mother with whimper and words (Jacob, 1894: 4). A man with Peterpan syndrome is going to be very egoist. As seen in Rumpelstiltskin when the king marry a girl just because of a chance to gain his wealth. His greed is not an example of good deeds, he just concerned with his personal pleasure. It is a proof that Peter Pan Syndrome can attack even the most powerful gentleman because of an absence of responsibility. A king has to be wise so that he can rule the kingdom, land and its people into a prosperity. But what happened was unpredictable, the king made his people under pressure with the power that he possessed. He manipulated people‘s trust simply in order to increase his riches. He should be wise when the miller told him that his daughter could do impossible work. But he was actually not a wise man, he forced a girl to spin straw into the gold, locked her by himself in a room for three times. His decision was too emotive as he blinded by the greed. And he made it worse by ISBN 978-602-73769-3-9 threatening the girl with a death penalty. After knowing the girl can spin the straw into gold the King wed her just because he wanted to gain his wealth. His concern to a personal pleasure without thinking how the other‘s feeling is an example of an irresponsibility. It was told that the king did not show any attempt to fight for his daughter when a manikin come to take her. A king generally must have a great strength and power, but his response for the obligation to the family did not came up like it seemed to be unimportant to him. In this conflict, the role of husband and king was being absent, no story about him tried to help his queen and little princess. He was not able to be care man in the family, he had just gone. This problem should be for the family not only for her as they had already married and both of the king and the queen should help each other (Grimm, 1812: 1).The fact said the truth that she had to fight without her husband‘s assistance. He represented the absence of man in the family. It was a shame for the king did not bestow his family with protection. This remarks the biggest disadvantage of the syndrome, the person who is suffering peter pan syndrome does not feel that they are part of the problem, they are not aware of it. Similarities of Adult Fantasy Depiction and Its Effects as Represented in Cinderella, Catskin and Rumpelstiltskin Similarities among Cinderella, Catskin and Rumpelstiltskin are in adult fantasy depiction and adult fantasy effects. Adult fantasy depiction carries general pictures of main characters and symbols. The main characters of Cinderella, Catskin and Rumpelstiltskin had similarities in both gender, male and female. Female main characters lived with rejection from the people surrounding. But there was a similarity known to be a culture of fairy tale, the main character girl was beautiful. This quality of her became a basic element, which in the end it took her into a new life where rejection and ill treatment 71 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 changed into warm love and joy. The second similarity came from male main characters. Either the king‘s son, young lord or the king was a man with authority on the land. Their orders were to be obeyed, anything they wanted always be done. The similarity in symbol they used was properness valued by luxury. The similar effects of the three stories are divided into Cinderella complex and peterpan syndrome. There is one similarity in Cinderella complex represented by Cinderella, Catskin and the miller‘s daughter. Those women wished to be saved. Not only women in story who represented the similarity of adult fantasy effect, but also the men. The king‘s son, young lord and the king were all having the same behaviour. They tend to be passive and not working hard. The power they had, made them effortlessly doing action. The way they chose in pursuitting a goal was an opposite of manhood and leadership. However, they still got what they asked for. Conclusion First, adult fantasy as a result of Bourgeois cultural hegemony‘s view on aristocratic life represented in Cinderella, Catskin and Rumpelstiltskin is influenced by general pictures of main characters, adult fantasy symbols and social life construction. Second, the finding of this study also shows that adult fantasy brings effects on society as represented by the main characters in these stories. They are psychological problems, known as Cinderella Complex and Peter Pan Syndrome. Third, the similarities of adult fantasy are indicated from adult fantasy depiction and its effects. From the depiction, it is obtained that there is a similarity known to be a culture of fairy tale, beauty is the main attribute of female main character and 72 the male character is always described as a ruler or aristocrat man. This culture of fairy tale reveals the same ideology of symbol that they appreciate properness by luxury. Bibliography Bates, Thomas R. 1975. Gramsci and the Theory of Hegemony. University of Pennsylvania Press Demirović, Alex. 2013. Foucault, Gramsci and Critical Theory – Remarks on their Relationship Technical University: Berlin Dowling, Colette. 1981. The Cinderella Complex: Women's Hidden Fear of Independence. Simon & Schuster. ISBN 0-671-73334-6. Dylan, Riley. 2011. Hegemony, Democracy, and Passive Revolution in Gramsci's. California Italian Studies. University of California: Berkeley Katz, Claudio. 1993. Karl Marx on the Transition from Feudalism to Capitalism. Lears, T.J. 2000. The Concept of Cultural Hegemony: Problems and Possibilities. Retrieved from http://www.jstor.org Triandis, Harry C. and Suh, Eunkook M. 2002. Cultural Influences on Personality. Department of Psychology, University of Illinois Todorov, Tzvetan. , 1975. The Fantastic: A Structural Approach to a Literary Genre. Ithaca: Cornell University Press Woolley, Jacqueline D. 1997. Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults? Zipes, Jack. 2012. The Irresistible Fairytale: the Cultural and Social History of a Genre. Princeton University Press ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 SCAFFOLDING INSTRUCTIONS IN READING CLASS Alief Noor Farida

Girindra Putri Dewi Saraswati

Izzati Gemi Seinsiani

Pasca Kalisa

English Department, Faculty of Languages and Arts State University of Semarang Abstract Reading is one of language basic skills which will help the students in their life, especially in their academic life. Developing students‘ reading skills need to be done as early as possible because the skills will help the students in comprehending the texts they are reading. The preliminary study shows that the scaffolding instruction done by the teacher in reading class help the students to use the reading skills themselves and build the students‘ confidence when they do independent reading and find difficult words which have possibility in hindering their comprehension. Reading skills like using context clues to guess meaning, making inferences, identifying main ideas, and summarizing were taught in the classroom to equip the students for their better reading comprehension.This paper intends to describe the scaffolding instructions done by the teachers in reading classrooms in order to teach reading strategies and develop students‘ reading skills at the same time. The description will give guidance for the student-teachers to teach reading in their classroom in the future. Keywords - Scaffolding instruction, Reading skill Introduction Reading is one of language basic skills which will help the students in their life, especially in their academic life. Reading is an active activity as it is an exercise dominated by the eyes and the brain in which the eyes receive messages from the text and the brain identify the significance of these messages. The facilitator, in this case the lecturer, needs to facilitate the students in the classroom (Harmer, 2001). There are four indicators of success in reading. They are obtaining main ideas, obtaining specific information from the written text, recognizing the word meaning, and finding the textual reference. Developing students‘ reading skills need to be done as early as possible because the skills will help the students in ISBN 978-602-73769-3-9 comprehending the texts they are reading. In Elementary Reading Comprehension course in Universitas Negeri Semarang, the students are introduced to the skills needed to comprehend the text they are reading. Reading skills like using context clues to guess meaning, making inferences, identifying main ideas, and summarizing are taught in the classroom to equip the students for their better reading comprehension. One of the program in English Department of Universitas Negeri Semarang is English Teacher Training. The skills the students developed for their own personal development will also be needed when they teach their students in the future. Therefore, the students have to develop their understanding on the skills and use the skills when they read. In order to do so, the 73 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 lecturer should give the right instructions that the students can refer to. Scaffolding instruction can be used to move from ―guided by others‖ stage to independent stage (Stone, 1998: 351). Based on the preliminary study, in spite of the students‘ basic ability in English, the students in the Elementary Reading Comprehension course felt that the reading skills thet they have learned in the classroom help them in comprehending the texts they are reading better. Therefore, this study aims to provide a clear description on how the lecturers give scaffolding instruction on how to develop reading skills in the classroom, so that the student-teachers will have guidance in teaching reading. Methodology This study aims to describe the scaffolding instruction done by the lecturer in the Elementary Reading Comprehension classroom. In order to give full description, field observation was conducted on two different classrooms of Elementary Reading Comprehension course. The classrooms were chosen as the result of the test in both classes were good. Moreover, the result of observation anf interview show that the students actively applied the reading strategies they have learned in the classroom when they do independent reading. The students felt that the reading stratgeies they have learned improve their reding comprehension. To do the field observation, the researcher recorded the classroom activities in order to get natural instruction done by the lecturer. The recordings were then transcribed to get description on how the classroom was conducted. Not only observation but also interview was done to give better understanding on how the students feel about the instruction given by the lecturers. Therefore, interview guide was also used to guide the researcher in acquiring the information needed. 74 Finding and Discussion The result of the field observation which was done by recording the teaching reading activities in the classroom will be described as follows. The description below will cover how the lecturers did scaffolding instructions on the reading skills that need to be mastered by the students in the Elementary Reading Comprehension Course in English Department of Universitas Negeri Semarang. They are using context clues to guess meaning, making inferences, identifying main ideas, and summarizing. Basically, scaffolding instruction done in the Elementary Reading Comprehension course classrooms follow the scaffolding instruction structure proposed by Ellis dan Larkin (1998): First, the lecturer models how to do use the strategy; second, the lecturer and the students practice the strategy together; third, the students practice using the strategy in groups; and fourth, the students use the strategy independently. Scaffolding instruction given in teaching ―using context cluess to guess meaning‖ skill When students read, they sometimes find difficult words. The difficult words will hinder the students‘ comprehension on the text. Therefore, they should learn how to use the clues from the context (context clues). In teaching this skill, the lecturer uses the following instruction to scaffold the skill. The lecturer displays or give the students a text to read. Then she asked the students ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 whether they find difficult words. Following that, she asked the students what the stduents usually do when they find difficult words. The lecturer showed the students that there were something the texts, near the difficult words that would help the students understand the meaning of the words. The lecturer gave some examples of different kinds of context clues that usually appear in texts. Using the text given in the beginning of the class, the lecturer guided the students how to find the context clues. She verbalized what was on her thinking (think-aloud) when she wanted to show which words can be the clues. After several practices on different examples of context clues, the students were divided into groups. In the smaller groups, the students were given some sentences with difficult words and clues so they could practice using the context clues they learned in the previous stage. In the group, the students practiced using the context clues by verbalizing how they did the task in using context clues. This will help the students in the group to memorize the steps and kinds of clues they could use in guessing difficult words. Finished with the group work, the lecturer discussed the result of the students‘ work to check whether they had used the context clues or not, and whether they understood how to use the context clues. After group practice, the students were given a text with some difficult words to practice using context clues individually. In this stage, the students could verbalize what they were thinking when they tried to guess the difficult words. This stage will help the lecturer to check whether the students have ISBN 978-602-73769-3-9 understood how to use the context clues or not. Scaffolding instruction given in teaching ―making inference‖ skill. Making inference skill will develop the students higher order thinking skill. It is a difficult skill so the students need to be taught using explicit instruction on how to make inferences. The following are steps the lecturer done in scaffolding the the skill. The lecturer asked the students whether the students know what inference means and what is needed to make inference. The lecturer showed the students some pictures and asked some questions that led the students to make inferences. This activity will help the students feel confident as they experience it and feel that they actually have done it before. The next step was practicing making inference on texts. The lecturer asked some comprehension questions related to the text. While doing so, the lecturer asked the students in the classroom some questions to help the students realize what support them in making inferences: Why did you make the inferences? and What information did you use to make the inference? (Marzano (2010)) The lecturer asked the questions so many times so the questions would stuck in the students‘ mind. The next activity was group work. The students practice making some inferences to answer some comprehension questions on some texts assigned to them. When they did the group work, they were asked to use the questions to make sure they had strong evidence on the inferences they made. The last was practicing the skill individually. The students were given some texts and some questions from which the 75 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 students could practice using the inferencing skills. identify what important thing they could find in the texts. Scaffolding instruction given in teaching ―identifying main ideas‖ skill. A paragraph always has a main idea. It can be in the beginning, in the middle, in the end of the paragraph, or even implicitly stated. The students‘ ability to identify what the main idea of the paragraph is should be developed as it will also help the students comprehend the text better. The following are the scaffolding instructions done by the lecturer in teaching ―identifying main idea‖ skill. The lecturer gave an example by making a statement on one of important thing in the text in her own word. By doing so, the lecturer showed the students that summary is different from main idea. The lecturer provided a paragraph and asked the students to read the paragraph. After the students read it, the lecturer asked what the main idea of the paragraph and also the details were. By doing so, the students will know what the difference between main idea and deatils are. After that, the students were exposed with some paragraphs with one missing sentence from each paragraph. The students were asked to provide the main idea for the paragraphs based on the details they had in the paragraphs. After they practiced classically, they also practiced in groups and individually. By doing so, they will get used to finding the main idea of a paragraph. Scaffolding instruction given in teaching ―summarizing‖ skill. Summarizing skill is another skill that the students should develop. Summarizing is making the text they read shorter, and the students should use their own wors. Using their own words will increase their comprehension on the texts they read. The following are the steps of instruction given by the lecturer to develop the students‘ summarizing skill. The students wrote the other important things from the texts and share it with the class in their own words. The next is the students practiced making summary in groups. They read some texts and made summary on the text. To make sure that the students understand what summary is, the students were assigned to make summary on some texts individually. Conclusions Based on the previous findings and discussion, it can be concluded that the scaffolding instruction done by the lecturers in the Elementary Reading Comprehension classes were done step-by-step. The lecturer first gave examples on how to do it, then the students practice the skills in group, and finally they practiced the skills individually. The group example given by the lecturer helped the students to do the right things in developing the reading skills. The group work helped the students practice the skills and develop their confidence, and the individual work is to make sure whether the students are able to use the reading skills independently or not. Moreover, the scaffolding instruction also built the students‘ comprehension when they read texts and their confidence when they do independent reading. The description of the scaffolding instructions in the reading classroom will help the student-teachers to give the right instructions in their future classroom. The lecturer provided a text for the class. The lecturer asked the students to read and 76 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Bibliography Fisher, D. and N. Frey. 2008. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Virginia: Association for Supervision and Curriculum Development, Alexandria. Harmer, J. 2001. The practice of English Language Teaching. London: Longman Inc. Limpscomb et al. 2004. Scaffolding. Diunduh dari http: // www. coe. uga. edu/ epltt/ scaffolding. html ISBN 978-602-73769-3-9 Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 8001. Available online at http://www.ascd.org/publications/ed ucationalleadership/apr10/vol67/num07/Teach ing-Inference.aspx. Stone, C. A. 1998. The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344–364. 77 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 STUDENTS‘ PERCEPTIONS ON THE USE OF PHONETIC SYMBOLS TO TEACH PRONUNCIATION A Descriptive Analysis on the Sophomore of English Education Department Students, Syarif Hidayatullah State Islamic University Jakarta Amalia Putri Lecturer at Syarif Hidayatullah State Islamic University Jakarta Jakarta, Indonesia

Ismi Putri Rahmah Postgraduate students of University of Indonesia Depok, Indonesia

Abstract Despite the fact that phonetic symbols are valuable tools to teach and to learn pronunciation, the roles of phonetics have been debated for many years. Some experts in English language teaching doubt its effectiveness as they believe these symbols can only add confusion when students learn English. This study aims to examine how students perceive the use of phonetic symbols to teach pronunciation. The subject of this study is the sophomore of academic year 2015-2016 English Education Department, State Islamic University Jakarta. Data are gathered through questionnaire and interview to 20 students as the respondents and are underpinned by some related literature in the process of data analysis. Keywords – students‘ perception, phonetic symbols, pronunciation, intelligibility Introduction A pronunciation teaching is one of debatable topics in English language teaching for the last couple decades. A lot of scholars were arguing on the importance of pronunciation teaching in context of ELT, even though lots of students who concerns more on English need it as a means to improve their communication skills. Closely to the era of World Englishes, nowadays, English has changed radically. It is, now, not only owned by the native speakers but also mostly owned by the non-native speakers which replaced the status of nativeness to be intelligibility. As stated on Jenkins (2000) that EIL learners should not have to adopt to native speaker norms but should adjust their speech to suit an audience of primarily non-native speakers. As far as the emergence of World Englishes, English, now, has become the lingua franca in many countries to be used for educating, 78 finding a job, seeking and implementing technology, etc., where people do need to master it to be able to communicate with the global community. Related to the context of ELT, the communication skills, logically, can be achieved altogether with the good concept of able to sound the words in English that is pronunciation. Gilakjani (2012) was also stated that pronunciation shifted the meaning of a language. It is closely to the way people speak the language. Nevertheless, because of the changing status of English language in the world, the standard of pronunciation which formerly led to the RP (Received Pronunciation) style has changed to be the intelligibility style. It means that there are so many styles of English pronunciation regarding to the effect of culture and native language of a country. Gimson (1989) said that teachers who teach pronunciation have the obligation to present ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 the students with as faithful model of English pronunciation as possible. Meanwhile, the acceptance of numbers of accents, dialects, the styles in speaking English which comes up with the concept of intelligibility has no exact standard defining that the pronunciation said by the speakers has been understood or not. As stated by Murphy (2014), there are many challenges associated with trying to identify the intelligibility/comprehensibility of NNE speech sample. These include a listener‘s: L1, familiarity with NNE speech, receptivity, attentiveness, level of fatigue, familiarity with the topic being spoken about, etc.To reveal the problem, hence the aid is needed in order to teach a pronunciation, which is by using a phonetic symbol. The use of phonetic symbols on teaching is offered to help measuring the standard of pronunciation by mentioning the exact pronunciation through the symbols. It is because every single phonetic symbol represents a single unit of sound, so that, the students will get a clarity of the sounds of a language and easily pronounce it. Besides, Brown (1992) points out an intensive teaching of phonetic symbols guide the students to be independent in learning a new word, difficult words; mispronounce words, spelling differences, word stress patterns and idioms. A support was also given by Por and Fong (2011) that learning phonetic symbols helps the students in improving both their pronunciation and confidence. Otherwise, there is an argument stated that phonetics symbols create a confusion for the students (Dansereau, 1995). Due to the issues of measuring the concept of intelligibility and the use of phonetics symbols to improve students‘ pronunciation for communication skills led the researchers to raise the case on the perspective of the students. Whether or not the use of the phonetics symbols to teach pronunciation helps them to improve and get clarity on it. ISBN 978-602-73769-3-9 Methodology This research is a small scale research done in Syarif Hidayatullah State Islamic University Jakarta in order to survey students‘ opinions or perspective in using the phonetic symbols to teach pronunciation. The 20 respondents are taken from the English Education Department students who have got the subject of pronunciation and phonology on their study. The research is fulfilled by using a mixmethod both the quantitative and qualitative approach. All the data are collected from the questionnaire which was analyzed by using a numerical scaleand categorized by using a Likert scale (SA: Strongly Agree (4 points), A: Agree (3 points), D: Disagree (2 points), and SD: Strongly Disagree (1 point)). To give details on the result, it, then, explained descriptively to further see the students‘ perspectives by the addition of the interview data to 5 students. Finding and Discussion Data Description The data obtained through a questionnaire which consists of 6 indicators from 15 statements. The questionnaire is arranged to see the response of students‘ beliefs, and perceive about the use of the phonetic symbols. The data were analyzed by using the Likert Scale, then, it converted to the following rating in order to interpret the perception of the students. Data Analysis Indicator 1: Knowing how to read phonetic symbols increases students‘ autonomy in learning pronunciation. 79 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Indicator 6: Knowing how to read phonetic symbols gives students benefit in learning pronunciation Indicator 2: Knowing how to read phonetics symbols enables students to be more intelligible speakers of English. All the average score of each indicator are summed up and divided by the numbers of indicators on the questionnaire, so that, the overall result of students‘ perception is produced. Indicator 3: Knowing how to read phonetic symbols improves students‘ confidence to speak English. Indicator 4: Phonetic symbols teaching give students burden Indicator 5: Teaching phonetics symbols to English Education Department students Discussion The findings show a positive perspective in using phonetic symbols to teach pronunciation by the score around 3.05. Most of the indicators show a good point above 3.00 which is answering the research question that phonetic symbols is applicable and improves students‘ competence in pronunciation. Also, it obviously answered that the use of phonetic symbols is effective for the pronunciation teaching in against of the opposite perspective. Previewing the first indicator which purpose is to see students‘ autonomy after knowing how to read the pronunciation, most students agree that by having known the way to read the pronunciation, it led them to avoid the mistake in pronouncing the words, able to do a self correction and decrease the fossilized errors (Miller, 2012; Mompean, 2005). Students also give their beliefs in the case of the intelligibility after knowing how to read the pronunciation. Through the phonetic symbols, they got a visualization of the proper sounds of the words in English and 80 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 hence they are able to know the various sounds in English by the symbols (Mompean, 2005). Furthermore, students are also able to understand the pronunciation because of the guidance of the phonetics symbols. Students can easily predict the correct sounds in English by the phonetics symbols. Thus, it helps them to improve their pronunciation and confidence in speaking English (Rajadurai, 2001; For and Fong, 2011; Pei and Qin, 2005). On one side, students also feel a burden in the implementation of phonetic symbols to teach pronunciation. Whether it still reached a positive point, the average score did not reach approximately 3 points as the other indicators had. It stated that the using of phonetic symbols still also left a difficulty for a half of the students because they are not yet familiar with the looks of the symbols and sounds but when they have to pronounce it, they found no serious problem to be practiced. Lastly, as English education department students, they feel that it is significantly important for them to be taught by using phonetic symbols. As far as their got the standard of how to pronounce the words correctly in the case of variation of pronunciation in the World Englishes era, they also found that it helps them a lot to be more confidence in improving their communication skills, to making the meaningful meaning of the conversation and effectively guide them as a student to learn pronunciation. Hence they agree to continue the use of phonetic symbols in their own teaching afterward because of many advantages that can be got after (Mompean, 2005). Conclusions This article has shown the importance of students‘ perspective in the using of phonetic symbols to teach pronunciation. Based on the result, students gave their positive ISBN 978-602-73769-3-9 perspective in the using of the phonetic symbols as their beliefs it could improve their pronunciation, speaking skills and technique for teaching pronunciation. They also found that the using of phonetic symbols can give a burden because of the newest exposure to the students who have not got the symbols on their previous level of study. Yet, they feel that it is efficient enough to be used. Moreover, the benefit that the students can get based on the interview and the analysis of the questionnaire, the use of phonetics symbols give them a clear standard in context of intelligibility. Bibliography Brown, Adam. (1992). Approaches to Pronunciation Teaching. London: Macmillan Publishers Limited. Dansereau, P. (1995). Phonetics in the Beginning and Intermediate Oral Proficiency-Oriented French Classroom. French Review, 68 (4), 638-651. Derwing, Tracey. M and Munro, Murray, J.(2005). Second Language Accent and Pronunciation Teaching: A Research-based Approach. TESOL Quarterly, 39, 379-397. Elliot, A. Raymond. (1997). On the Teaching and Acquisition of Pronunciation within a Communicative Approach. Hispania, 80 (1), 95-108. Gilakjani, Abbas Pourhosein. (2012). The Significance of Pronunciation in Language Teaching. Journal for Canadian Center of Science and Education, 5 (4). Hismanoglu, Murat and Hismanoglu, Sibel. (2010). Language Teachers‘ PReferences of Pronunciation Teaching Techniques: Traditional or Modern?. Procedia Social and Behavioral Science, 2, 983-989. Jenkins, Jennifer. (2000). The Phonology of English as an International Language: New Models, New Norms, New 81 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Goals. London: Oxford University Press. Levis, John. M. (2005). Changing Contexts and Shifting Paradigm in Pronunciation Teaching. TESOL Quarterly, 39 (3), 369-377. Lord, G. (2005). How Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course. The Hispania, 88 (3), 557. Miller, Jessica Sertling. (2012). Teaching French Pronunciation with Phonetics in College-Level Beginner French Course. The NECTFL Review. Morley, Joan. (1991). The Pronunciation Component in Teaching English to Speakers of Other Languages. TESOL Quarterly, 25 (3), 481-520. Murphy, John. M., (2014). Intelligible, Comprehensible, non-native models in ESL/EFL Pronunciation Teaching. The Journal Elsevier: System 42, 258269. Pei, Zhengwei and Qin, Kerong. (2015). A Survey of English Phonetics 82 Instruction in China. The International Journal of English Linguistics, 5 (5). Por, Fei Ping and Fong, Soon Fook. (2011). Towards Transformation: the Power of Phonetic Symbols Embedded in the Multimedia Learning Management System. Journal for English Language Teaching, vol.4. Rajadurai, Joanne. (2001). An Investigation of Effectiveness of Teaching Pronunciation to Malaysian TEFL Students. Journal for TEFL Department of the Faculty of Education at Mara University of Technology Malaysia. Tergujeff, Elina. (2013). Learner Perspective on English Pronunciation Teaching in an EFL Context. Research in Language, vol.11. Wrembel, Magdalena. (2016). Innovative Approaches to the Teaching of Practical Phonetics. Research Gate. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 GUIDED QUESTIONS: A SOLUTION FOR SPEAKING DIFFICULTIES (A Classroom Action Research) Anita Fatimatul Laeli English education program Muhammadiyah university of jember

Abstract Learning to speak has always been problem for English language learners, for both young learners and adult learners. It is also still being experienced by students in English department, especially those that still are in the first year of college. Even though they have acquired the basic knowledge while in school or junior high school, but they still find difficulties in improving their speaking ability.Based on observations in teaching speaking courses in semester 1 and 2, there are some problems that they face, including lack of the confidence to perform in front of the class, lack of vocabulary, etc. This classroom action research is conducted to overcome these problems, the researcher give guided questions to assist them in improving their speaking ability.Guided questions can help students to get vocabulary input and practice its use in communication. Further, it can help the students to use the appropriate phrase for certain situation correctly. In this study, guided questions are provided by the teacher, it‘s taken from several sources and compile it based on the students‘ needs and the learning outcome that has been design for the students. Keywords – Guided Question, Speaking Skill Introduction Chaney (1998:13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. In other words, speaking means an ability to use a particular language to communicate and express idea orally in building and maintaining social relationship or exchange information. The importance of mastering speaking in learning a language is stated by Richards (2008:19); he says that the mastery of speaking skill is a priority for many second-language or foreign-language learners. Learners are considered mastering the language if they are able to use the language in communication correctly and appropriately.Further Ur (1996) considered speaking as the most important skill among four skills (listening,speaking, reading, and writing) because people who know a language are referred to as speakersof that language. This indicates that using a ISBN 978-602-73769-3-9 language is more important than just knowing about it because ―there is no point knowing a lot about language if you can‘t use it! (Scrivener,2005,p.146). From the above statements, it can be seen that the speaking is one of the most important skills to be developed and enhanced as means of effective communication. Due to its importance, this research focuses to look deeply the students‘ speaking ability are improved. In contrast, learning to speak has always been problem for English language learners, for both young learners and adult learners. It is also still being experienced by students in English department, especially those that still are in the first year of college. Even though they have acquired the basic knowledge while in junior or senior high school, but they still find difficulties in improving their speaking ability.Based on observations done 83 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 by the researcher, during the teaching and learning processin speaking class in semester 1 and 2, there are some problems that the students face which is caused by the external factors and internal factors. The internal factors are including lack of the confidence to perform in front of the class, lack of vocabulary mastery, grammatical error, etc. The external factors such as lack of selfconsciousness which make most of the learners felt nervous and embarrassed when asked to speak English and the students‘ selfmotivation still low in solving their own problem in improving speaking skill. Further, the researcher also found that during the teaching learning process, most of the students produce few sentence or short respond in the conversation practice, it is normally caused by the internal factors such as the difficulty of expressing ideas verbally, producing limited vocabulary, grammatical errors, mispronouncing the words and the students are afraid to make mistakes.As a result, those aspects effect their motivation to speak. They spent much time to speak and difficult to speak fluently. Those factors make the student passive speaker. To overcome this problem, the researcher used the Guided composition/question the speaking class. A previous research was done by Vieta (2015) shows that the guided composition is able to improve the students‘ production in writing. Guided composition is one of type of controlled writing technique which can be applied either in speaking or writing skill, since speaking and writing is included to productive skill. This is supported by Paulston and Bruder (1976:206) states that typically a controlled composition consists of a written model of some type with directions for conversions or specific language manipulations in rewriting the model. According to Raimes (1983: 96) there are five types of controlled technique; they are controlled composition, question and 84 answer, guided composition, parallel writing, and sentence combining. Concerning with this research, the researcher focuses onapplying the guided composition/questionin speaking class. It is because this type can stimulate the students to produce sentences or phrase. The students will find some clues, instructions, questions or pictures that will help the students in speaking. So, in the speaking class activity the students can actively involve in practicing the oral skill. The students have an idea to ask some question (that is taken from the guided question). It will help the students to decrease their passiveness in the practicing process. Moreover, in this technique the students will get some idea to start a conversation. Besides, the students will get some vocabulary input and grammatical input in producing the sentences; since those aspects are the students‘ problem that they faced in speaking class. Methodology Classroom Action Research is a model of professional development in which educators examine the students‘ learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve the students‘ learning (Ferrance, 2006:1). Action research has the purpose of developing new skills or new approach to solve students‘ learning problem by using direct implementation. The function of an action research is basically as a tool for improving the quality and efficiency of the application of the educational activity. The subject of this research is students at the first semester in English education program of Muhammadiyah University of Jember. The data was taken form the result of the students‘ speaking test. Therefore the instrument of this research is speaking test. Then the result of the test was analyzed using ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 percentage formula to know the students‘ improvement. According to Lewin (1990) in Hemas (2010:20), action research in cycle process, which covers the following activities: Planning, action, observation, and reflecting. The procedure of this research is described as follow. Planning Reflecting Observing Success STOP Not success Acting Next Cycle Cycle 1 Figure 1: The Model of the Classroom Action Research(Adapted from Kemmis, Mc Taggart in Arikunto, 2010:137) Before planning the action, the researcher did preliminary study to know the students‘ difficulties in speaking class. Since the researcher is the lecturer for the subject, the data was taken from the pretest that is given in the first meeting of the class, it also done by interviewing the students and the result of the researcher class observation. Then the next step is the cycle process: Planning of the action. In this stage researcher design the lesson plan, prepare the material and designing the instrument. Implementation of the action. This is the stage where the action is implemented. The action in 1 cycle was conducted in three meeting during the speaking class. Each meeting was about 90 minutes. Observation. In this stage, the researcher takes data and analyzes the data. Reflection. After analyzing the data, the researcher begins to interpret the result of speaking test to know whether the cycle has success in achieving the criterion of success ISBN 978-602-73769-3-9 for the research. The criterion of success of this research is 85 % students get 75. The consideration to decide this criteria is based the university regulation in which students are called pass the subject if they get minimum score 75 or B. Finding and Discussion The action was implemented in 2 cycle in which each cycle was done in 4 meeting. In the first cycle, they were given the guided question, they should practice it with their partner. After 4 meeting, they were given speaking test. In the test the students were asked individually about their daily activity. The result of the speaking test shows that, only 11 (64.8%) students out of 17 students who can achieve the target score (75). Based on the reflection, it shows that the students still find difficulties in understanding the question and answer it appropriately with good sentence arrangement grammatically. It caused by, the group cannot help each. Based on the observation, the students choose their partner by themselves without considering the partners‘ speaking ability. So that‘s why, in the second cycle, the researcher grouping the students based their speaking ability, in order; the active students can help the passive student. After implementing the other 4 meeting the second cycle, the result of the students speaking test reveals that 15 (88%) students out of 17 students could achieve the target score. Table 1: students score improvement Target score Cycle I Cycle II 75 64.8% 88% The implementation of guided question can improve the students speaking ability is supported by Raimes (1983:103) that guided composition gives students some but not all of the content and form of the sentences they will use. 85 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Based on the research result, it is found that: In this technique the student will have the vocabulary input concerning with the topic design in the class. Concerning with the grammatical input, the students can at least know what is the grammatical feature that is used and the input on how good sentences is arranged grammatically. Students can help each other between passive and active students. The lecturer is easier to control the class, since the students work in group and have focused to discuss about the topic. Further, this technique engage all students actively participate in the speaking practice since this technique provide the same opportunities to every student event for passive students in which sometime only active students who are actively engage in the speaking practice, where passive students sometimes only producing few words on responding the conversation practice. It is supported by Weimer (2011) says that Participation encourages dialogue among and between students, students can be asked to comment on what another student has said. The most important thing, this technique help the lecturer design an effective speaking class. According to Ur (1996) an effective speaking activity has the following features: Learners talk a lot. Classroom activities must be designed in such ways that provide opportunities for learners to talk a lot. All get a chance to speak. A minority of talkative students should not dominate Classroom discussions, and contributions must be fairly distributed. Classroom activities must be designed in ways that help all the students to take risk. Motivation is high. Learners are eager to speak because they are interested in the topic, and want to contribute to achieving a task objective. 86 Language is comprehensible. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. The teacher must also base the activity on easy language so that the students can use the language fluently without hesitation. Students speak the target language. The teacher must keep students speaking the foreign language. So, these research finding suggested lecturer speaking to implement guided question in the teaching and learning process, moreover for the elementary level/first year students‘ collage. Conclusion Based on the research finding and discussion, it can be concluded that guided speaking can improve the students speaking skill. Bibliography Arikunto, S., Suhardjono,. & Supardi. 2014. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara Richards J.C. 2008. Teaching Listening and Speaking. New York: Cambridge University Press. Chaney, A. L. and Burk, T. L. (1998) Teaching Oral Communication in Grades K-8, Boston: Allyn & Bacon. Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge University Press. Scrivener, J. (2005).Learning teaching.Oxford: Macmillan Publishers Limited. Raimes, A. 1983. Techniques in Teaching Writing. Oxford: Oxford University Press. Elliot, J. 1993. Action Research for educational Change: Developing Teachers and Teaching. Philadelphia: Open University Press. Harmer, J. (1982).What is communicative? ELT Journal, 36(3), 164–168. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. Regina, SK. (1997) Speaking and Listening: Instructional Philosophy and ISBN 978-602-73769-3-9 Teaching Suggestions. English Language arts: A curriculum Guide for the middle level (Grade 6-9) Availablehttp://www.sasked.gov.sk. ca/docs/mla/speaking 87 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ENHANCING ENGLISH PROFICIENCY FOR NON-ENGLISH LECTURERS IN HIGHER EDUCATION Atik Rokhayani Universitas Muria Kudus

Abstract The demand of global need is very closely related with English. English plays a crucial role in every level of area including education. In Higher Education, English become a tool for communicating and connecting with other universities all over the world. In addition, the role of English is also used in writing articles for publication in international journals and for presenting articles in international conference. In another case, English is used when the lecturers continuing their study in abroad/English speaking country. So, the lecturers as the human resources in higher education should be able to master English well. In fact, most of them who are from non-English Department still have a problem with English. There are some problems faced by non-English Department lecturers. Most of them are concerning with speaking and writing. Those two skills are important for lecturers in higher education.They need some activities or programs to develop their English. It is a task for university to motivate and create an English atmosphere at campus. This study is an investigation of the English program held by Muria Kudus University. It belongs to a descriptive qualitative method. The descriptive qualitative method covers the English proficiency for non-English lecturers in Muria Kudus University. The description of the English programs namely English Coffee Morning and English Training Program will be discussed in this study. Keywords -English Proficiency Introduction In this globalization era, many people are required to master English as their needs. In academic context, especially in higher education, English becomes a tool for communicating and connecting with other universities all over the world. Communicating to other people from universities all over the world is not an easy thing to do by non-English Department lecturers. In addition, the role of English is also used in writing articles for publication in international journals and for presenting articles in international conference. In another case, English is used when the lecturers continuing their study in abroad/English speaking country. So, the lecturers as the human resources in higher education should be able to master English well. Mastering English is very essential for lecturers nowadays since we live in 2016. 88 This year asks us to be active in using English. Every particular aspect uses English as the needs. So, we have to prepare ourselves to be ready for this global language. English as the global language has a considerable impact on policies and practices (Nunan, 2003). So, all of the educators are the main players in the changing the world. In education, university is the highest level. It gives chance to the educators especially lecturers to take part in changing the campus atmosphere. The atmosphere should give the contribution to lecturers to be active in every situation related to the improvement of teaching and learning process. Ideally, lecturers are the people who are competent in everything including mastering English. In fact, they have a problem with English. They think that English is difficult to be mastered. So, it is a big task for universities to force their lecturers to master English well. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 This study addresses one research question; How does Higher Education enhance English Proficiency for Non English Lecturers? This topic is very relevant to this year toward ASEAN Economic Community. In this year, the competition is growing rapidly. In the education aspect, the university must compete with the other universities. For this reason, the skills in mastering English are needed. Universitas Muria Kudus as the highest level of education is responsible to the lecturers. The lecturers are required to enhance their English. Universitas Muria Kudus provides the program related to English. English programs are essential to support the lecturers‘ task to publish the article in international journal and international conference. The purpose of this study is to investigate the programs in Higher Education (Muria Kudus University) to enhance English Proficiency for Non English Lecturers. Academic English proficiency refers to the ability to use language in academic contexts (Hakuta, 2000). English proficiency can be influenced by some factors. The use of target language and their beliefs toward English are the factors which give high influence in acquiring English. The lecturers‘ beliefs support their performance when they learn English. In addition, (Asassfeh, Khwaileh, Al-Shaboul, & Alshboul, 2012) stated learners‘ belief is fundamental aspect to make sure about the successful result of teaching and learning process. In addition, teachers and learners should understand the goal of teaching and learning (Nguyen, Warren, & Fehring, 2014). Language proficiency is the basic professional confidence of non-native teachers (Eslami & Fatahi, 2008). Furthermore, English proficiency levels had a substantial relationship with all of the ISBN 978-602-73769-3-9 English teaching-specific dimensions (Sabokrouh, 2013). efficacy Methodology The design of this study is descriptive qualitative. It belongs to case study. The descriptive qualitative method is used to analyze the data obtained in this study. It is to unfold the description of English Program. It describes the programs held by Universitas Muria Kudus to enhance English proficiency for non-English lecturers. English training program and English Coffee Morning. The subject of this study is the non-English lecturers of Universitas Muria Kudus who are joining the programs. They are from different major and faculty of Universitas Muria Kudus. English Training Program and English Coffee Morning Program is held in one period. Every program is conducted in fifteen meetings. In data collection procedures, the writer of this study observed the process of the program and distributed questionnaire. In doing the observation, the writer took part in the participants‘ discussion. This is to get the valuable and comprehensive data. After the writer got the data, she analyzed the result of the data. The instruments of this study are questionnaire and observation. Questionnaire is given to the non-English lecturers who are joining English coffee morning program, while observation is done in the English training. In data analysis, the writer describes the result of the observation and questionnaire. The writer of this study notes the observation in English Training Program while in Coffee Morning Program, the participants were asked to fill the questionnaire. 89 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Finding and Discussion This study discusses the program held by Universitas Muria Kudus in conducting the English program. Universitas Muria Kudus assigned Language Centre to handle this program. The English training program and Coffee Morning are the name of the programs. In this study, the writer will discuss about each program. 1. English Training Program English Training Program is conducted once in a week. It is the program about learning English comprehensively. The instructor comes from English Education graduates. The participants are the nonEnglish lecturers who are registering in this program. This program takes two hours in every meeting. It is held fifteen meetings for one period. In the process of English Training Program, the non-English lecturers are seriously participated in the class. They joined the program regularly, but sometimes some of them could not participate because of some reasons. Teaching schedule, meetings and campus activity are the reasons of being absent in the program. In every meeting, the total numbers of participants are different. Although not all of the participants are present, English Training Program categorized to be successful program since the non-English lecturers got the benefit from this English Training Program. The participants of English Training Program followed and did the instructor‘s instruction. The instruction is regarding to the needs of their educational background. This program is designed based on lecturers‘ needs. It consists of General English and English for Specific Purposes. General English considered being the basic learning materials for the non-English lecturers. It covers the theory of English skills and components. In English Training Program, the participants also study about English skills and English components. Presenting the topic about their 90 educational background is one examples of enhancing speaking skill. By doing that activity, the participants can explore their idea in speaking skill. It also asks the other participants to join in the presentation. In addition, they are also asked to write text to build their competency in writing skill. 2. English Morning Program English Coffee Morning Program is also one of the programs held by Language Centre of Universitas Muria Kudus. It is the English program to share the opinion in English. This program is also conducted once in a week. The participants of English Coffee Morning Program are the lecturers of Universitas Muria Kudus. They are not only from English lecturers but also non-English lecturers. Every week the participant and the topic are different. Woman and career, How personal perception works and Social Commerce are some example of the topics in English Coffee Morning Program. Based on the result of the questionnaire, the participants of English Coffee Morning Program got many benefits from this program. They can express their ideas, experiences and knowledge. In addition, their speaking skill will automatically improve. This program also can be used to enhance the lecturers‘ confidence since they could take part fully. By joining English Coffee Morning Program, the lecturers can practice their English with the other lecturers. Conclusion Universitas Muria Kudus always support the lecturers to be active in every academic program especially English. It can be proved by facilitating English programs namely English Training Program and English Coffee Morning Program. Those English programs are prepared for facing the global world. The lecturers are required to publish in international journal and attend to the ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 international conference. So, by joining English programs held by institution, the lecturers of Universitas Muria Kudus can enhance their English proficiency. It covers English skills, components and knowledge. In addition, it can also improve their confidence in speaking in front of public. Bibliography Asassfeh, S. M., et. Al. (2012). Communicative Language Teaching in an EFL Context: Learners‘ Attitudes and Perceived Implementation. Journal of Language Teaching and Research, 3(3), 525–535. Eslami, Z. R., & Fatahi, A. (2008). Teachers‘ Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran. TESL-EJ, 11(4). ISBN 978-602-73769-3-9 Hakuta, K. (2000). How Long Does It Take English Learners to Attain Proficiency. University of California Linguistic Minority Research Institute. Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors Affecting English Language Teaching and Learning in Higher Education. English Language Teaching, 7(8), 94. Nunan, D. (2003). The Impact of English as a Global Language on Educational Policies and Practices in the AsiaPacific Region*. TESOL Quarterly, 37(4), 589–613. Sabokrouh, F. (2013). The Effect of EFL Teachers‘ Attitude toward English Language and English Language Proficiency on Their Sense of Efficacy. English Language Teaching, 7(1), 66. 91 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ENHANCING STUDENTS‘ SPEAKING PERFORMANCE BY USING YOUTUBE VIDEO Aulia Hanifah Qomar Muhammadiyah University of Metro Jl. KH Dewantara No 116 Metro, Lampung Indonesia

Abstract The objectives of this research are (1) to identify whether or not and to what extent YouTube video enhance students‘ speaking performance, and (2) to analyze the situation when YouTube video is implemented in the speaking class. The Classroom Action Research which was carried out at Muhammadiyah University of Metro for the Third Semester in the academic year of 2015/2016. In collecting the data, she used interviews, observations, questionnaires, diaries, documents, and tests. The data were analyzed through Constant Comparative Method and descriptive statistics. The research findings showed that YouTube can enhance students‘ speaking skill. The improvement in students‘ speaking skill includes: 1) Students had right intonation and stress in pronouncing sentences. 2) Students used accurate structure in grammatical accuracy. 3) Students used effective and appropriate word choice. 4) Students were able to keep the conversation going without hesitation, or inappropriate pause, or repeating words. 5) Students were well organized and clear ideas in interactive communication. The final result of the tests showed that their score were improving in the mean score; from 60 (pre-test) to 70 (test in cycle 1), 78 (test in cycle 2), and 80 (in cycle 3). Related to the strengths of YouTube video, includes: a) the class situation more life and fun; b) there were interaction between student–student and lecturer–student; c) the students more active and enjoy the lesson; d) students‘ confidence increase, they not shy again when perform forward in the class; e) students‘ speaking proficiency improved. Keywords: Speaking Performance, YouTube Video Introduction Now days, English students are supposed to master four English basic skills, such as listening, speaking, reading, and writing which are emphasized in University. Moreover, mastering four skills will support the successful in learning language and speaking is not the exception. In other word, speaking is as one of the important skills which have to be mastered by students. In fact, the students were still difficulties to speak English. They still confused to use right intonation and grammar in speaking. Then, they used inappropriate word choice and their ideas weren‘t clear enough in communication. Some problems of this research dealing with the research are drawn as follows: 92 1. Can the use of YouTube video improve students‘ speaking skill? If yes, to what extend is its improvement? 2. What are the strengths and weaknesses of YouTube video in this research? The objectives of this research are to identify whether or not and to what extent YouTube video enhance students‘ speaking performance, and (2) to analyze the situation when YouTube video is implemented in the speaking class. In this research, the researcher offers the solution to solve students‘ speaking problems using YouTube video. Methodology Based on Kemmis and Taggart (in Hopkins, 1993: 48), the procedure of action research can be explained as follows: ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 a. Identifying Problems and Planning The activities are: 1) Pre-observation toward the teaching speaking class in Muhammadiyah University of Metro. 2) Preparing the material, making lesson plan, and designing the steps in doing the action 3) Preparing list of students‘ name and scoring 4) Preparing teaching aids 5) Preparing sheets for classroom observation 6) Preparing test b. Implementation the Action The lecturer applies the action of the teaching speaking by using YouTube video. In this step, the researcher implements the activities written in the lesson plan. c. Observing Observation is one of the instruments which are used in collecting the data. The writer as the researcher observes the students‘ activities while teaching and learning process occur. The result of the observation is recorded on observation sheets as the data. d. Reflecting After carrying out the teaching process, the researcher recites the occurrence in classroom as the reflection of the action. The researcher evaluates the process and the result of the implementation of YouTube video in English teaching. Finding and Discussion 1. The improvement of students‘ writing skill in developing The use of YouTube video had enhanced the students‘ speaking. Referring to the result of the pre test and post test, the students mean score was enhanced 4%. However not all aspects of speaking were constantly improved. The complete mean score was presented in the table below. ISBN 978-602-73769-3-9 The Improvement of Students‘ Achievement A Pretest Posttest1 F 6 7 G 5 6 WC 6 7 P 5 6 C 5 6 Posttest2 Posttest3 8 8 7 8 8 8 7 8 7 8 Based on the table it can be concluded that the students had a good achievement at the end of the research. Their score was increasing from cycle 1 to cycle 3. Furthermore, the number of the students who passed the test increased up to 100% in the posttest 3. It was indicated for each elements of scoring. 2. The Strengths and the weaknesses of YouTube video The applying of YouTube video in students‘ speaking skill had some strengths and the weaknesses. Those are some strengths and weaknesses of YouTube video. 1. The strengths of YouTube video a) the class situation more life and fun; b) there were interaction between student– student and lecturer–student; c) the students more active and enjoy the lesson; d) students‘ confidence increase, they not shy again when perform forward in the class; e) students‘ speaking proficiency improved. 2. The weaknesses of YouTube video a) The students were not controlled when they used internet; b) The students frequently opened another sites for teaching and learning process; c) The time management related to the classroom situation (internet connection); d) Teaching and learning process became noisy. Conclusions The final discussion in the previous chapter can be drawn into two conclusions. Firstly, the use of YouTube video to teach speaking can enhance students‘ speaking ideas. It is taken into account that the students had positive progress in speaking skill as 93 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 mentioned in the research findings. 1) Students had right intonation and stress in pronouncing sentences. 2) Students used accurate structure in grammatical accuracy. 3) Students used effective and appropriate word choice. 4) Students were able to keep the conversation going without hesitation, or inappropriate pause, or repeating words. 5) Students were well organized and clear ideas in interactive communication. Supporting the statement, the students had higher mean score in the final post test (post test 3), which was 80.00. This score was above the passing grade which was settled at 65.00. The mean score had gradually improved since the second and the first post test. The students got 78.00 in post test 2 and 70.00 in post test 1. The result of pre test was 60.00. The second conclusion is that the strengths and the weaknesses of YouTube video during the teaching and learning process. Referring to the research findings, the strengths of YouTube video were: a) the class situation more life and fun; b) there were interaction between student–student and lecturer–student; c) the students more active and enjoy the lesson; d) students‘ confidence increase, they not shy again when perform forward in the class; e) students‘ speaking proficiency improved. Meanwhile, the weaknesses of YouTube video during the teaching and learning process were: The students were not controlled when they used internet. The students frequently opened another sites for teaching and learning process. The time management related to the classroom situation (internet connection). Teaching and learning process became crowded. 94 Bibliography Brown, H. Douglas, 2003, Language Assessment Principle and Classroom Practice. California: Addison Wesley Longman Indriastuti Agustina. 2012. The Use of YouTube Video to Improve Students Speaking Skill. Surakarta: Sebelas Maret University. Kemmis, S. & McTaggart, R. 1992.The Action Research Planner.Victoria: Deaken University Press. Richard, C. Jack, 2008, Jack Teaching Listening and Speaking from Theory to Practice, Cambridge:Cambridge University Press. Sari P Lia. 2012. Optimizing the Application of YouTube Videos to Improve Students‘ Speaking Skill in Using Language Function. Surakarta: Sebelas Maret University. Qomar H. Aulia. (2014). Optimizing the Use of Internet Based Materials to Improve Students‘ Writing Skill in Developing Ideas .Proceedings of The 3rd UAD TEFL International Conference 2014 ―Materials Development in Asia and Beyond:Directions, Issues, and Challenges‖. English Education Department, Universitas Ahmad Dahlan. ISBN: 978-60218907-1-4 Wallace, Trudy, et.al, 2004. Teaching Speaking, Listening and Writing. France: Typhon, Annecy. Wibowo, Johan, 2013, Easy Public Speaking. Bandar Lampung: Aura Printing and Publishing. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 AN ANALYSIS OF COHERENCE IN CASUAL CONVERSATION Bagus Dwi Pambudi English Department, Postgraduate Program Semarang State University Semarang, Indonesia

Betari Irma Ghasani English Department, Postgraduate Program Semarang State University Semarang, Indonesia

Bety Mawarni Semarang State University Semarang, Indonesia

Abstract Spoken text requires turn-taking as it is language as action. In spite of uttering dynamics and spontaneity signed by such natural features as hesitation, repetition, and clarification, the speakers co-operate to ensure what they say is relevant to what has been said before to transfer information. Analyzing coherence in conversation of foreign-language learners emphasizes how the text makes sense. This study purposes to reveal the micro-level coherence and macro-level coherence of casual conversation. Using qualitative descriptive approach, the study analyzes recorded casual conversation among learners of postgraduate program of Semarang State University. The results show the information can be successfully conveyed through spoken text since the context of dependency in spoken text principally supports the language even some grammatical mistakes are found. It is expected that the results of this study can help the foreign-language learners to obtain better meaning making, particularly in spoken text by focusing on how each clause is connected. Keywords – casual conversation, micro-level coherence, macro-level coherence Introduction As socialized people, we make our day by communicating our needs and interacting to others. Communication which happens every day with other people in our life is created through language and produce a product called a text as the result of discourse. The term text, according to Eggins (1994: 5), refers to ―a complete linguistic interaction (spoken or written), preferably from beginning to end‖. As a result of interaction, text is brought out based on our schemata to gain a specific purpose. ISBN 978-602-73769-3-9 Interacting, in addition, according to Hapsari (2015: 1), refers to ―a process of making meanings as a result of semantic activity‖. The process of making meanings is motivated by each speaker aim in doing the conversation itself. People tend to make conversation to gain their own intention such as buying or selling something, making appointment, finding out information and so on. Due to the fact that texts are used to exchange meaning, when there is a mismatch 95 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 in transferring meaning, it can cause problem. Therefore, in order to make a good and understandable text, the writer must make it clear by considering coherence and cohesion. By all means, coherence and cohesion are interrelated and cannot be separated in making a text. The former deals with the result from the interaction between the reader and the text, while the latter deals with some features of texts. Cohesion refers to the resources within language that provide continuity in a text, over and above that is provided by clause complex. On the other hand, coherence deals with connection between text and context. It refers to the way a group of clauses or sentences relates to the context. Thornburry (2005: 36) points out that the capacity of a text to ‗make sense‘ is called as coherence. It can be figured out by using micro-level of coherence (dealing with theme and rheme) and macro-level of coherence (dealing with vocabulary). In contrast, people sometimes also do conversation by talking simply for discussing simple issue. Talking simply for the sake of talking itself then is called as casual conversation (Eggins and Slade 1997: 6). They define casual conversation as ―the kind of we talk we engage in when we are talking just for the sake of talking‖ (Eggins and Slade 1997: 8). Furthermore, they add that ―we treat conversation as an exchange of meanings, as text, and recognize its privileged role in the construction of social identities and interpersonal relations‖ Since in casual conversation people talk a simple issue, it relates to the social environment surrounding motivated by interpersonal needs (Hapsari 2015: 1). She adds that casual conversation is a critical linguistic site for the negotiation of such important dimensions of our social identity as gender, generational location, sexuality, social class membership, ethnicity, and 96 subcultural and group affiliations motivated by nterpersonal needs continually to establish who we are, how we relate to others, and what we think of how the world is. Here, by using a casual conversation done by three students of postgraduate program, we are going to analyze micro-level and macro level coherence produced by both speakers. Methodology The study aimed to investigate the microlevel and macro-level coherence found in the text produced by the speakers. A qualitative descriptive study is used and applied for describing and explaining the phenomenon. Creswell (1994: 145) states that qualitative research is descriptive in that the researcher is interested in process, meaning, and understanding gained through word or picture. In unfolding meaning, data analysis is considered to be a systematic search. Moreover, Hatch (2002: 148) describes that it is a way to process qualitative data so that what has been learned can be communicated to others. Analysis means organizing and interrogating data in ways that allow researchers to see patterns, identify themes, discover relationship, develop explanations, make interpretations, mount critiques, or generate theories. In this study, we analyzed conversation done by three students of postgraduate programs of Semarang State University in the Academic Year 2015/2016. The duration of the conversation was 10 minutes 23 seconds. In this study, an observation instrument was used as the main method of collecting data. The data collected was based on observing the recorded conversation chosen. Analyzing the data was done right after gathering the data had been finished well. There were some steps done in doing this study based on the recorded conversation chosen such as coding, and writing the findings following the analysis. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Coding as the first step was done by investigating the recorded conversation. In doing investigation, field note was used for making a written record of the data to make sure that the data gathered was collected completely. After collecting the data by using field note, the analysis was done based on it. Writing the findings as the last step was done after the analysis complete. Findings and Discussion Coherence deals with connection between text and context. It refers to the way a group of clauses or sentences relates to the context. Thornburry (2005: 36) points out that the capacity of a text to ‗make sense‘ is called as coherence. It can be figured out by using micro-level of coherence (dealing with theme and rheme) and macro-level of coherence (dealing with vocabulary). The first step to analyze thematic progression that displays the way themes are linked to previous themes or rhemes is classifying segments of talk that contain complete independent clauses. Once themes were analyzed, they were connected to find out if there were relations to the previous or following themes. At least two main patterns may be recognized in this study: ‗theme reiteration‘, when the theme is kept constant in succeeding sentences, and ‗zigzag‘, when the rheme of a sentence is made the theme of the next sentence. Two patterns described above can be perceived in the sample conversations, but in most cases, they occur only in a short sequence of units. There are only 6 instances of theme re-iteration as in the following examples. However, in most instances the pattern is broken after only two or three identical themes. F: There‘s no way. There‘s too much work. B: But you look so exhausted. You need break, Am I right? F: Absolutely, but I‘m sure that is not the time. Maybe in other chance. ISBN 978-602-73769-3-9 B: There will be a football match tomorrow at stadium. Do you like football? E: (laugh) No, I don‘t. I prefer badminton than football. I think football is less attractive sport because sometimes it is very tedious seeing people fighting over a ball. The other main pattern, zigzag, occurs two times, and all of those are minimal chains with only two links. F: Yes, I‘m happy to watch a football game, especially with my friends. Surely it will be fun when we support our favorite team. Then why do you love badminton? E: Badminton is a sport that most attractive. E: I‘m serious. One day you have to play this game. F: What makes you love badminton? E: I like badminton because of its benefit. By playing badminton, our body will be healthy and fit because we are forced to keep moving while playing badminton. The rest of themes that displays neither reiteration nor zigzag patterns show that the great majority of them still serve as connecting links with previous talk. At macro level coherence, a text can be called coherence when it is obviously about something. Even without a title or mentioning something, a good text can be still identified as having a topic. There are some clues which help indicate topical coherence, such as key words and lexical chain that will be explained further on the following discussion. Generally, key words are those words that occur with a frequency that is significant when compared to the normal frequency of these same words as determined by corpus data. When someone mentions a word in many times, it can be a chance that mentioned words deals with the topic. Some keywords found in this text are 97 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Table 1. List of Key words No 1 Topic Food 2 Holliday 3 Sports Key words Tahu gimbal Taste Delicious Garlic Shrimp Price Vacation Time Refreshing Plan Idea Weekend Football match Stadium Football Ball Tactics Coach Game Badminton Healthy Based on the table above, the speakers mentioned some topics such as food, holiday and sports. In order to talk further about those topic, the speakers also used some supported words. Since this conversation is a casual one, there is no exact topic which exactly needs to be explained. Beside key words, the other element which can be proved macro-level coherence is schema. Schema relates to the reader expectation. Widdowson (2007: pp 28-33) explains that a schema is a a construct of familiar knowledge. Schemata are cultural, taken for granted constructs, and they become so entrenched in our consciousness that we often find it difficult to envisage any alternative ways of thinking.The mind is naturally inclined to interpret things by relating them to what is schematically established as normal and customary.What schemata do is to provide us with a convenient framework for understanding. Here, as the speakers need to continue the conversation, it means that the speakers have the same schema. By having the same schema on their mind, they can continue the conversation well. 98 Conclusions Micro-level coherence deals with thematic structure and thematic progression in which theme functions as the ‗launch pad‘ of a clause. Development of theme in each clause signals communication strategy to keep the text coherent to what has been said. Even though not all of the utterances shows particular patterns, communication runs well because there are another components, key words and schema, which support the flow of message. In addition, the conversation is not only limited in a particular topic, but it goes with upcoming topics. It is the writers‘ hope that the present account of coherence in the conversation will contribute to our general understanding of what participants in a conversation do. It is clear that coherence is vital importance for both spoken and written interaction. Bibliography Backlund, Ingegred. 1992. Theme in English Telephone Conversation. Language Science Vol. 4, Number 4. Bloor, Thomas and Meriel Bloor. 2004. The Functional Analysis of English Second Edition. London: Arnold. Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. United Kingdom: Pinter Publishers. Eggins, S. and D. Slade. 1997. Analysing Casual Conversation. London Gerot, L. and P. Wignell. 1994. Making Sense of Functional Grammar. Sydney: Antipodean Educational Enterprise Halliday, M.A.K. 1994. An Introduction to Functional Grammar Second Edition. New York: Edward Arnold. Hapsari, Intan Permata. 2011. Analysing the Grammar of Casual Conversation: Enacting Role Relations. Language Circle Journal of Language and Literture vol V / 2 April 2011 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Martin, J.R. and David Rose. 2004. Working with Discourse. New York; Continuum. Sutopo, Djoko. 2014. Negotiation of Meanings: A Case of an Indonesian ISBN 978-602-73769-3-9 Young Learner of English. International Review of Social Sciences Vol. 2 Issue 6. Thornburry, Scott. 2005. Beyond the Sentence. Macmillan 99 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DECISION MAKING IN TRANSLATION AND ITS CONSEQUENCE: THE IMPACT OF TRANSLATION TECHNIQUES ON THE QUALITY Bayu Budiharjo Faculty of Cultural Sciences, Universitas Sebelas Maret Surakarta, Indonesia

Liberty Minggus Postgraduate Study, Universitas Sebelas Maret Surakarta, Indonesia

Abstract Every single decision a translator makes bears consequence, be it concerning micro units of translation, the macro units or even decision dealing with components larger than those translation units. One of the various decisions which has to be made by a translator when working on a translational task or job deals with the possibility that a single translation unit can be translated in many different ways. In deciding on how micro units of translation (which range from words to sentence) are translated, the concept termed by Molina and Albir ―translation technique‖, a translator is required to consider several noteworthy factors as each technique that he or she decides to use brings about effect, the impact on the translation quality. This paper aims at revealing how the decisions made by a translator regarding what techniques to use affect the quality of the translation that he or she produces. There are two existent chances: correctly chosen and employed translation techniques heighten the quality and on the contrary, incorrect application of techniques in some ways damages the work of a translator. Through this paper, it can be recognized how translation techniques work in determining quality and in what way they can be taken advantage of to produce the desired result, translation works with high level of quality. The wider knowledge and insight about translation techniques and quality a translator or anyone translating texts has, the better proficiency he or she has in the decision making with regard to producing high quality translation works. Keywords - translation, decision making, translation techniques, translation quality Introduction In brief, translation can be said to be a process of transferring message from a language and culture to another. In a translating activity, the one performing the process (translator) always faces problems, ranging from those which can be solved in a matter of seconds to those involving complex and complicated stages of problem solving. Besides involving problem solving, translation is always characterized by options and alternatives. 100 One of the many and diverse options in translating activity is whether a translation is made closer to source language (SL) and culture or closer to the other end, target language (TL) and culture. With the aim of producing translation with high quality, a translation has to be able to choose the right option. In addition to the option encountered by a translator at the early stage of translating activity (and even before the activity starts) mentioned above, options emerging during translating activity exist. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The options between producing translation closer to source or target language or culture deal with text as a whole. Meanwhile, the other ones, occuring during the translation activity deal with smaller (micro) units of translation, ranging from word to sentence. In translating these small units of translation, it occurs before a translator that a single unit of translation can be translated in more than one ways. An idiomatic expression in the SL, for example, can be translated by substituting it with its equivalent and natural expression in the TL whenever possible. Such expression can also be translated by substituting the expression with the meaning it refers to (translating it into non-idiomatic expression). In another case involving currency, a translator has the options to preserve it or to convert it into the more familiar one in the TL culture. What a translator has to consider is that each of such options available to choose shapes how the translation will be. The right decision made by a translator brings positive effect on the translation he or she produces while wrong decision results the opposite effect. The key to dealing with such decision making is the knowledge possessed by translator. This paper attempts to provide a picture about how decision making performed by a translator affects the quality of his or her translation. Each of a translator‘s decisions brings about impact on the equivalence between the message of the SL text and that of the TL text, the naturalness of the translation and how easily the translation can be understood by its readers. Decision Making in Translation Aissi (1987: 76) states that in translating a text, ―the decision making process is very active in the synthesis or reexpression phase during which the translator constantly makes choices between alternatives so as to match the SLT [Source Language Text]‖. The ISBN 978-602-73769-3-9 statement is followed by another statement ―the translator is often compelled to make a choice whenever he [or she] is confronted with a number of alternatives in conveying the meaning of an expression‖. The phrase ―very active‖ in the statement presented above suggests that translating a text is full of alternatives and hence, decision makings. The second statement indicates that the alternatives concern more on small unit of translation (an expression) as can be seen in the phrase ―a number of alternatives in conveying the meaning of an expression‖. Decision making dealing with and affecting the bigger unit of translation (text) also exists. Translator has to create equivalent between SL and TL messages at textual level. This idea is put forward by Baker through the concept of ―textual equivalence‖, in which equivalence needs to be established at the level of text regarding the type and the purpose of the text and who the target audience are (1992:, 12). We can see then, that decision making lies at all levels and stages of translating activity. Decision making in translation very much depends on the knowledge of the translation. The more knowledge a translator possesses, the better decision he or she can make and the better the quality of the result is. A translator with wider and more comprehensive knowledge will be able to consider the risks of his or her decision better than a translator having less knowledge. Translation Technique In this section, we start to move to the specific part of our discussion. We mention in our title the terms ―decision making‖ and ―technique‖. We have provided brief account related to decision making in translation in the previous section and here, we focus on translation technique. The term ―translation technique‖ we use is derived from the same term used by Molina and Albir (2002). 101 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Translation technique refers to ―the way micro-units of the text are translated‖ (ibid: 508). Prior to the link between the term ―technique‖ to the above definition (by Molina and Albir), experts use different labels to refer to the similar (if it is not to be said ―the same‖) concept, among which are translation strategy and translation procedure. We use the term ―technique‖ by Molina and Albir (2002) because the term is clearly distinguished from the other two concepts, translation strategy and translation method. In brief, translation technique is characterized as how the result of the translation functions in relation to the corresponding unit in the source text. It is different from translation strategies, which refers to how a translator solves the problems emerging during translation process. It can be seen that translation technique is associated with the result or the translation product while translation strategy deals more with translation process. Meanwhile, translation technique differs from translation method in the way that both operates at different level. Technique operates at micro units of translation and method affects the macro unit of translation, the whole text. Translation techniques have five basic characteristics (ibid: 509), namely: 1) They affect the result of the translation 2) They are classified by comparison with the original 3) They affect micro-units of text 4) They are by nature discursive and contextual 5) They are functional Of the five characteristics listed above, we deal the most in this paper with the first one. They (translation techniques) the result of the translation. Let us relate the characteristic to our statement we present in the abstract that each decision made by translator bears consequence. The consequence we mean is 102 the one dealing with the effect on the result of the translation, more specifically the quality of the result. The more detailed account about the consequence is presented in the later section in our paper. One of many theories proposed regarding translation techniques is VanCoillie‘s model of translating propername (2006: 123), consisting of: (1) reproduction, (2) nontranslation plus additional explanation, (3) replacement of personal name by a common noun, (4)‘phonetic or morphological adaptation to the target language, (5) exonym, (6) replacement by a more widely known name from the source culture or an internationally known name with the same function, (7) substitution, (8) translation of names with a particular connotation, (9) replacement by a name with another or additional connotation and (10) deletion. We label the ten ―technique‖ as they point to how micro unit, the proper names of a SL text, is translated. These techniques are designed exclusively for dealing with proper names. Another theory of translation technique is from Gottlieb (in Ghaemi, 2010: 42), focusing on techniques applied in the case of movie subtitle. There are ten of them, namely: (1) expansion, (2) paraphrase, (3) transfer, (4) imitation, (5) transcription, (6) dislocation, (7) condensation, (8) decimation, (9) deletion and (10) resignation. Unlike the translation techniques we previously list, the following translation techniques apply to more general and wider translation situations. The techniques we mean are those proposed by Molina and Albir (2002: 509-511). Among the techniques put forward by experts in the field of Translation Studies, we use this set of techniques in presenting details of how translation techniques give impact on translation quality. The brief account about the 18 techniques is provided below: ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 (1) adaptation Adaptation replaces a cultural element in a SL text with the one originating fromTL culture which makes the translation of the original more familiar in the TL. (2) amplification Amplification is the technique applied by adding or introducing information item that is not present in the SL text. This technique can be used to provide necessary additional information. (3) borrowing Borrowing is taking original words or expressions existing in SL textand using them in the TL text. The words or expressions can be presented in the TL text with or without any modification (spelling and/or pronunciation). (4) calque Calque is the technique employed by applying literal translation of a foreign word or phrase, either structurally or lexically. (5) compensation Compensation is used whenever there is a linguistic or stylistic element in the SL text reproduced in the different part in the TL text. This technique is usually used if the original linguistic or stylistic element cannot be reproduced and reflected in the same part in the translation. (6) description Translatingusing description is done by replacing a term or expression with the description of the items‘ form and/or function. (7) discursive creation The technique of discursive creation is used when a translator establishes a temporary equivalence that is ―totally unpredictable out of context‖. (8) established equivalent Established equivalentrefers to translating SL term or expression using a recognized equivalent term or expression (either in dictionaries or in language in use) in the TL. (9) generalization This technique is the label for the oneapplied by using more general or neutral term in the ISBN 978-602-73769-3-9 TL text. In other words, translating using superordinate term. (10) linguistic amplification Linguistic amplification is applied by adding linguistic elements to the translation. This technique is frequently used under the contexts of consecutive interpreting and dubbing. (11) linguistic compression This translation technique is the opposite of linguistic amplification, that is applied by synthesizing linguistic elements in the TT. This technique is usually used in different situations: simultaneous interpreting and in subtitling. (12) literal translation This translation technique is applied by translating a word or an expression word for word. (13) modulation Using modulation means changing the point of view, the focus or cognitive category in the SL text; the change can be lexical or structural. (14) particularization This translation technique is applied by using more specific term to translate a term in the SL. (15) reduction Reduction is the technique applied by suppressing or reducing information item which is found in theSL so that it does not appear in the TL text. (16) substitution This technique is used by substituting linguistic elements with paralinguistic elements (for example intonation and gestures) or vice versa. (17) transposition Transposition means to translate units of translation by applying changes in grammatical category. This technique is often used because of the difference between the grammar of the SL and that of the TL (18) variation This is the technique in which translator changes linguistic or paralinguistic elements that affect aspects of linguistic variation. 103 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Translation Quality Nababan, Nuraeni and Sumardiono (2012) affirm that the quality of a translation is measured from the quality or the level of the following three aspects, namely accuracy, acceptability and readability. Below are the details of the three aspects used as the parameters in measuring translation quality. (1) accuracy According to Shuttleworth and Cowie (1997:3), ―accuracy is a term used in translation evaluation to refer to the extent to which a translation matches its original.‖ From the statement, it can be known that translation corresponds to the original text. As translation at the core is the process of message transfer, the correspondence between translation and its original deals with the preciseness in terms of the message contained in the two: translations have to convey equal message to the message of the originals. The statement can be linked to the following: a statement or a text can be called a translation if it has relation in terms of equivalence with another text. The relation points to similarity in message and language form (Nababan, Nuraeni and Sumardiono, 2012: 43). Similarity in message is associated with accuracy while similarity in form is more related to the second aspect determining the quality of a translation presented below. (2) acceptability In brief, the aspect of acceptability can be said to be the degree of how a translation conforms to the norm and cultural value of the TL. According to Nababan, Nuraeni and Sumardiono (2012: 44) acceptability points to how a translation is expressed within the norm and cultural value existing in the target language. The acceptability of a translation covers both how natural a translation is at the micro level and macro level.. Further, Nababan, Nuraeni and Sumardiono (ibid: 45) assert that acceptability is not only a matter of culture but it also relates to the grammatical rules in the TL. Acceptability works in the following way. The more a 104 translation fits the norm, cultural value and grammatical rules in the target language‘ the higher degree of acceptability it has. An acceptable translation (translation having high degree of acceptability) sounds natural to the readers, does not sound like a translation. Therefore, there is a possibility that a completely acceptable translation is not recognized as a translation by its readers. (3) Readability According to Richards, Platt and Platt (2002: 442), readability points to the aspect of ―how easily written materials can be read and understood‖. The aspect of readability does not originate from Translation Studies and its use is not limited only in translation quality assesment. In the field of Translation Studies, readability is understood as how easily a translation, which takes form of written material, is understood by its audience. The readability of a translation product is used as one of the parameters to assess the quality of a translation product is caused by a reason. A translation work is produced with the purpose of assisting (or often helping) readers understand materials incomprehensible to them. Therefore, to be able to achieve its purpose of being helpful to the audience, translation works need to be easily understood. The Impact of Translation Techniques on Translation Quality In the previous section, we present the characteristics of translation techniques and one of the five reads ―they affect the result of the translation‖. In this section, we would like to affirm and emphasize that the choices made by a translator dealing with what techniques he or she uses will influence the quality, or the level of accuracy, acceptability and readability, of his or her translation. We use the modal ―will‖ in our statement here to indicate the unconditional effect of the use of techniques on the quality of the result. The effect we mean consists of two kinds, positive and negative. This effect is highly ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 dependent on the knowledge, including experience, of a translator. By nature, translation techniques are not good or bad; there is no good technique and there is also no bad technique (Molina and Albir, 2202: 509). The use of a technique can be ―right‖ and brings about positive effect and vice versa. A translator‘s knowledge drives his or her use of translation technique to one of the following possibilities: right or wrong. A translator possessing a lot of knowledge tends to make the right decision regarding the choice of technique he or she uses. With his or her knowledge, a translator is able to determine what technique he or she should choose within a particular circumstance to produce translation which is accurate, acceptable and redable for the readers. As stated in the previous section, the evidence we provide here is demonstrated by presenting how the techniques put forward by Molina and Albir affect translation quality. This set of techniques is chosen based on the consideration that the 18 techniques are proposed to be applied in wider and more general situations. The examples we present in this paper are taken from the translation of three children books entitled I Love Snow, George Shrinks and I Spy. Example 1: SLT : I can catch snowflakes! TLT: Aku bisa menangkap butiran salju! Example 1 is the example of the use of generalization. In the TL culture, snow is divided into several types, among which are snowflakes, hoarfrost, raupel and polycrystals. The use of the more general term ―butiran salju‖ as the equivalent of ―snowflakes‖ is unable to carry the complete meaning of the original meaning in the TL text. This is because the TL term may refer to any ice crystal while the original points to a certain ice crystal which is more specific. This means that the use of generalization in ISBN 978-602-73769-3-9 the example above brings negative effect on the accuracy of the translation. However, the use of the technique in this case has positive effect on the acceptability and readability of the translation. As snow does not exist in the TL culture (because of its being a culture in a tropical region), readers are not familiar to such division of snow. The more familiar and understandable term is ―salju‖. Example 2: SLT : I can slide down the hill. TLT : Aku bisa meluncur bukit. In Example 2, reduction is used to ranslate the expression ―slide down the hill‖ into ―meluncur bukit‖. Here, it can be seen that there is a reduction in information item, which is the direction of the action ―slide‖. The message of the direction ―down‖ can still be drawn from the context and common knowledge that gravity pulls objects downwards, which means that there is no problem with the equivalence in terms of message in both SL and TL. However, the use of reduction here causes negative impact on the acceptability of the translation. The absence of the direction of the action in the TL results an unfamiliar expression ―meluncur bukit‖ and therefore, the technique reduces the level of acceptability of the translation. Speakers of the TL would likely express such message with the expression ―meluncur menuruni bukit‖ to form a more natural expression. Example 3: SLT : Eat a good breakfast. TLT : Sarapanlah. We can see from Example 3 that there is a change in grammatical category. The change of noun in the SLT into verb in the TLT indicates the use of a technique called transposition. The original expresion in the TL text ―breakfast‖ is a noun, functioning as an object, that refers to something (food) to eat, while the translation ―sarapanlah‖ occupies the position of predicate (a verb instead of noun) of the TL sentence. We need 105 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 to make thing clear that the discussion here is limited only on the expressions in bold since the translation of the sentence involves more than one techniques. The use of transposition in the example above brings positive effect on all of the three, the accuracy, acceptability and readability. The change in grammatical category is able to deliver the message carried by the SL expression in the TL, which is a command to have breakfast. In the TL, the word ―breakfast‖ takes form of noun and is always preceeded by verb (have, get, etc.) to be able to function as predicate. Unlike the SL term, the word ―sarapan‖ in the TL can take either noun or verb so the translation is an acceptable translation. Speakers of the TL also likely not to find any difficulty in understanding the translation. Example 4: SLT : Make sure you water the plants. TLT: Jangan lupa menyiram tanaman. Modulation is applied in the translation of the expression in bold. Modulation is the technique which involves change in the point of view. The expression ―make sure‖ is a verb refering to taking action to be sure that something is accomplished. The SL expression is translated into ―jangan lupa‖, which literally means ―do not forget‖, changing the point of view from being sure that something is accomplished to not to forget to perform the action (the ―something‖). This change occuring in the translation of the term does not alter the message that ―the ‗something‘ has to be done‖. Therefore, it is justified to say that the use of modulation in the case presented above gives positive effect on the level of accuracy of the translation. In addition, the technique also affect the accuracy and readability in a positive manner. The expression used to convey the message of the SL text is the one commonly used and understood by the speakers of TL. Example 5: SLT : A horse‘s wheel. TLT : Roda milik kuda. 106 The technique used to translate the term in Example 5 is an example of inappropriate use of translation technique. The SL term ―a horse‘s wheel‖ is translated using literal translation into ―roda milik kuda‖. We make a judgement that the use of literal translation is inappropriate based on the fact that the technique lowers the level of accuracy, acceptability and also the readability of the translation. In other words, the use of the technique brings (seriously) negative impact on the quality of the result. The translation is inaccurate in the way that both the SL term and its translation convey messages that do not match each other. The original term points to a type of tractor while the translation denotes to the wheel possessed by a horse, two completely different objects. To make matters worse, the translation is a term which is unnatural and even odd in the TL as such object is unlikely to ever exists in TL culture. In addition, the translation bears irrational meaning that a wheel is owned by a horse. This irrationality can cause problem to the readers in understanding the message beyond the expression. The last two arguments underlie the judgement that in addition to producing low level of accuracy, the technique results translation of low level of acceptability and readability. Example 6: SLT: A green and yellow dress. TLT: Baju warna hijau dan kuning. It can be clearly noticed in the example 6 that the translation contains detail which is not formulated in the SL text. It is the word ―warna‖, the counterpart of which can not be traced in the original sentence. Introduction of detail not formulated in the SL indicates the use of amplification. It does not mean, however, that the introduction of the extra word causes the translation to convey different message from that contained in the SL expression. It is because the meaning of ―colour‖ can be implied from the presence of ―green‖ and ―yellow‖. In other words, the meaning exists but it is not expressed ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 straightforwardly. The use of the technique makes the meaning of ―colour‖ explicit. The technique of amplification used to translate the sentence does not alter the message contained within. In addition, the technique does not produce any inconformity to the norms in the TL, both linguistic and cultural. As a consequence, the translation sounds natural. This means that the use of the technique contributes positively to the accuracy and acceptability of the translation of the sentence. More than just contributing positively to accuracy and acceptability, the use of amplification in the translation does not lower the degree of the translation‘s readability. The word ―warna‖ and the concept it bears tends to be well understood by the target readers since normally, colours are already recognized by children, even those in their early stages. The six examples we have presented and discussed show the result of the decision making performed by the translator. We will not go further to discuss the decision making taking palce during the process of translating the six expressions as we are unable to trace what was inside the translator‘s mind when the process took place. What we are sure is that there were options, many techniques among which can be chosen. One of the examples of the available options is the one to preserve the term ―snowflakes‖ (Example 1) in the TL text. Another option is to translate ―a horse‘s wheel‖ into ―traktor‖ (Example 5). The choice to pick those two alternatives is of course followed by its own consequence (impact on translation quality). Those six examples provide picture how translator‘s decision on chosing which translation technique(s) to use brings either positive or negative impact on the quality of the translation he or she produces. The ―cause and effect‖ relationship between technique and quality not only exists in the cases involving the set of techniques we use as examples but it also exists in other cases, ISBN 978-602-73769-3-9 for example translating proper names and movie subtitle, whose techniques are listed in the previous section. Closing Remarks Decision making is one of the features of translating activity and following each decision a translator makes is consequence. Among many kinds of decision making which has to be performed by a translator is the one involving the choice of translation technique. We have seen a little how the decision regarding which technique(s) to choose to be applied shapes the result of the translating activity. As a consequence a translator needs to consider each of his or her choice of translation technique. Translators always want their works to have high quality. This can be achieved by applying techniques which best suit the micro units of translation in the texts they translate. Knowledge and also expreience are required in determining which techniques are the best. Knowledge and experience are important because it is not a matter of good techniques or bad techniques but it is about the correct or incorrect choice of techniques. The ability of a translator to make the right decisions, including choosing the right techniques is one of the important factor supporting his or her role as the one who fills the gap between authors of original works and the audience lacking of access to the SL. Such gaps are still there in many cultures and the role of translator is needed. The task to fill these gaps is done through producing high quality translations. Translator, therefore, needs to be aware that he or she has to make the best of his or her decision making to produce translation works fulfilling the need and expectation of the audience. 107 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Bibliography Aissi, L. 1987. An Analytical Study of the Process of Translation (With special reference to English / Arabic). Thesis.University of Salford Baker, M. .1992.. In other words: A Coursebook on Translation. New York: Routledge. Ghaemi, F., & Benyamin, J. 2010. Strategies Used in Translation of Interlingual in Journal of English Studies.vol. 1 no. 1. Molina, L. and Albir, A. H. 2002. Translation Techniques Revisited: A Dynamic and Functionalist Approach in Meta: Translator‘s Journal vol. 47. no. 2 Nababan, M.R., Nuraeni A. and Sumardiono. 2012. Pengembangan model penilaian 108 kualitas terjemahan in Kajian Linguistik dan Sastra. vol. 24. no. 1 Richards, J. C., Platt J. and Platt H. 1992..Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman. Shuttleworth, M. & Cowie M. (1997) Dictionary of Translation Studies. Manchester: St. Jerome Publishing. Van Coillie, J. 2006. Character Names in Translation: A Functional Approach. In: J. Van Coillie & W. P.Verschueren (Eds.), Children's Literature in Translation: Challenges and Strategies. Manchester & Kinderhook: St. Jerome Publishing. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DEVELOPING YOUNG LEARNERS‘ PERCEPTION OF FUNDAMENTAL GRAMMAR THROUGH TOTAL PHYSICAL RESPONSE Betari Irma Ghasani Postgraduate Program Semarang, Indonesia

Abstract Reconsidering the role of grammar as a fundamental aspect in second language learner have become important nowadays. It is argued that acquiring grammar can build their basic skill as second language learner. In addition, developing their correct perception of fundamental grammar is also needed in order to expand learners‘ ability in using grammar precisely in foreign language teaching and learning process. These beliefs have led to an increased interest in teaching grammar, especially fundamental grammar, including teaching grammar for young learner. In teaching fundamental grammar to young learners, it is needed an activity which shows context clearly. Here, total physical response plays its role. Activities in total physical response are designed to challenge and motivate students. By stimulating and involving students, fundamental grammar is introduced and developed well. This paper focuses on the status of fundamental grammar in teaching and learning process for foreign second language learner, the importance of grammar for young learner, and how to develop young learners‘ perception of fundamental grammar. It is also reports the analysis of implementing total physical response for teaching fundamental grammar to primary students. Keywords – young learner, perception, fundamental grammar, and total physical response Introduction In foreign language teaching and learning process, one of the most discussed and debatable phenomenon is how to teach grammar to students. The way to learn grammar explicitly through a formal presentation grammatical rules or implicitly through meaningful language use is influenced enormously by the status of grammar itself in foreign language pedagogy faithfully believed in a country. In spite of the fact that studying foreign language needs grammar mastery, there is no exact agreement as to how this goal will be reached when the learners also learn their first language. Although it has been acknowledged that learning target language cannot guarantee high levels of grammatical competence, some research shows the need for teaching grammar effectively. Consequently, grammar teaching becomes an ISBN 978-602-73769-3-9 important issue in foreign classroom development. language In teaching English, especially to young learners, grammar is supposed to be taught naturally. By learning grammar naturally, learners will not be aware that they are learning second language grammar. The main aim is on building up the grammatical awareness rather than grammatical knowledge on them. Teachers should provide a good condition for young learners to discover sentence patterns in this stage. Introducing part of speech is suggested as well as a fundamental grammar. This stage can be done by providing creative language activities which is appropriate on their age. Here, Total Physical Response (TPR) which is introduced and developed by Dr. James J. Asher plays role.Asher (1968) states that TPR is a method of teaching language using physical movement to react to 109 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 verbal input in order to reduce student inhibitions and lower their affective filter. It allows students to react to language without thinking too much, facilitates long term retention, and reduces student anxiety and stress. others. Analysis means organizing and interrogating data in ways that allow researchers to see patterns, identify themes, discover relationship, develop explanations, make interpretations, mount critiques, or generate theories. In other words, TPR considers that one learns best when he is actively involved and grasp what he hears (Haynes, 2004; LarsenFreeman, 1986; Linse, 2005). According to Malone (2011), in early TPR lessons, students hear and see and then hear and do. 1. Hear and see. Students hear the teacher say a command and see the teacher demonstrate the action. They hear the command again and see the teacher for the second time and then student demonstrate the action voluntarily. 2. Hear and do. The students hear the command a third time and they do the actions In this study, I analyzed a video entitled ―Shaping the Way We Teach English: From Observation to Action‖ produced by University of Oregon, USA in 2012 which was given as an assignment of English for Various Instruction course on Postgraduate Program in the Academic Year 2015/2016. The duration of the video was 23 minutes 27 seconds. Towards this study, the main objective is to determine whether total physical response can be applied by English teacher in teaching second language. Moreover, the study also investigate status of fundamental grammar in teaching and learning process for foreign second language learner, the importance of grammar for young learner, and how to develop young learners‘ perception of fundamental grammar. Furthermore, the significance of this research is to explain that total physical response is useful for teaching fundamental grammar. Methodology A qualitative descriptive study is used and applied for describing and explaining the phenomenon. According to Creswell (1994: 145), qualitative research is descriptive in that the researcher is interested in process, meaning, and understanding gained through word or picture. In unfolding meaning, data analysis is considered to be a systematic search. Hatch (2002: 148) describes that it is a way to process qualitative data so that what has been learned can be communicated to 110 In this study, an observation instrument was used as the main method of collecting data. The data collected was based on observing the video chosen. In addition, the teaching and learning process was investigated in order to know the implementation of total physical response as a main focus in the video. Analyzing the data was done right after gathering the data had been done well. There were some steps done in doing this study based on the video chosen. Coding as the first step was done by investigating the video. In doing investigation, field note was used for making a written record of the data to make sure that the data gathered was collected completely. After collecting the data by using field note, the analysis was done based on it. Writing the findings as the last step was done after the analysis complete. Finding and Discussion In foreign language teaching field, it is important to teach grammar. According do Cameron (2001: 96) states in Wahyanti (2015), grammar is something much more than the lists of labels and rules found in grammar books, and that grammar is closely tied into meaning and use of language, and is ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 inter-connected with vocabulary. Savage et al. (2010: 2-4) proposes some roles of grammar which show the importance of grammar itself as follows: 1. Grammar is an enabling skill 2. Grammar can support self-sufficiency 3. Grammar can motivate learner Fundamental grammar as a main focus has an important role in foreign language learning process. Without acquiring and applying fundamental grammar, learners cannot communicate to others effectively and efficiently. Based on the data, the writer found out that total physical response was applied well for teaching fundamental grammar in this video. Total Physical Response can be applied towards some activities which can be categorized into some classification (Maroto et. al.: 2014). It can be seen from the following explanation. First, this video was used TPR-S by applying story telling. Though each students did not make full story, they produced an imaginative sentence. Here, the teacher wanted to teach fundamental grammar by making a sentence. The teacher provided some words depicted part of speech. Those are adjectives, nouns, verbs, adverbs and preposition. In adjectives, teacher gave some words, such as colored, big, bad, small, happy, sad, brown, white, yellow, poisonous, angry, hungry, wild, sleepy, and so on. Jaguars, monkeys, insects, snakes were included into nouns. Furthermore, teacher also uses words such as ―eat, run, sleep, hunt, walk, catch, swing, fly, swim, yell, and hang‖ for completing sentences related to the ―animal nouns‖ used. For adverb, she provided ―quickly, slowly, badly, happily, sadly, madly, hungrily, and quietly. Not to mention, she also provided some prepositions such as ―on the ground, on the yard, and so on‖. ISBN 978-602-73769-3-9 By using some words above, the teacher taught the students how to make a good sentence. She did not only teach how to make a good sentence by using provided words, but she also paid attention to the punctuation. She asked the students to correct the mistake happened when she forgot to use capital letter in the beginning of the sentence and put full-stop to end the sentence. Some sentences made by students can be seen as follows Poisonous red snakes eat quickly on the ground. Bad green insects play quietly on the bus. Big yellow jaguars fight madly on the ground. Small poisonous monkeys scratch quickly in the canopy. Second, this teaching and learning process used TPR-B. TPR-B related to the body. Everything that learners do can be done with body movement. In this video, the teacher asked students to move their body by standing up or doing other movement. Teacher showed some movement in water cycle based on the words pronounced by her and learners. Furthermore, learners also was requested by the teacher to do the other movement such as standing up when they are practicing or presenting a movement based on the sentenced on the whiteboard. For example, when a student produced sentence ―Poisonous red snakes eat quickly on the ground‖, teacher asked all of students to act or present how to ―eat quickly‖ based on the sentence. Third, TPR-O was used by asking students to point out which part of realia provided on that class based on the sentence produced by one student. The teacher requested the student to show her by using an order ―show me‖. It can be seen when a student produced a sentence ―Small poisonous monkeys scratch quickly in the canopy‖. Teacher asked 111 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 students which canopy was on the realia provided. Fourth, this teaching and learning process used TPR-but with music. Basically, children loves music. By adding melody, they can learn and memorize the fundamental grammar faster and better. Singing together as a class is a great memory-enhancing tool, especially for young learner. In this teaching and learning process, the teacher used ―hippo song‖ to gain students‘ attention and awareness. She changed the lyric of ―hippo song‖ by sentence produced by students. In order to make it clear, she practiced by herself first, and asked her student to practice together with her and sing it together. She applied the other sentences and sing it together with her students. By using some TPR methods above, the teacher tried to develop the fundamental grammar through listening and speaking skill. In listening skill, students must aware the teacher instructions. Furthermore, the teacher tried to increase the students speaking skill by asking them speak up to present their sentence. In Total Physical Response, young learners do some roles. They are acting as listener and performer. They are listening to the instructions and performing it directly. Since there is little influence in the content and production, young learners can make selfmonitoring and self-assessment for themselves as a feedback. Sometimes, as it is done quietly, without producing much more words, it is also called as Krashen‘s Silent Period. In addition, teachers also play role as decider and instructor for students. They decides which instruction can be given to her students and asks students to do the instruction. Furthermore, teachers are organizer for preparing of activities. 112 Another role which can be done by the teacher is creator. A teacher is a creator of the detailed lesson planned. She creates a lesson plan and applies it to her classroom. In addition, she is also a director who directs her class on how turn taking runs well. Moreover, feedback is also needed in teaching and learning process. Teacher also plays role as feedback provider. She provides feedback such as reinforcement in engaging and appreciating students work. Conclusion Fundamental grammar is an inseparable part in learning second language. The process of teaching grammar has gained a new insight, not only in teaching grammar for adults, but also in teaching grammar for young learners. It is totally agreed that fundamental grammar plays an important role in young learner classroom. Teachers of young learner can help developing learners understanding of grammar through total physical response. When TPR is applied, the teacher is required a model which does not force the learner to speak. Through movement done by learners, they can also improve their fundamental grammar naturally. The TPR emphasizes movement and instruction. Movement is used as a memory enhancer in memorizing fundamental grammar, while instruction is used to direct the learners Bibliography Asher, James J. 1968. The Total Physical Response Method for Second Language Learning. San Jose: San Jose State College Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press Cresswell, J.W. 1994. Research Design: Qualitative and Quantitative Approach. California: SAGE Publication Inc. Cresswell, J.W. 2007. Qualitative Inquiry & Research Design Choosing among Five ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Approaches. California: SAGE Publication Inc. Krashen, S., and Terrel, T. 1983. The Natural Approach: Language Acquisition in the Classroom. New York: Pergamon Larsen-Freeman, D. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press Malone, Susan. 2011. Introduction to Oral English using the Total Physical Response (TPR) Method. SIL-Bench Maji MTB MLE Program Maroto, et. al. 2014 www4.ujaen.es/~gluque/TPR_Presentati on.pdf Downloaded June 8 th, 2016 ISBN 978-602-73769-3-9 Richards, J.C. and T.S. Rodgers. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge Cambridge University Press Wahyanti, C. Murni. 2015. Raising Young Learners‘ Awareness of Grammar through Creative Language Activities. 4th ELtlt International Conference Proceedings Widodo, Handoyo Puji. 2005. Teaching Children Using a Total Physical Response (TPR) Method: Rethinking. Jurnal Bahasa dan Seni Tahun 33, Nomor 2, Agustus 2005 113 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 MODEL OF TEACHING ENGLISH FOR TOURISM SERVICE PROVIDERS THROUGH ROLE-PLAYING METHOD AT VOCATIONAL SCHOOL Budi Purnomo Sahid Tourism Institute of Surakarta Jalan Adisucipto 154 Surakarta City 57144, Central Java, Indonesia

Abstract This research aims at creating a model of teaching English for Tourism Service Providers through role-playing method at vocational school. This study is of an action research (AR). It uses four steps: planning, acting, observing and reflecting along with five techniques for collecting data: test, in-depth interviewing, observation, questionnaire and researcher diary. The research findings show that: (1) role-playing method is a good model for teaching English for Tourism Service Providers at vocational school. It gives students the opportunity to demonstrate how to use English in real life as if in tourism industry situations and make them focus more on communication skills and (2) comparing the average scores of the pretest and post tests in cycle 1 and in cycle 2, they indicate that at the end of learning-teaching process, most of the students have improved their English for Tourism Service Providers significantly. The findings indicate strongly that not only do the model of teaching English for Tourism Service Providers develop the students‘ English speaking skills, but also increase their hospitality skills. Keywords – teaching English for Tourism Service Providers, role-playing method, vocational school Introduction Since 2015 Indonesia has started to do more to boost the competence and competitiveness of graduate of vocational school (SMK) students. The government has prepared as much as 700 million IDR ($54,000 USD) for every SMK to help improve the quality of learning (Global Business Indonesia Guide, 2016). It is to fulfill the industry demand on specialized labors that have higher level of skills. Therefore, English that has been the first requirement to join the work field has to be mastered by SMK students. English teachers at SMK are required to be creative, innovative and may adopt distinctive teaching methods to meet the specific goals, i.e. to prepare graduates to be ready to compete in the work force. So, the teaching quality of the teachers are very crucial to conduct. Unexpectedly, as reported by Purnomo (2013), during the students‘ 114 duties of internship in tourism industries, there were still many complaints from the supervisors and the guests related to the the students‘ poor ability in using English for oral communication. To the best of my knowledge, there has been no research served information of how the teaching of English for Tourism Service Providers done in tourism vocational schools in Indonesia. Thus, this study would be the first research about a teaching method in tourism vocational schools in this country. On the other hand, up to now many interesting studies have been done on roleplaying method. Hua (1991) found that the use of simulation and role-play stimulates students‘ self confidence and most of students including the weaker students who speak less are participating in the learning process. Jarvis, Odell & Troiano (2002) described that role-play makes students more ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 interested in the learning materials. In addition, Harmer (2007) stated that simulation and role-play have distinct advantages, it can be good, fun and motivating. It can be used to encourage the general oral fluency or to train students for specific situations. Related to the issue, I investigated the teaching and learning English in Grade XI class at Tourism Competency Program of SMK Sahid Surakarta, Central Java, Indonesia.Based on my observation speaking skill was a difficult skill for most students. It was indicated by their low scores in the pretest. The results of observation also indicate weaknesses in the classroom situation during the teaching and learning process. Many students do not pay attention fully to the classroom activities. They tend to be busy with their own business such as chatting, speaking and others. The classroom situation reflect less joyful process of teaching and learning either for the students and for the teacher. Furthermore, my observation infers two main problems founded. The first was the contents of coursebook was not specific for tourism program. It was for general vocational programs. The second was the method that the teacher gave in the teaching and learning process was monotonous. It caused no interaction in the class. The dominant activity was the teacher‘s explanation in front of the class. Based on the above problems, the research was intended to (1) implement materials of coursebook containing English for Tourism Service Providers and (2) implement roleplaying method in the teaching and learning process in Grade XI class at Tourism Competency Program of SMK Sahid Surakarta.The method was presented within the framework of action research (AR). ISBN 978-602-73769-3-9 It is expected that the results of this research provide theoretical and practical benefits to develop a model of teaching English for Tourism Service Providers through roleplaying method at tourism vocational schools. Theoretical Review Among the recent innovations in the field of teaching English for Tourism Service Providers, role play is very important because it gives students an opportunity to practice communicating in different social contexts and in different social roles. Role play is a technique in which students are presented with a real or artificial environment and they are exposed with some find of case or situation and they need to exhibit the same in the form of roles. Moreover, Dorathy and Mahalakhsmi (2011) found that role play is an instructive method which serves as a multi-skill developing weapon where the students not only develop a broader perspective about a task or new role but also the horizon of understanding others behavior resulting into empathy, team work, better communication, interpersonal skills and management development. In relation with the AR, there is growing evidence that language teachers from all over the world get immense satisfaction from doing action research, especially when they can work collaboratively with other colleagues to explore common issues (Edge & Richards, 1993; Wallace, 1998; Burns, 1999; Mathew, 2000; Edge, 2001; Tinker Sachs, 2002; Rochsantiningsih, 2005; Burns & Rochsantiningsih, 2006; Purnomo, 2015). In the tourism study program, materials of English for Tourism Service Providers mainly consist of conversations between tourist(s) and tourism service providers in the activities of handling reservations and doing activities during tourists staying in Indonesia until checking out. 115 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 This study aimed to explore the following areas: (1) teachers‘ and students‘ perceptions of whether role-playing method is a good model for teaching English for Tourism Service Providers at vocational school and (2) students‘ competency improvement of English for Tourism Service Providers at the end of learning-teaching process. It is expected that the results of this research provide benefits as a proper model of teaching English for Tourism Service Providers at vocational schools in Indonesia. Methodology This study is of an action research (AR). AR is research carried out in the classroom by the teacher of the English for Tourism Service Providers with the purpose of solving a problem or improving the teaching/learning process. It is carried out by the teacher in his context, in his classrooms. The teacher identifies a problem or an area he wishes to improve and based on theory or experience or a hypothesis he thinks of an intervention. He documents the intervention and results of it. If the results are positive he could lead to the dissemination of the information. If not, the cycle may be started again. Action research is a reflective process that aims to solve a particular teaching-learning problem that has been identified. One of the aims of action research is to improve the teaching practice and in the long run the whole curriculum. in the classroom, implementing critically informed action where improvements are thought to be possible (Kemmis & Mc Taggart, 1998). The model of Kemmis & McTaggart consists of four steps: (1) planning of the action, (2) implementing of the action, (3) observing of the action and (4) making analysis and reflection as indicated in the following figure. Figure 1. Cyclical AR model based on Kemmis & McTaggart (1988) The advantage of this model is that within the model, a new cycle covering those above stages can be implemented if satisfactory results of the teaching and learning process are not achieved. This study uses four steps: planning, acting, observing and reflecting along with five techniques for collecting data: test, in-depth interviewing, observation, questionnaire and researcher diary. In order to do action research it is necessary to carry out a rigorous study in which the problem has to be clearly specified, an action plan has to be described and carried out, and finally an evaluation has to be contemplated in order to show if the decisions taken were the adequate ones (Burns, 2010). There were 32 of Grade XI of Tourism Competency Program of SMK Sahid Surakarta, Central Java, Indonesia who were prepared for duties of internship in tourism industries and an English teacher as research subjects supported by hotel and travel laboratories as venues for learning-teaching activities instead of ordinary classrooms. The design of classroom action research based on the consideration that the researcher attempts to solve the problem of the particular classroom. It provides a way of thinking systematically about what happens Through role-playing method students play the part of a tourism service provider and tourist(s) in the activities of (1) handling reservations, (2) meeting tourists at the 116 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 airport/railway station, (3) providing information upon arrival on the way to the hotel, (4) handling checking in, (5) handling telephone inquiries, (6) giving directions, (7) giving information about art performances and entertainment, (8) beginning a tour and describing the itinerary, (9) describing points of interest on the tour route, (10) serving meals at restaurants, (11) describing process used in making art objects, (12) bargaining for souvenir prices, (13) describing tourist sites and (14) handling checking out (Purnomo, 2013). Finding and Discussion The data used tests as the instruments to measure the progress of students‘ English for Tourism Service Providers. This action research was done in two cycles. Each cycle consisted of five meetings including the test. During the implementation of role-playing method, the teacher provided the students topics from handling reservation to handling checking out. First Cycle The first cycle was conducted in five meetings. The topics are: (1) handling reservations, (2) meeting tourists at the airport/railway station, (3) providing information upon arrival on the way to the hotel, (4) handling checking in and (5) handling telephone inquiries. At the end of the cycle, the teacher conducted a test in order to asses their speaking ability and to see the progress of their speaking. At this test, the teacher let the students act as a tourist(s) and a tourism service provider(s) with one of the five conversation topics chosen. To assess students‘ speaking ability, the teacher made a collaboration with the researcher. After assessing the students‘ speaking ability, both the teacher and the writer (assessors) calculated the results to get a final result. ISBN 978-602-73769-3-9 Second Cycle Like the first cycle, the second cycle was also conducted in five meetings. The topics used in this cycle were: (1) beginning a tour and describing the itinerary, (2) serving meals at restaurants, (3) bargaining for souvenir prices, (4) describing tourist sites and (5) handling checking out. The students were very enthusiastic to the topics given. Adapted from Huang (2008), the model of teaching was formulated into the following six steps. 1. Decide on a topic of teaching materials. The teacher must decide which topic of teaching materials will be used for role play activities. The teaching materials are taken from the course book entitled English for Tourism Based on Local Needs written by Samiati, et.al. The topic is selected ahead of time by the teacher. The teacher can also create his or her own authentic teaching materials for role play activities. 2. Select situations and create dialogs. Then a situation or situations to be role played should be selected. For every role plays situation, dialogs should be provided (by the teaching materials or by the teacher) or created by the students themselves. 3. Teach the dialogs for role plays. The teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play situations. The teacher needs to make sure the students know how to use the vocabulary, sentences and dialogs prior to doing the role play activities, otherwise, the teacher should allow students to ask how to say the words they want to say. 4. Have students practice the role plays. Students can practice in pairs or in small groups. After they have played their own roles a few times, have them exchange roles. That way, students can play different roles and practice all of the lines in the role play. When students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to do so for their classmates. 117 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 5. Have students modify the situations and dialogs. Once students have finished and become familiar with an original role play situation, they can modify the situations and/or dialogs to create a variation of the original role play. 6. Evaluate and check students‘ comprehension. Finally, the teacher shall evaluate the effectiveness of the role play activities and check if students have successfully comprehended the meanings of the vocabulary, sentences and dialogs. There are several ways to do student evaluations. Students can be given oral and listening tests related to the role plays. Example oral tests can include the following: (a) students are asked to answer some simple questions related to the role plays; (b) students are asked to reenact the role plays; and (c) students are asked to translate the role plays into their native language. At the end of the second cycle, the assessors gave a test. The results show that the students obtained good improvement in fluency and language control. They had achieved the indicator of success where 92% of them obtained scores among 85 – 100 and proved that role-playing method was successful and useful for the students to improve speaking skill in the teaching of English for Tourism Service Providers. The students‘ progress from cycle 1 to cycle 2 can be seen in the following table. Table 1. Students‘ Progress from Cycle 1 to Cycle 2 No. 1. 2. 3. Descrip tion Highest score Lowest score Average Cycle 1 Cycle 2 80.5 95.0 Progress (%) 10.05 50.5 85.0 45 70.23 86.28 34.95 The students‘ progress from the prior condition to cycle 1 and cycle 2 can be seen in the following table. 118 Table 2. Students‘ Average Scores in the Pretest, Post Test in Cycle 1 and Post Test in Cycle 2 Pretest Score (Average) 55.33 Post Test Score in Cycle 1 (Average) 70.23 Post Test Score in Cycle 2 (Average) 86.28 Based on the results of in-depth interview, students mentioned that role-playing method is interesting, fun, stress free, easy to understand and make them engage in learning English. Based on the response to the experience of conducting role-playing method, the teacher stated that the method is interesting and enjoyable for both the teacher and the students. Similarly, the responses to the experience of practicing role-playing method varied among the students, all 32 indicated that the method which is used by the teacher help them to increase their vocabulary, grammar, pronunciation, understanding the materials easily, developing students‘ self-confidence, motivating, interesting, fun and improving their speaking ability. The responses are in line with the teacher‘s expectation that the strategy was used in order to let students get involved in the conversations and have encourage to speak English. Answering the open-ended questionnaire, the students claim that their speaking ability is improving than before. They presume that learning English for Tourism Service Providers should involve interesting method, fun, stress free and involving lots of speaking practice. Conclusions Based on the findings and discussion, I draw conclusions as follows. 1. Role-playing method is a good model for teaching English for Tourism Service Providers at vocational school. It gives ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 students the opportunity to demonstrate how to use English in real life as if in tourism industry situations and make them focus more on communication skills. 2. The analysis has indicated that teachers‘ and students‘ perceptions prove that roleplaying method is a good model for teaching English for Tourism Service Providers at vocational school. Moreover, the roleplaying method has proven successfull to improve the students‘ competency of English for Tourism Service Providers at the end of learning-teaching process. 3. Comparing the average scores of pretest and post tests in cycle 1 and in cycle 2, they indicate that at the end of learning-teaching process, most of the students have improved their English for Tourism Service Providers significantly. 4. Role play is really a worthwhile learning experience for both the students and the teacher. Not only can students have more opportunities to act and interact with their peers trying to use the English for Tourism Service Providers, but also students' English speaking, listening, and understanding will improve. Role play lightens up the atmospheres and brings liveliness in the classes. Students learn to use the language in a more realistic, more practical way. Thus they can become more aware of the usefulness and practicality of English. Role play is indeed a useful teaching method which should be experimented and applied by SMK teachers more often in the English classrooms. 4. The findings indicate strongly that not only do the model of teaching English for Tourism Service Providers develop the students‘ English speaking skills, but also increase their hospitality skills. Referring to the results of this research, I recommend the English teachers at tourism vocational schools in Indonesia to adapt this model in the teaching of English for Tourism Service Providers to make their students well prepared before having duties of internship in tourism industries. ISBN 978-602-73769-3-9 Bibliography Amstrong, E. K. (2003). Applications of Role-Playing in Tourism Management Teaching: An Evaluation of a Learning Method. Journal of Hospitality, Leisure, Sport & Tourism Education. 2 (1), 5-16. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge. Burns, A. & Rochsantiningsih, D. (2006). Conducting Action Research in Indonesia: Illustrations and Implications. Indonesian Journal of English Language Teaching. 2 (1), 21-35. Dorathy, A. & Mahalakshmi, S. N. (2011). Second Language Acquisition through Task based Approach-Roleplay in English Language Teaching. English for Specific Purposes World. 3 (3), 1-7. Edge, J. (Ed.). (2001). Action research. Alexandria, VA: TESOL. Edge, J. & Richards, K. (Eds.). (1993). Teachers develop, teachers research: Papers on classroom research and teacher development. Oxford: Heinemann. Global Business Indonesia Guide (2016). Vocational Education in Indonesia: Crucial to Compete in ASEAN. Retreived January 27, 2016 from www.gbgindonesia.com. Harmer, J. (2007). The Practice of English Language Teaching. Edinburg Gate: Pearson Education Ltd. Hua, L. B. (1991). Role-play and simulation. Retrieved December 21, 2015. http://www.melta.org.my/ET/1991/m ain5.html. Huang, Irene, Y. (2008). Role Play for ESL/EFL Children in the English 119 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Classroom. The Internet TESL Journal. 2 (2), 1-2. Jarvis, L., Odell, K. & Troiano, M. (2002). Role-playing as a Teaching Strategy. Retrieved December 22, 2015. http://imet.csus.edu/imet3/odell/portf olio/grartifacts/Lit%20review.pdf Kemmis, S. & McTaggart, R. (Eds.). (1998). The Action Research Planner. 3rd edition. Geelong: Deakin University Press. Mathew, R. (2000). Teacher-research approach to curriculum renewal and teacher development. In R. Mathew, R.L. Eapen, & J. Tharu (Eds.), The language curriculum: Dynamis of change. Volume I: The outsider perspective (pp. 6-21). Hyderabad: Orient Longman. Pinelop, P. (2015). English for Specific Purposes: How to teach English for Touris. International Journal of English Literature and Culture. 3(8), 235-238. Purnomo, B. (2013). Effectiveness of Teaching English for Hotel Through Role-Playing Method. Proceedings ofEnglish Education-UNS TEFL Conference. Surakarta, May 18, 2013. Purnomo, B. (2015). Improving Students‘ Communication Skills By Using Movies in the Teaching of English for Tourism Service Providers. Jurnal Kajian Bahasa dan Pariwisata. 2 (2), 133-139. 120 Rochsantiningsih, D. (2005). Enhancing professional development of Indonesian high schoolteachers through action research. Unpublished PhD thesis, Macquarie University, Sydney. Samiati, S., Nurkamto, J., Purnomo, B. (2010). English for Tourism Based on Local Needs. Surakarta: Sebelas Maret University Press. Sutinah, Entin (2010). Get Along with English for Vocational School Grade XI. Jakarta: Erlangga. Tinker Sachs, G. (Ed.). (2002). Action research: Fostering and furthering effective practices in the teaching of English. Hong Kong: City University of Hong Kong. Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Yonglong, Z. (2008). A Practical English Teaching Mode of Vocational Education: Induction-Interaction Learning Community. English Language Journal. 1 (2), 54-58. Biodata: Dr. Budi Purnomo holds PhD in Humanities (distinction) from Gadjah Mada University. His studies have covered the areas of applied linguistics, tourism and intercultural communication. He is currently faculty member and President at Sahid Tourism Institute of Surakarta, Indonesia. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 MUSIC IN TEACHING ENGLISH TO YOUNG LEARNERS C. Murni Wahyanti English Department Semarang State University Abstract Music and language share similar characteristics. They are used to communicate messages, and both of them are learned through exposure. Spoken language and songs come from the processing of sounds. They have melody, tempo and pitch. It is believed that using music in the classroom can enhance foreign language learning. The common forms of music used for teaching English are songs. They provide comprehensible input that can maximize learning, and they can be used effectively in classes with limited resources. This paper begins by discussing why music can be considered as valuable pedagogical tools. In particular, it shows why songs can facilitate young learners in learning English. It then identifies some common features of music and language. Finally, it reports the result of a survey on how English teachers of young learners use songs; to what extent they can apply the basic features of music appropriately. Keywords - language, music, melody, tempo, pitch Introduction Music is a language that everybody understands. Every culture has a great collection of music, including children‘s songs. Children love music and singing. They can imitate the melodies, rhythms and other musical features of a spoken language and songs. Music can have benefits for acquiring a language, improving memory and for focusing attention. It encourages learning and enhances communication. Foreign language learners can benefit from singing songs. The songs provide a meaningful context for the vocabulary. Words presented by songs can be better remembered than when presented by speech. Even listening to music can in turn strengthen one‘s language skills. In listening to foreign language songs, learners might not understand the words and the meaning immediately. However, they can hear, feel and respond to the melody and rhythm. These musical features facilitate learners in the learning. The rhythmical and musical feel makes it easy and natural to use music in the English classroom. Music also allow for lots of repetitions of the language which are vital for young learners learning a foreign language. ISBN 978-602-73769-3-9 Understanding commonalities between language and music is necessary to make effective use of music in the classroom. As stated by Patel (2008:9), both language and music involve sound production. They have complex and meaningful sound sequences. Language has words and music has chords to convey meanings. To form vocabulary, languages use letters or symbols. To compose a melody, music has eight different notes in an octave. Language uses right combination of sounds or letters to make meaningful words, phrases or sentences. The same is true for music. It uses sequences of right notes to compose harmonious melody. Some note sequences sound good together. Another feature which is present in music and language is intonation. In music, intonation is correctness of pitch (Stainer & Barrett, 2009:242). Pitch accuracy means whether a tone is played in tune or not. Intonation may be flat, sharp, or both, successively or simultaneously. Sharp intonation has higher frequency than the target tone whereas flat intonation has lower frequency than the target tone. Intonation can be used to color or give mood to music. The role of intonation in performing music is the 121 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 same as the role of pronunciation in reading aloud. In language, intonation refers to the music of a language. It describes how the voice rises and falls in speech. Each language has its intonation and some are more musical than others. The three main patterns of intonation in English are: falling intonation, rising intonation and fall-rise intonation. Intonation is not used to distinguish words; instead it is used for a range of functions such as indicating the attitudes and emotions of the speaker, signalling the difference between statements and questions, and between different types of questions. Intonation is primarily a matter of pitch variation. Awareness of intonation aids communication whereas incorrect intonation can result in misunderstandings. Since language and music have several similarities, there should be a relationship between proficiency in a second or foreign language and musical ability. It is expected that language teachers have the ability to use music for teaching. This paper reports the result of a small-scale survey which purpose is to find out to what extent Elementary School teachers can apply the basic features of music appropriately in teaching English using songs. Methodology Three Elementary School teachers participated in the study. They came from three different state Elementary Schools in Semarang. The first is a state Elementary which is considered as having a good education quality (SD Pembina). It is located in the centre of the town. The second is a school in the town considered as having an average education quality, and the third is a school in the countryside regarded as having an average education quality. 122 Method of Data Collection To collect the research data, the observation method was employed. This involved observing the behaviour of the teachers in teaching using songs and systematically recorded the results of the observations. Each teacher was observed twice. They were introduced to five songs before the study. The type of the observational method was the covert observation. The teachers did not know that they were being observed in singing so that they behaved naturally. The technique applied was the direct observation; the observer watched the teaching learning processes. To make the observation systematic and structured, a checklist was used. This checklist consisted of a list of musical features to listen to when observing the teachers singing. The musical features were taken from the result of identifying similarities between language and music. There are several similar features between language and music but for this study, only three of them were observed. These three features were considered important in singing children‘s songs. These were melody, tempo and pitch. Melody in speech refers to organized pitch patterns in speech. It is also known as intonation. Speech melody can convey affective, syntactic, pragmatic, and emphatic information (Patel, 2008:182). Melody in music is an agreeable succession of simple sounds, produced by a single voice or instrument, and so regulated as to give a pleasing effect (Stainer and Barrett, 2009:285). A melody shows the highness or lowness of a musical sound. Speech tempo is a person‘s speaking rate. It is a measure of the number of speech units produced within a given amount of time. (https://en.wikipedia.org/wiki/Speech_ tempo). The tempo of a piece of music is the speed of the underlying beat. It shows how fast or slow a music is played or a song is sung. The beat is the regularly occurring ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 pattern of rhythmic stresses in music. Tempo is usually expressed in Beats Per Minute (BPM). Pitch in language is the degree of highness or lowness with which one speaks. For example, some people naturally have a highpitched voice. Emotional factors can also affect the pitch of someone's voice. In music, pitch is that property of a sound that enables it to be ordered on a scale going from low to high (Patel, 2008:12). In other words, pitch means how high or low a note is. Method of Data Analysis As mentioned, to assess the teachers‘ singing performance, a checklist was used. The checklist used a four point Likert scale format. Likert scale is a frequency scale which uses fixed choice response formats and which are designed to measure attitudes or opinions (Bowling, 2014:306). In this checklist, the observer specified her opinion about the extent to which the teachers applied some musical features appropriately in using songs for teaching English. The response categories for different levels of ability ranged from ‗meets expectations in all respects‘ to ‗meets expectations in few or no respects‘. To score the scale, the categories were weighted. The responses were coded and weighted as follows: 4 - meets expectations in all respects; 3 - meets expectations in most respects; 2 - meets expectations in some respects; 1 - meets expectations in few or no respects. To analyze the questionnaire data, the following steps were taken: a. Identifying the distribution of the observation result in the Likert type scale. b. Calculating a numerical average, or mean value of the result to show the position of each musical feature under observation. c. Identifying the mode, or the most frequent category. For example, if " ISBN 978-602-73769-3-9 meets expectations in most respects" was the most frequent category in the result, the mode would be the numerical value assigned to that category. Finding and Discussion The result of the observations indicated that there were variations in the teachers‘ ability in following the melodies, tempos and pitches of the songs. Table 1 shows the mean, mode and verbal interpretation of the three musical features. Tabel 1. Teachers‘ ability in following the melodies, tempos and pitches of the songs. Musical features Melody Mean 3.8 Tempo 2.1 Pitch 3 Mode Interpretation 4 Meets expectations in all respects 2 Meets expectations in some respects 3 Meets expectations in most respects The mean of the teachers‘ ability in recognizing the melodies of the songs was 3.6 and the mode was 4. It showed that all the teachers were quite good at following the melodies of the songs. Their ability qualifies the criteria ‗meet the expectations in all respects‘. The songs that the teachers had to sing were traditional children songs or such kinds of songs which had a little modification. These songs generally have memorable melodies. These may make the teachers have no difficulty in remembering the songs. The mean of the teachers‘ ability in following the right tempos was 2 and the mode was also 2. It fits the criteria ‗meets expectations in some respects‘. This indicated that the teachers were not good at keeping the right tempos of the songs. They might lack the ability to perceive or hear the beat of the songs. This also showed that the teachers were unable to sing with the right tempo. Most of the time they sang the songs slower than the right tempos or they could 123 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 not hold a steady tempo. They started singing the songs with the correct tempos or beats but then they sang the songs slower and slower. Sometimes they found difficulty to coordinate their movements to the rhythms of the songs when they were singing action songs. As for pitch accuracy, it revealed that all the subjects of the study had a problem with pitch accuracy. The mean for this aspect was 3 and the mode was also 3. This finding fits the category ‗meet the expectations only in some respects‘. The teachers could not reproduce some of the pitches accurately. Some of the notes that they sang were a little bit lower than the intended notes. Although they had been given a model of how to sing the songs, and they had also practiced singing the songs together with the researcher, they often could not carry the right tunes. Sometimes they knew that they were off-key, but they found difficulties to imitate the right notes. Dziezynski (2014) states that term for this error is ‗imitative deficit‘. He further explains that ‗pitch is measured in cents (100 cents = 1 semitone = ¹∕12 octave), and pitch errors can be defined as the number of cents a sung note differs from the intended note‘. There is a possibility that these teachers have tone or tune deafness. They are unable to distinguish between musical notes that differ only slightly despite the fact that they have normal hearing.. Since the differences in pitches are not perceived, the melody of the song is not well distinguished. Therefore, the singing sounds uninteresting. The explanation for pitch errors can be related to a comfort zone in which the singers prefer to sing (Kayes, & Fisher, 2002:26). This zone is usually in the middle and lower parts of their ranges. If the pitch of the song rises at any point above this comfortable and familiar range of notes, the teachers become uncertain about their ability to sing in the higher notes. They then attempt, either 124 consciously or subconsciously, to begin singing a few notes below the correct pitch. Poor breath management may also cause pitch errors. If the flow of air leaving the lungs of the singer is not steadily regulated, the pitch might be affected. Managing the breath more efficiently may help overcome the problem with pitch errors. Another possible reason is lack of early exposure to music. This can also limit the teacher's ability to sing in tune. The teachers might not have been exposed to a variety of music or songs to enable themselves to hear different intervals, tempo and pitch changes. It is suggested that when the teachers are going to use a song to teach, they need to learn or to listen very carefully to the song so that they can really understand the melody and rhythm of the song. Choosing songs that have a good rhythm and which words fit well with the beat is important since it would be easier for the teachers to follow the right tempo. Furthermore, it is easier for children to learn the words when the rhythm of the song is consistent and follows a regular pattern. To be able to keep the right tempo, the teachers can tap along to the beat of the music when they are singing. Having ear training exercises can also help the teachers recognize the sounds and sense of pitch when it is both incorrect and correct. Once their techniques have shown some signs of improvement, hopefully they will feel more confident and comfortable in singing. Conclusion Music can be used to enhance the teaching of English to young learners. It provides a fun and relaxing way to learn the language. It also helps young learners recall knowledge through the use of melody, tempo, pitch and repetition. Songs are easily learned and provide young learners with chunks of language that can be easily remembered. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Teachers of young learners need to use songs in their teaching. However, the result of the study indicated that the teachers observed had problems especially in singing using the right tempo and pitch. The root of the problems seems to be on the technical limitations rather than on cognitive inabilities. These teachers lack of practice in singing. With some ear training, practice or vocal technique instruction these teachers can have better abilities in remembering melodies, following tempo and singing in tune. ISBN 978-602-73769-3-9 Bibliography Bowling, A. 2014. Research Method in Health. New York: McGrawHill/Open University Press. Dziezynski, J. 2014. Can‘t Sing? Blame Your Brain. Discover Magazine. July/ August issue. (https://en.wikipedia.org/wiki/ Speech_ tempo). Accessed: August 27, 2016 Kayes, G & Fisher, J. 2002. Successful Singing Auditions. London: Bloomsbury. Patel, A. D. 2008. Music, Language and the Brain. Oxford: Oxford University Press, Inc. Stainer, J., Barrett, W. (Ed), 2009. A Dictionary of Musical Terms. Cambridge: Cambridge University Press. 125 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 POETS‘ SENSITIVITY TOWARDS ECOLOGY Christinawati English Department Faculty of Humanities Universitas Airlangga

Abstract Life goes on, human‘s needs are increasing along with time that goes by. Human beings are more creative to complete their needs, even when the primary and secondary ones have been achieved they still want to fulfill their tertiary needs in various goals and ways. Nevertheless, creativity is continuously evolved until running into an extreme limit of the norms. The creativity is seen when humans struggle to get the benefit of nature‘s worth. Everything provided by nature is maximally made use until the nature has no room for recovery. Using eco-poetry conceptual approach, the writer is going to discuss the sensitivity of the poets who were born at the end of the twentieth century and in the twenty-first century in their poems towards ecological condition of natural environment. Those poems raised issues about ecological system, environment, earth‘s future, etc. Through eco-critical reading it is found that the poets are very critical toward the ecosystem damage without claiming at which party should be responsible to. But it is implied in the poems that the suffered ecosystem is the impact of humans‘ ―creativity‖. Actually, nature does not need humans but, in reverse, humansneed nature. When nature has not presented the pleasure anymore, humans will neglect it without giving it process of self-mending. Keywords problem creativity, dependent, ecocritical, harmony, ideology Background of the Introduction Ecology is often talked recently. Natural disaster, forest destroy, global warming, are becoming warm topics. What happens in every dry season, forest fire; and when in rainy season, there are flood and landslide. God creates nature/world to be a media for His creatures. All creatures living in this world are mutually dependent, that is why, they have to cooperate in order to make a harmony. In fact, humans are more dominant towards the nature because they have mind. In fact, humans are more dominant to nature, because they have intelligence to create something new for their life. While animals and plants can live with their instinct and seriously depend on natural condition. Along with the increasing number of human population, humans think hard to guarantee their life. Space to live is becoming limited that makes them think creatively. The creativity is affected by the phases of thinking from time to time, and there are 126 shifts of western thinking orientation. The ancient orientation is to nature (cosmocentrism); the midcentury people oriented to God (teocentrism); the 20 th century people to human beings (anthropocentrism); and modern people oriented their thought to symbols (logocentrism) (Harsono in Mu‘in 2 ). In order to get space for living and having activities, humans created technology. This is they way humans develop themselves, and they always compete to create and apply technology that in their development is not friendly with ecology. On the other hand, to fulfill the living desire of many people, industry, then, is built. Humans do not aware that machinery, motor vehicles might produce air pollution; while industrial waste will pollute soil when it is not handled well.Nowadays, era of technology develops greatly to respon natural phenomena as the impact of human‘s creativity. And the product is called green technology. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 In literature, many authors who are aware of their environment through their writings can be read since English Romantic age, as well as in America and other countries in almost the same age. Until this age, there are works raising nature/environment as the theme, even there are more varieties of topics. Works which are being the objects of this discussion are poems written by poets who take care of their ecological environment. They are Sylvia I.Stults (1917), Gorden J.L.Ramel (1957), and Charles Martin (1942). In their poems they do not find the faults of natural damage, but they express their feeling and impression when they witness that the place they see now is different from what they saw some times ago. It is almost the same as what Wordsworth said in his poem ―Line, Composed a Few Miles above Tintern Abbey on Revisiting the Banks of the Wye During a Tour, July 13, 1798‖; Mathew Arnold‘s ―Dover Beach‖, Robert Frost‘s ―Never Again Would Birds‘ Song Be the Same‖, in reflecting environmental condition during Industrial Revolution and in the era of industrialization. They felt that nature has betrayed. In this condition, the culture of society formerly lived in village activities, then they have to bring into line to industrial life. Not only does environment change but humans‘ life style changes unconsciously as well (Carter and McRae 77). Many authors wrote about how to keep nature clean and healthy. Young people have been aware of keeping their environment. In this writing, the discussion will focus on how the poets present nature or ecology in their poems, and how they perceive nature as ideology. Using eco-poetry conceptual approach, the writer is going to discuss the sensitivity of the poets, who were born inthe twentieth and twenty-first centuries, in their poems towards ecological condition of natural environment. Those poems raised issues about ecological system, environment, earth‘s future, etc. ISBN 978-602-73769-3-9 Ecological Poetry or Ecopoetry Ecological poetry might also be the same as ecological living—it concerns with materials, functions with an intense awareness of space, seeks an equality of value between all living and un-living explores multiple perspectives as an attempt to subvert the dominant paradigms of mono-perception, consumption and hierarchy, and utilizes powers of concentration to increase lucidity and attain a more transparent, less anthropocentric mode of existence (Bach in Mosena and Pierangeli 112). One of the chief characteristics of ecopoetry, as defined by James. Engelhardt, is that it is connected to the world in a way that implies responsibility. As with other models that explore and assume engagement (Marxism, feminism, etc.), ecopoetry is surrounded by questions of ethics (Engelhardt 5).Glotfelty and Fromm give the preliminary definition of ecocriticism in the introduction of The Ecocriticism Reader: Landmarks in Literary Ecology that ecocriticism is the study of the relationship between literature and the physical environment (xviii). The concept of ecocriticism such as ecoconsciousness, ego-consciousness, anthropocentrism, or ecocentrism is then becoming the sight whether humans should be aware of the existing ecology, or they can exploit nature freely based on their ―creativity‖. The Representation of Ecology in the Poems Sylvia I. Stults (1917) wrotes a poem entitled ―Warned‖. She said that nature we live now has been full with plants of high buildings. Sky that formerly is clean and starlight can be seen by bare eyes, now is becoming overcast and blur; fish cannot be seen in clean seawater, the sea as if was neglecte; birds‘ songs could not he heard anymore. So who is blamed, nothing, none, because it is 127 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 not only pollution causing them. In her poem, Stults invites readers to plant trees and keep environment well. In line one;The sands of time have rendered fear/, Stults wrote in personification to show that the longer the time goes on, the fear is more deeply felt. Then the following lines: Stars were bright whence they came/ Now dimmed, obscured, pollution's haze// (lines 34) are also in personification. If it is noticed, the speaker in the poem is actually fierce about the sustainability of the nature, especially the world where we live, due to the pollution. But in the last two stanzas, One can't blame pollution alone, as if she changes her mind that is not only pollution as the only cause. This can be assumed that pollution is only one of the causes but the more serious natural damage might be caused by other humans‘ activities. It happens because of humans‘ progress in thought that is less sensitive toward environmental effects related to humans‘ future themselves. Cheryll Burgess points out that there are three crises in the last thirty years, one of them is environmental degradation (in Glotfelty and Fromm 226), and pollution is one of the causes (Ashby in Glotfelty and Fromm 227). And in the last three lines of stanza three: paper joined pollution‘s team, can be interpreted that the word team is indicated that it is not only one cause of natural damage. Stults‘s request means that humans themselves are the main point of natural preservation to always conserve the life of ecology. That is the philosophy of carpe diem raised in the poem. In the following poem, ―Taken Up‖ (1978), Charles Martin (1942) wrote his experience when he was on duty to inspect forest fire (Kennedy 234). He said that the earth needs to recover itself. City forest or urban green space functions as the source of freshness. The first stanza: Tired of earth, they dwindled on their hill,/ Watching and waiting 128 in the moonlight until/ The aspens‘ leaves quite suddenly grew still,/ shows that nature is facing difficulty for there is something strange has damaged it. This is a form of the poet‘s astonishment that ecology has been decreasing, but in the following line, there is a hope from the very small leaves that grow. It can be assumed whether the leaves that grew still here is caused by the tired earth or because of other damage (Strangers). Nature is waiting for something to make it fresh and recover. It seems aspens‘ leaves need the sun light to grow, they do not want to wait the night end too long. According to Howarth, humans should recognize ecology that life may speak to give information through signs (in Coupe 163). That is why, human should understand the ecological signs. With other situation, Ramel wrote ―Wet Land‖. Any kinds of animal and plant like this land, especially those that can live on it. Beetles, bees, and butterflies come to perched flowers. The trees as the place for living or just staying for a while, are the place to play those animals, and they live together peacefully. The third line: it has a very special grace, shows their thank indirectly to the Creator of this World. Ramel also feels calm when he enjoys that place. The use of bleeding to the sea in the last stanza can be assumed that the land is not wet anymore because water has flown to the sea. Or the area has changed its function. It was not expressed in vulgar language as the characteristic of work of literature that is always in figurative language though containing protest. There might be actions to preserve ―God‘s grace‖ to keep the habitats safe. In his third poem, Ramel wrote about the seen and unseen beauty. He feels peace by uniting himself with nature, and he does not want nature to get damage. Beauty is not only enjoyed from the seen object, but if we know its benefit and philosophy, the unseen is actually more beautiful. . . , yet, ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 so meho w / my sta te o f mind d id no t a llo w / fo r simp le th ing s like p ea ce a nd jo y .(―Beauty: Seen and Unseen‖ stanza 2). The other poem, ―Mankind Does Not Agree‖, talks about human who has different perception in looking a bird in a cage. Although the bird is kept in a gold cage, for instance, it can be assumed as a domination of human toward other creature like a bird. It is an illustration of human‘s power to dominate nature. Ramel wants a bird to be let free and sing freely. Ramel has thought that every bird‘s organ has its own function. The following lines: a n d win g s th a t can no t o pe n /a re th e co lo u r o f despa ir,/a nd a n an ge r in me rag es/a nd I lo ng to se t the m free,/ bu t it‘s th e sad ness o f th e ag e s/ th a t ma nkind d oes no t a g re e .// (lines 1 1 -1 6 ) are dominated by personifications. The poet illustrates that part of the bird‘s organ such as wings, if it is not functioned will be a deep regret. He combines a personification with a metaphor in colour of despair to show that nature is in a very bad hearted, has no hope, no good feeling, etc. and makes the speaker extremely angry. The second line from below seems to be the poet‘s regretful thought. It is also expressed in a combination of a personification and a metaphor, sadness of the ages, as if the life has no future. Ecology presented in the above poems should have been preserved well but there are irresponsible ‖hands‖ thak make its beauty destroyed. Humans‘ mind in the above poems has been fulfilled with desire to complete their individual pleasure that unconsciously, it is a negligence to make sustainability of ecological system bothered. Nature as Ideology The ecological concern shown by those poets can be interpreted that nature has been the ideology. It means that they are able to read the signs of nature and use nature as their ISBN 978-602-73769-3-9 way of life. It is in line with the principle in ecocriticism that literature does not float above the material world in some aesthetic ether, but, rather, plays a part in an immensely complex global system, in which energy, matter, and ideas interact (Glotfelty and Fromm xix). How far the poets‘ level of ecoconsciousness is, can be seen from their poems. They use symbols, figurative language, and signs to replace a piece of mind that makes readers find the meaning of those expressions. Ecocriticism is the theory related to the real life. Griffith said that ecoliterature is a work of literature reflecting nature as real life (207). The expressions in those poems are about their disappointment in seeing the nature damage. It bothers the poets‘ feeling, how ―creative‖ the humans are, that makes ecological system change from natural to imitated. Ecology is not natural anymore since it can be managed with technology, for instance air conditioning, green house, etc. Works of literature are not written in open, direct and vulgal expression, but the authors express their feeling by using indirect expression such as satire or other figurative language to keep literary values. That is why, a work of literature, though it talks about real life it is a reflection of the aouthor‘s mind. Nature is greatly inspiring the authors to enrich their imagination. In this paper, the writer notices that the poets whose works being the object of this study, have deep sensitivity toward ecology. The writer thinks that they have been an ecocentrism since their works are discussing about their awareness of seeing the changing of ecological condition. Nature gives them idea to explore their thought by presenting their disappointments toward what happened in their environment. Their mind was annoyed by natural imbalance such as pollution or the changing function of public green spaces. Those spaces have formerly been natural drainage then it changes to be an object of 129 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 human‘s need like housing, industry, mall, etc. Conclusion The harmony among the living creatures is very important. Naturally, people who live in the world should pay attention to their ecological condition in order to get benefit from the nature. Ideology that nature brings peaceful life should be the human‘s mindset. It will make humans unite firmly with nature. This attitude is expected by some poets in their works. From the above discussion it can be inferred that Sylvia I. Stults in ―Warned‖ is ecocentrism because she is so ecoconscious towards natural existence. She seems to be disappointed with environment disaster although finally she reminds other people to take care of nature‘s sustainability by planting trees to make nature green and fresh. Good ecology has made human grow as trees and other living creatures. As a person who has empathy toward environmental ecology, consciously, she has to write what she has has seen in her surroundings. The same feeling is also found in Charles Martin‘s work that told about dry soil. He wants plants and trees still grow to keep the city fresh. While Ramel (1957), because he is an ecologist, he is very sensitive toward what happens in a certain area its soil is wet. He notices the causes of losing some habitats in that area. And when he saw a bird in a cage, he was very angry and heartsick. He imagines if it happens to humans, it is a form of restrain. He thinks that nature and human beings are the same living creatures. They have to work together in harmony, they can take and give to make the world in peace. 130 Bibliography Bach, Maria Ivana Trevisani. ―Ecopoetry and The Present Environmental Crisis‖. Volume 3/2008. In Limine. Roberto Musena and Fabio Pierangeli (Eds.). Roma: Universita Tor Vergata. pp. 111 -116. Birkerts, Sven. ―Only God Can Make a Tree: The Joys and Sorrows of Ecocriticism‖. The Boston Book Review 3.1/Nov./Dec. 1996: 6+. Carter, Ronald and John McRae. The Penguin Guide to Literature in English. London: Penguin Book Ltd. 2003. Collom, Jack. ―An Evolution of Writing Ideas and vice versa‖. Ecopoetics. No.4/5, 2004-2005. James Skinner (ed.). Periplum Edition ISSN 15367479. pp. 3-60 (

) Coupe, Laurence (Ed.). The Green Studies Reader: from Romantic to Ecocriticism. London and New York: Routledge Taylor and Francis Group. 2008. Print. Engelhardt, James. The Language Habitat: an Ecopoetry Manifesto. 2007. (http://derece.blogspot.co.id) Glotfelty, Cheryll and Harold Fromm (Eds.). The Ecocriticism Reader: Landmark in Literary Ecology. Athens and London: The University of Georgia Press. 1996. Print. Kennedy, X.J. and Dana Gioia. An Introduction to Poetry (Eighth Edition). New York: Harper Collins College Publisher. 1994. Print. Mu‘in, Fatchul. Ekokritisisme: Kajian Ekologis dalam Sastra. Posted on January 6, 2013. http://fatchulfkip.wordpress.com/201 3/01/06/ekokritisisme-kajian-dalamsastra-oleh-fatchul-muin/ ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 SUPPLEMENTARY MATERIALS FOR ONLINE RECIPROCAL PEER TEACHING FOCUSED ON EXTENSIVE LISTENING Dewi Cahyaningrum English Education Department, Teacher Training and Education Faculty, UNS Solo, Indonesia

Abstract Being fluent in listening, processing aural input automatically and reaching a reasonable degree of comprehension, for EFL leaners is not easy. Students have limited opportunities to speak and listen to English both inside and outside of the class since they have less immediate English needs. In this situation, they require regular practice and abundant exposure to spoken language over time. This article is focused on accommodating Supplementary Materials for Online Reciprocal Peer Teaching Focused on Extensive Listening to support the students in comprehending spoken text and gain real progress. Supplementary materials here are focused on Extensive Listening to compensate the limits of classroom practice time and face-to-face discussion while online instruction incorporates WhatsApp, an instant messaging application for smartphones becoming a more frequent component in universities. Supplementary materials for Online Reciprocal Peer Teaching requires students to develop their listening skill as they attempt to understand spoken text in order to coach others. In general, this paper is a case study result paper discussing about (1) the idea of accommodating Supplementary Materials for Online Reciprocal Peer Teaching Focused on Extensive Listening to build students‘ listening skills by fostering them to be selfdirected learners, (2) practical models of Reciprocal Peer Teaching as Supplementary Activities in Listening Class (3) practical way to construct supplementary materials for online reciprocal peer teaching in listening class completed with its challenges. Keywords: listening in EFL context, supplementary activities, online reciprocal peer teaching, extensive listening Introduction Compared to teaching listening in context of English as native or first language, teaching listening in EFL context has more challenges in providing effective exposure for students‘ learning.Based on the data collected from observation on students‘ learning process, it is found a situation in which some students aren‘t comfortable yet to be exposed in spoken language for any length of time. It is quite common for students to find difficulties or even fail in comprehending listening input. They often find themselves worried too much or even frustrated facing listening tests.These conditions are caused by the difference process of LI and L2 students in processing aural input. According to Stephens (2010), ISBN 978-602-73769-3-9 the aural foundation of L1 and L2 learners is different since L2 learners do not share the same oral foundation as L1 learners. L1 learners are exposed to abundant aural input and their foundation of oral skills has usually been established before literacy skills while L2 learners‘ literacy and oral skills are normally introduced at the same time. Moreover, related to challengein listening to the spoken monologue texts, students sometimes also find greater task in comprehending listening input since they don‘t always have the chance to ask for repetition, have no time to go back and forth to check the meaning of words, re-skim the text, or use the context to predict the meaning 131 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 of an unknown pronunciation word and unfamiliar To support the students in EFL context to comprehend spoken text and gain real progress, teacher needs to provide enough listening exposure and opportunities. Students in EFL context need exposures that enable L2 learners to move from the slow and controlled processing of language elements (e.g., sounds, words, phrases) to the faster, and automatic processing of these elements (Renandya, 2012). Furthermore, since language is complex and varied, students also need more learning time compensating the limits of classroom (Harmer, 2000). Concerning these facts, in order to support the students in comprehending spoken text and gain real progress, teacher needs to provide extended listening exposure and opportunities for use this skill visualized in the form of supplementary listening materials. The effort to provide extended listening exposure in this case is by accommodating the strength of extensive exposure to spoken language becoming balance of the classroom activities often focused on intensive listening. According to Renandya and Farrell (2011: 55), ―extensive listening is defined to mean all types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input‖. Its main goal is to provide our students with a massive amount of comprehension practice considered effective for students‘learning. Besides, reciprocal Peer Teaching is part of collaborative learning method. It is structured learning activity tied up by the framework of social constructivism having concerns to improve students‘ learning. Both ideas here then modified with the current trend of communication technology for learning. It specifically discusses about incorporating WhatsApp, an instant messaging application for smartphones becoming a more frequent 132 mobile learning activities in universities. According to Jimoyiannis, Tsiotakis, Roussinos, &Siorenta (2013), educational mobile technology today is frequently used in online instruction in universities worldwide. In general, this paper is reporting the result of case study focused on (1) accommodating Supplementary Materials for Online Reciprocal Peer Teaching Focused on Extensive Listening to build students‘ listening skills by fostering them to be selfdirected learners (2) practical models of Reciprocal Peer Teaching as Supplementary Activities in Listening Class (3) practical way to construct supplementary materials for online reciprocal peer teaching in listening class completed with its challenges.. Methodology This research was conducted in listening class of English Department of FKIP, UNS while the subject of this research was the third semester students of academic year 20014/ 2015.Itusesdescriptivecase study as the research design in which the researcher gained an in-depth understanding of the subject‘s perspective using case study method. Yin (2003) states that a case study is used when a ―how‖ or ―why‖ question is being asked about a contemporary case over which the investigator has little or no control, and when the focus is on a contemporary phenomenon within some real life context. In this research, the researcher sought to gain an in-depth understanding of the case by collecting multiple forms of data (Creswell, 2012). In this research, the sources of the data needed by the researcher are events, and documents. Besides, the research data were collected using qualitative method. There are data collection techniques, namely document analysis, interview, and non-participant observation. The technique used in analyzing the data is qualitative data analysis. Miles and Huberman (1994: 10-11) proposes the ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 steps in analyzing the data in qualitative data analysis as the following: (1) Data reduction, (2) Data display, (3) Conclusion drawing and verification. content (derived from students‘ interest and motivation). Supplementary materials here are in the form of extensive listening to authentic materials. Finding and Discussion (1) Accommodating Supplementary Materials for Online Reciprocal Peer Teaching Focused on Extensive Listening to build students‘ listening skills by fostering them to be self-directed learners In EFL context, students have limited opportunities to speak and listen to English both inside and outside of the class since they have less immediate English needs. In everyday life, it is not easy for students to find natural communication context with native speakers though to support effective learning, ideallythey need to interact on meaningful tasks with one another and with native speakers of the target language.Dealing with regular listening exposure, the more students listen to aural text, the more they find listening problem then deal with it and the more they internalize the process of comprehending spoken text. To make up this condition, teacher can accommodate the strength of Supplementary Materials Focused on Extensive Listening and collaborative learning in the form of Online Reciprocal Peer Teaching to provide students with supportive and conducive atmosphere for effective learning. Extensive listening is about listen as much as possible covering quantity and variety or diversity of spoken input. According to Renandya and Farrell (2011: 55), ―extensive listening is defined to mean all types of listening activities that allow learners to receive a lot of comprehensible and enjoyable listening input‖. Its main goal is to provide our students with a massive amount of comprehension practice considered effective for students‘ learning. Besides, listening materials are focused on the use authentic material in the form of video since it provides support for students‘ learning. According to Harmer (2001: 205), authentic material is natural language used by native speakers that is like what students will find in real life as they come into the context of English as native or first language. In this case, the more students interact meaningfully with the aural text that fit with their language level and interest, the more listening strategies they used with which students‘ learning results were also upgraded. According to Spratt, Pulverness, and Williams (2005: 114), supplementary material is used in additional to the textbook. Besides, the teacher needs to supplement materials to promote motivation, which is one of the key factors in learning (Brown, 1994, p. 152). Referring to these two ideas, in order to engage students to listen in sustained listening practice, teacher needs to lead the students to find additional listening materials or spoken textsthat are fit and appropriate with their language level (comprehensible input) and have interesting ISBN 978-602-73769-3-9 To accommodate students‘ supplementary activity, listening extensively to supplementary materials of listening subject, teacher chosen online reciprocal peer teaching. Reciprocal Peer Teaching is part of collaborative learning method tied up by the framework of social constructivism. Collaborative learning, then, is a structured learning activity having concerns to improve students‘ learning. Kessler (1992: 57) underlines that in learning second language, learners also need opportunities to learn from and to teach one another. Adapting this second language learning process, students in EFL classroom are grouped in small heterogeneous language proficiency groups. 133 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 In more detail, Online Reciprocal Peer Teaching here refers to the conventional reciprocal peer teaching modified with social media application. WhatsApp (from the English phrase "What‘s up?‖, meaning ―What‘s new?") is an instant messaging application for smartphones. It allows users to exchange images, videos, and audio or written messages using their Internet connection. Facilitating students‘ group discussion, Mobile educational technologies provide online learners with opportunities to communicate and share knowledge (Nelson, Christopher, & Mims, 2009). Besides, the information and communication technologies shared between online students through social interactions on mobile tools promote opportunities for online cooperation and collaboration (Barhoumi& Rossi, 2013). Assigned in Online Reciprocal Peer Teaching as supplementary activities for listening class, students interact with peers who serve as language models to finish the task. This Reciprocal Peer Teaching also requires students to develop their listening skill as they attempt to understand the spoken text in order to coach others at any time. By doing both, share their listening strategies (position self as teacher) and learn new ones from their classmates (position self as leaner), students gain exposure for their listening skill development and find the needs and meaningful reason to use English in real life communication as well as foster their selfdirected learning habit. In this case, as the students develop their own learning strategies, they help themselves become autonomous learners (Harmer, 2001: 335). (2) Practical models of Online Reciprocal Peer Teaching in Listening Class In general, this practical model refer to Learning Cell techniques for reciprocal teaching (Barkley, 2005:135-141). The modified model of online reciprocal peer teaching below is proposed based on the data obtained from theoretical review of techniques for reciprocal teachingand from the field of research. Some modifications are done to accommodate students‘ condition, need and effective learning process. Table 1: Practical Models of Reciprocal Peer Teaching (Learning Cell) Learning Cell Goal and Focus: Learning Cell is mainly used ―to engage students actively in thinking about content, to encourage students to generate thought-provoking questions and to teach students how to check their understanding‖ (Barkley, 2005:140). Moreover, since creating questions needs high order thinking process or more than just simply takes notes on what is listened and seen, students will find further listening exposure accommodating bottom-up and top-down processing. Concerning the pleasure aspect of the listening activity, the background purpose for listening, that is teacher assignment, and the further activities of exchanging questions and answering questions of peers, students will find this activity as meaningful and joyful process scaffolding their listening development. Procedure: 1. Students form groups of 3 members at teacher‘s direction. 2. Students sit together as a group, browse and find a video that they are interested in. Then, each student listens over times and develops a list of questions about certain point (e.g. characters, content/plot, or setting) and answers. 3. Teacher explains the process by which students alternate asking and answering each other‘s questions. 4. Student A leads first cycle of discussion. He/ She begins by asking the first question, student B and/ or C answer question. Student A offers corrections and additional information until a satisfactory answer is achieved. 5. When student A has done with his/ her set of questions, student B continues the cycle by asking the next question. Student A and/or B answer. The process repeats until all questions have been asked and answered. *Adapted from Barkley (2005:140-141) 134 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Based on the explanation above, Learning Cell needs teacher to consider students‘ condition and language proficiency level to choose which one coming first in classroom. Moreover, in this context, these instructions do not only require enough preparation covering options of listening materials, scenario of learning implementation, and assessment but also consume longer time so that it is considered more effective to be set as supplementary activities. Learning instruction above goes online since teacher accommodated social media application, WhatsApp. Students are grouped into small discussion group and setting individual WA then collectively sign in WA group account. In the field of online teaching and learning, a community is a group of learners who cooperate and collaborate to participate in course activities (Cross, 1998). The principal objective of this community is to advance the construction and sharing of knowledge between groups through collaborative learning activities (Bielaczyc& Collins, 1999). They get more opportunities to question and negotiate meaning, work cooperatively and collaboratively as a community with which students‘ listening skill were also improved. (3) Practical way to construct supplementary materials for online reciprocal peer teaching in listening class completed with its challenges. Supplementary materials can be encouraged in English Listening course to enhance strategy use and facilitate learning results. Specifically talking about listening material, Richard (2008:10) states that a typical lesson in current teaching materials involves prelistening, while-listening and post listening and contains activities that link bottom-up and top-down listening. In this case, the prelistening phase prepares students for both top-down, and bottom-up processing through activities involving activating prior language, ISBN 978-602-73769-3-9 making predictions, and reviewing key vocabulary. The while-listening phase focuses on comprehension through exercises that require selective listening, gist listening, sequencing etc. While, the post- listening phase typically involves a response to comprehension and may require students to give opinions about a topic. Moreover, Tomlinson (2008) underlines some points considered as the challenge in designing listening materials using the reciprocal peer teaching as follows: 1. A pre-requisite for language acquisition is that the learners are exposed to a rich,meaningful and comprehensible input of language in use. The learners need a lot of experience of the language being used in a variety of different ways for a variety of purposes. They need to be able to understand enough of this input to gain positive access to it and it needs to be meaningful to them (Krashen 1985). 2. Listening material appropriate to students‘ level and interest is suggested to support this supplementary listening activity since it can promote students‘ enthusiasm for learning. In this case, when the students successfully handle the learning material brought to them, they will feel more positive about their learning or even become more confident with their skill. These joys of learning then stimulate students‘ motivation to continue their learning in their own way. In other words, it can be said that the more enthusiasm the learner feels about the learning process, the more time they will spend on it, the higher self-directed learning habit they will build, and finally the more success they will gain. 3. Listening input is contextualized. In this point, teacher is proposed to use authentic materials in which language use is determined and interpreted in relation to its context of use such as containing enough information about the user, the 135 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 addressee(s), the relationships between the interactants, the setting, the intentions or the outcomes for them to be of value to the language learner. Conclusions In order to engage students to listen in sustained listening practices, teacher needs to lead the students to find additional listening materials or spoken texts that are fit and appropriate with their language level (comprehensible input) and have interesting content (derived from students‘ interest and motivation). To accommodate students‘ supplementary activity, teacher may develop additional material accommodating the strength of extensive listening to authentic materials and tailored in Online Reciprocal Peer Teaching instructional. Assigned in Online Reciprocal Peer Teaching, students interact with peers who serve as language models to finish the task. By doing both, share their listening strategies (position self as teacher) and learn new ones from their classmates (position self as leaner), students gain exposure for their listening skill development and find the needs and meaningful reason to use English in real life communication as well as foster their self-directed learning habit. Bibliography Barhoumi, C., Rossi, PG. (2013). The Effectiveness of the Instruction Oriented Hypertext Systems compared to Direct Instruction in elearning Environment. Contemporary Educational Technology. Barkley, Elizabeth F. (2005). Collaborative learning techniques: a handbook for college faculty/ Elizabeth F.Barkley, K.Patricia Cross, Claire Howell Major.-1st ed. San Francisco: JosseyBass. Bielaczyc, K. & Collins, A. (1999).Learning communities in classrooms: a reconceptualization of educational 136 practice.In C. M. Reigeluth (Ed.).Instructional design theories and models, 2, 269–291. Mahwah, NJ: Lawrence Erlbaum Associates. Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson. Cross, K. P. (1998). Why learning communities? Why now. About Campus. Harmer, Jeremy. (2001). The Practice of English Language Teaching, 3rd Edition. New York: Longman. Kessler, Carolyn. (1992). Cooperative Language Learning- A Teachers‘ Resource Book. UK: Prentice Hall Inc. Miles, M. B. &Huberman, A. M. (1994).Qualitative data analysis: an expanded sourcebook. Thousand Oaks: Sage Publications. Nelson, J., Christopher, A., & Mims, C. (2009).TPACK and Mobile: Transformation of teaching and learning. TechTrends: Linking Research & Practice to Improve Learning. Renandya, W. (2012).Materials and Methods for Extensive Listening.Plenary Paper Presentation – 59th TEFLIN International Conference, 6-8 Nov, 2012, Surabaya. Renandya, W. and T. Farrell. (2011). ‗Teacher, the tape is too fast!‘: extensive listening in ELT. ELT Journal 65/1: 52–9. Richard, J. 2008. Teaching Listening and Speaking.Cambridge: Cambridge University Press. Spratt, M., Pulverness, A., & Williams, M. (2005).The TKT (TeachingKnowledge Test) Course. New York, NY: Cambridge ESOL & University ofCambridge. Stephens, M. (2010).The primacy of extensive listening.ELT Journal 65/3: 311–13. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Tomlinson, B. (1998). Introduction. In Tomlinson, B. (Ed.),MaterialsDevelopment in Language Teaching (pp. 1-24). New York, NY: CambridgeUniversity Press. Yin, R. K. (2003).Case study research: design and methods. Third ISBN 978-602-73769-3-9 edition.Thousand Publications. Oaks: Sage 137 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ‗MOMMY, LET‘S READ THE BOOKS‘: ENGAGING YOUNG LEARNER IN READING ALOUD ACTIVITY Dewi Puspitasari Abstract The purpose of my article is to report on how the reading aloud activity engages a young learner in her learning activities and what obstacles - strategies are employed in the process. Grounded in participatory action research paradigms, this Action Research documents how the young learner emotionally and cognitively engaged in the activity. Think aloud protocols and dialogic talks are being used in the processes, revealing the evidence of the learner‘s enthusiasm and motivation during the learning process. Introduction The reason why I conduct the research is since I concern on reading literacy that is should be started from the early year of a child‘s life. The field of the research is on the young learner‘s English teaching, particularly on reading skills. A theory of literacy of Natural Learning Model proposed by Donald Holdaway (1930 - 2004) is known believing that all children can learn how to read by experiencing the text over and over. He states that literacy begins with engagement in an environment in which the skill is used in a purposeful, active, and meaningful way (1979), that young children learn literacy skills through interactions with the adults around them and gain the most when those adults, particularly parents and teachers as they support and nurture early literacy, and this is in line with Vygotsky‘s Social Learning Theory or what is known as Zone of Proximal Development (ZPD) views that ―the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978). However, in reality, the parents – children reading culture is occasionally replaced by substituting it by reading aloud through gadget, means there is no interaction in the process. In other cases, children don‘t find reading as afascinated 138 activity and prefer spending the hours by addicted in playing games and watching all channels of tv. This combination of visual and audio text through the forms of television and all kinds of gadget, all become magnets for children. Reflected on this, then, an activity to build reading literacy through parents-children reading aloud activity combining the aural, visual and verbal texts in gaining a child‘s attention is established, posing the research question: in what way the young learner engage in the process of reading aloud. The current study differs to previous researches (Kindle, 2010 and Olievera, 2015) in terms of focus and locus. The focus of the research is on how a 6.5 years young learner takes part in her learning in an informal setting. I hope that the research-result may contributeto the development of home based reading literacy. Methodology This 6-months experience was implemented at a home-learning in Semarang, Central Java, Indonesia because of a consideration: the young learner as the participant in the research is a 6.5 years old girl, studying in second grade of State Elementary School in SemarangIndonesia, has a high appreciation on English but has not learned English as School Subject. The present study has a descriptive qualitative design (Cresswell 2003), centered on how the young learner engages emotionally, behaviorally and ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 cognitively, observed via the lens of a participatory action research in which dialogic talk was employed. Finding and Discussion Having conducted the research for 6 months in reading aloud with a young child, I experienced certain stages of learning process and dialog talk to build a learner‘s engagement, emotionally, behaviorally and cognitively. Pedagogically speaking, different cycles of instructional activities informed by a systemic functional linguistics-inspired genre approach include: 1. building knowledge of the field: I do modeling of reading to the learner, and activating her prior knowledge by responding to images related; 2. Text deconstruction: the stage of vocabulary development of the learner; helping her understand the language or lexico-grammar of a story; 3. joint construction: the use of use strategies from think aloud/statements to guiding questions to support the learner, I help the young learner in her reading aloud of the text, doing scaffolding to the learner to read the story; and 4. independent construction (reading aloud: allowing the learner to do individual reading aloud, record their own voices, and listen to the recording (Widodo, 2015). Reading aloud is chosen since as some researchers have worked with, such as Kindle (2010), Oliveira (2015), and Peterson & Chamberlain (2015) indicate that reading aloud to children is a recommended practice in early childhood and primary-grade classrooms that is supposed to enhance vocabulary growth, provide spaces where teacher can help children develop, design, and deepen ways of knowing (Wiseman, 2011)and it should engage the learner. The fact is that on early practice R experienced nervousness then I did a dialogic talk with her, asking reasons underlying her feeling. At this point, she mentioned that she wanted to know English, but she was not fully confident in reading books especially the small letters book. After I found that R ISBN 978-602-73769-3-9 preferred big book having pictures in it, I set up a planthat might help this young learner on how to engage her in a reading process. Reflected on her problem, I let R choose favorite book to read together. The book is the ‗Happy Baby Elephant‘. Navigating process was done, and according to her, the book is so lovely to read, since she likes the picture as in her sentence that ‗[it‘s about a mother and the baby. It‘s just like you and me, ma..]. Picture 1 In the reading aloud together, I always inviteR to sit on my lap, this to build her emotional engagement. Emotional engagement in this term refers to the young learner‘s affective reactions in the learning process, including interest, boredom, happiness, sadness, and anxiety (Frederick, 2004 in Sherab, 2013). Regarding this, at first, I gave her example of how to pronounce word by word in this. I did not force her to finish the whole book. For early some minutes, R stopped me from reading the verbal text, in fact she liked the picture story only, since she said [I can‘t do like you, ma] in a sad expression. What I stick in my mind is that reading process should be fun, and I don‘t have to finish a story if the child loses attention, so what I focused on the activity was that R engaged emotionally in the process. Hence, I let R opened page by page, enjoying and concentrating on the plot of story. A pleasant activity is important in building the child‘s motivation. As states by 139 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Kiely (2014) that ―it is of paramount importance that story reading is an enjoyable experience for the child. Enjoyment of reading generates motivation. If motivation to read exists, it is likely that children will learn to read without stress. They will also develop habits of reading that will advantage them greatly as learners and bring both added joy and richness to their lives‖. Instead of teaching her literal meaning, I sometimes stopped and asked about the illustrations on what she thought will happen in the next pages. This is called as predicting story, all was done through dialogic talk, it is dialogic engagement with readers opens up or closes down space for the negotiation of meanings (Chen, 2010). The interaction between the two is very important in the process of reading aloud, since ―an interactive read-aloud is … where the teacher models vocabulary development, reading fluency, and comprehension strategies, and requires the students to interact and become participants in their own learning‖ (Fountas & Pinnell, 2006).In this case, Dickinson and Tabors (2001) supported this idea of interactive read-louds in which children were not just passive listeners, but were actively involved making predictions and asking and answering questions. The emotional engagement is entailed with a stage of building the child‘s behavioral engagement. Davis, Chang, Andrzejewski, and Poirer (2010) noted that behavioral engagement covers the young learner‘s effort, persistence, participation, and compliance during the learning process. Forcing R to read will not encourage her to build the reading literacy, hence we usually stop when she finds boredom. In other words, I will accompany her to read any books she chose. R‘s mood affects her participation of learning. Considering this, I let her select any books that she wants to look at. Among some books, there are another 3 books that attracts her curiosity, ‗Why I Love My Mommy‘, 140 ‗Look Out, Little Chicks!, ‗The Beautiful Butterfly‘ in which all are in big visual text. In the reading aloud process, I conduct and create opportunities for R to ask and answer questions, engage in analytic thinking and talk, dramatize and retell, and play with objects related to concepts and characters; defining words and asking children to use the definitions; and using a ―point-act-tell‖ technique in which I point to vocabulary words, acts out the word if possible, and then explains the meaning of the new vocabulary word (McGee & Schickedanz, 2007). Through my observation, R picks ‗The Happy Baby Elephant‖ storybook to others since she likes the pictures in it. She imagines that the characters represent her family through her sentence ‗[this is you, this is me, this is daddy, this is grandfather, and grandmother]‘. Reflected on this interest, I let her do reading me time, that she reads the book over and over in her spare time. M : ―[Look at the mother. What is she doing?]‖ R : ―[It is holding the baby elephant]‖ M : ―[Why is it?]‖ R : ―[The baby can‘t walk yet, ma] M : ―[o, good girl. Wonderful..] ―[ok, let‘s check the fact about an elephant here] R : ―[Ma, is the mother angry? Look, the eye is like this, why is he not smiling?‖ Picture 2 This process of reading aloud as I develop with R is beneficial to support R‘s critical literacy. Though she is grabbing on the text‘s meaning in this stage, she develops the foundation for later development. She does ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 not only interact with me as the teacher, but also does the inter textuality to the text, and as reported by Rao, Haus, and Ehrhardt (2016) that ―…interactive read-aloud is used in a broad sense to describe contexts where teachers create and use opportunities for dialogic strategies to promote active engagement of children with reciprocal sharing of information.‖ R‘s critical question usually involves to the visual text that she observes, as in the question stating whether the mother of elephant is angry or not since she notices that the picture shows that the mother of elephant is not smiling. Picture 3 In the text-deconstruction stage, we did the following activities: checking the vocabulary for R‘s language development as well as the pronunciation. I introduce her to the use of audio mode that is Google Translate. I do not find this is done by other researchers, but mainly as the step to raise both her motivation and curiosity. This act was done from the reflective stage when I interrupted R for the mispronounced words. She was not comfortable and unmotivated in receiving it. On this point, Google Translation acts as the media which helps R in navigating the correct pronunciation as shown in Picture 3. The increased confidence motivates R to do repetitive independent read aloud. It is the occasion when R reads for me, this again usually performed according to her excitement. A note for me is that I may not force her practice the reading aloud every day, respecting on her right (psychologically). As stated by Johnston (2016) that ―an effective read-aloud involves ISBN 978-602-73769-3-9 more than simply opening up a book and reading to a class of student, reading aloud positively affects literacy development when delivered interactively.‖ in this case R is free to read the book for some minutes in her pleasure way and in the process, she occasionally asks some vocabulary of the book. Aid is given but minimally. After some months, R finds that reading the Story Book of ―The Happy Baby Elephant‖ is a fascinating activity. For some moments, during her to school, before she went to sleep, she held the book and gave it to me. This is what called as independent construction stage. R did not only memorize the vocabulary, but also the rhyme of each sentences. R occasionally records her own voice using my Android device, and replays for checking the sentences. She asked me ―[Mommy, do I look like a British?]‖ one day, asking my opinion, and for me from her repetitive practice, she has made it better than before. Picture 4 Conclusions Reading aloud as a good way to develop a child‘s literacy is successful in a condition: that the learner engages in the process, emotionally, behaviorally and cognitively. Reading is not a matter of opening the book pages however it covers how to do it in an interactive activity. 141 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Bibliography Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. (2010). Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district. Journal of Educational Change, 11, 345–401. CrossRef Dickinson, D.K., & Tabors, P.O. (2001). Beginning literacy with language. Baltimore: Brookes Fountas, I.C., & Pinnell, S. (2006). Teaching for comprehending and fluency. Ports Mouth, NH: Heinemann Johnston, Vickie (2016) Successful ReadAlouds in Today's Classroom, Kappa Delta Pi Record, 52:1, 39-42, DOI: 10.1080/00228958.2016.1123051 Kiely, Joan. (2014). http://www.nurseryworld.co.uk/digita l_assets/367/All-about-dialogic.pdf Kindle, Karen J. (2010). Vocabulary Development During Read-Alouds: Examining the Instructional Sequence. Literacy Teaching and Learning. 65 – 88 Maguire, Mary. The Foundations of Literacy. Retrieved from http://mje.mcgill.ca/article/viewFile/7 389/5319 McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742-751. Retrieved from http://search.proquest.com/docview/2 03285405?accountid=15099 Oliveira, Alandeom W. (2015). Reading Engagement in science: Elementary Students‘ read Aloud Experiences. 142 International Journal of Environmental & Science Education. 429 – 451 Peterson, Katie E. & Chamberlain, Katharine. (2015). ―Everybody Treated Him Like He Was From Another World‖: Bilingual Fourth Graders Develop Social Awareness Through Interactive Read-Alouds Focused on Critical Literacies, Literacy Research and Instruction, 54:3, 231-255, DOI: 10.1080/19388071.2015.1027020 Rao, Shaila M., Haus, Esther Newlin & Ehrhardt, Kristal (2016). Repeated Interactive Read-Aloud: Enhancing Literacy Using Story Props, Childhood Education, 92:3, 226-235, DOI: 10.1080/00094056.2016.1180900 Sherab, Kezang. (2013). Strategies for encouraging behavioural and cognitive engagement of pre-service student-teachers in Bhutan: an action research case study, Educational Action Research, 21:2, 164-184, DOI: 10.1080/09650792.2013.789710 Vygotsky, L. (1978). Interaction Between Learning and Development. In Gauvain & Cole (Eds). Readings on the Development of Children. New York: Scientific American Books. 3440 Widodo, Handoyo Puji. (2016). Engaging young learners of English in a genrebased digital storytelling project. Retrieved from http://languageresearch.cambridge.or g/images/pdf/20156_Widodo_CUP_TRP_final_report.p df ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DEVELOPING AN INSTRUCTIONAL GUIDELINE USING PROJECT BASED LEARNING TO TEACH SPEAKING TO JUNIOR HIGH SCHOOL STUDENTS Diani Nurhajati

University of Nusantara PGRI Kediri Widiarini

Student of Graduate Program University of Sebelas Maret Abstract Learning language means learning how to use the target language in actual communication. Various kinds of activities should be provided to give experiences to the students in using English. One of the activities that stimulate students to use English is by giving a project. Some advantages can be gained through doing a project such as leads to the authentic integration of language skill and processing from multiple sources (Simpson, 2011). Driven by the importance of project for providing more experiences in using target language, the current research and development aims is to develop an instructional guideline using project based learning to teach speaking in junior high school. The main contributions of this study are to develop an instructional guideline for teacher in using project based learning to teach speaking which is appropriate with teaching objectives, and to provide empirical evidence concerning to the implementation of using project as challenging learning for student, especially on speaking. Keywords- instructional guideline, project based learning, speaking, junior high school students Introduction The 2013 curriculum has been published by ministry of education and culture of Indonesia to replace the previous one namely the competency-based school level curriculum based on national standard of education. The new curriculum is intended to encourage teacher to develop meaning learning activities that relevant to the leaners‘ need. In addition, the teaching process should be conducted in an interactive, inspiring, fun, challenging, motivating learner to participate actively in learning process. Along with the implementation of 2013 curriculum, teaching process also should provide enough space to develop initiative, creativity, self-reliance, talents, interests, and physical and psychological development of the students. Closely associated with the implementation ISBN 978-602-73769-3-9 of 2013 curriculum, there are several methods that are considered as appropriate methods to meet the intended teaching process. Some of these methods are inquirybased learning, problem-based learning, taskbased learning, discovery learning and project-based learning. Furthermore, this paper discusses intensively about projectbased instruction. Project-based learning has been popular in the early 1900s. It has been widely used in general education. Beckett (2006) noticed that project based learning was first conceived by David Snedden to teach science in United Stated vocational agricultural classes. It was later developed by William Heard Kilpatrick to involve the students creating knowledge in order to solve problem 143 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 that arise while they are engage in purposeful and real-world activities (Dionne & Horth, 1994). Markham et al. (2003: 4) defined project based learning as a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structures around complex, authentic questions, and carefully designed products and tasks. In sum, it can be said that project based learning facilitates students to construct knowledge by producing the product based on their interest and individual differences. In one side, project based learning has been introduced in second language teaching in response to perceived inadequacies in Krashen‘s (1981) input hypothesis. Krashen argued that students need more exposure to the target language, as is the case when children learn their first language. However, Swain‘s (1985) study revealed that years of comprehensible input did not enable students to achieve competence in target language. Finally, this condition led her to propose that students need to produce comprehensible output (Beckett, 2002). In other word, it can be said that the students need to be provided variety of communicative opportunities and interaction using target language. Hence, project based learning has been applied in second language teaching to provide students with the opportunities to interact and communicate with each other in authentic context. On the other side, project based learning has been also introduced into English language teaching because it is appropriate to meet the needs of the 21st century challenge in education. Furthermore, project based learning is beneficial for students to develop communicative, critical thinking, and problem solving skills (Fauziati, 2014). Ribe and Vidal (1993) contend that project based learning is a systematic instruction method that develops students‘ language skills, cognitive domains and global personality 144 skill through valuable projects. Fauziati (2014) explains the project here refers to a wide range of tasks which integrate language skills work through a number of activities. By working on the project, students enable to learn and practice their English and also they also develop various life skills such as team work, critical thinking, and communication. Various classroom techniques and procedures to applied project based learning have been available in the literature. Wrigley (1998) proposes the basic procedure of project based learning including selecting a topic, making plans, researching, developing products and sharing results with others. In the first step (selecting topic), teacher identify the topic areas or issues and skills to be developed. The next is making plan how to do the project and how to create an end product. This step is followed by researching is that searching, finding and gathering information needed to create an end product. After the topic is selected, the information are collected and analyzed, the students are asked to develop the product. Then, at the end of the learning process, students share the end product with other using a number of ways such as oral presentation, posters, or any other written products. In addition, Stanley (2000) and Markham, et al. (2011) divide project development into four stages, they are starting the project, developing, reporting to the class, and assessing the project. Starting the project covers selecting the topic, and then the students outline the project, the method of development, the final outcomes, and individual‘s responsibilities. The next stage is developing the project includes the research for searching information. In this process, students are expected to practice all language skills (listening, speaking, reading, and writing as well as various language functions. Next is reporting to the class which includes presenting and receiving feedback from other students. The last stage ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 is assessing the project that can be done by individual students, students as a group, a teacher, or external audience. Both procedures proposed for applying project based learning actually closely similar. The difference is only the presence of assessing the project that proposed by Stanley (2000) and Markham, et al. (2011). Considering on the procedures in applying project based in the classroom, it can be used to teaching writing as well as speaking skill. This paper focuses the discussion on the how project based learning applied to teach speaking in junior high school level. In line with the 2013 curriculum for junior high school students, the English subject especially for seventh grade students is aimed to introduce the students with English and familiarize the students to use English in spoken communication through various activities. However, the material and activities available in English book which provided by the ministry of education and culture for seventh grade students is less spoken activities. Nurhajati and Widiarini (2015:155) reported their content book analysis, the weakness of the existing English book is the activities is more written activities rather that spoken activities. As the result, in order to provide spoken activities, teacher should create their own guideline. Brown (2004) categorizes the classroom speaking performances. These performances include imitative, intensive, responsive, interactive: transactional (dialogue), interactive: interactive: interpersonal (dialogue), and extensive (monologue). Imitative performance focuses in phonetic level of oral production. The role of students is only to repeat what they listen from teacher as well from the tape recorder. Intensive performance leads the students to produce the language by themselves by responding to teacher question or interacting with others at minimal length of utterance. Responsive performance requires students to ISBN 978-602-73769-3-9 respond to teacher or other students‘ question. The respond is commonly short, meaningful, and authentic. Interactive: transactional (dialogue) performance is longer and more complex form of responsive performance. The purpose of this performance is to accustom students to be able to convey or exchange fact, information, or opinion with other. Interactive: interpersonal (dialogue) is the performance for maintaining social relationship. The last performance is extensive speaking (monologue). This activity is generally planned and the participant‘s role is as listener. The activities can be realized in form of: (1) oral presentation, (2) picture cued storytelling, (3) retelling a story, (4) news event, and (5) translation. Based on the importance of project based learning in English language learning and various kinds of performances in speaking, this paper is aimed to develop an instructional guideline for teacher in using project based learning to teach speaking for junior high school students. Research Methods This research is aimed to produce an instructional guideline for teacher to teach speaking using project based learning, therefore research and development is appropriate design to be applied in this research. Model R2D2 was selected to develop supplementary material for English subject for Junior high school students. The acronym of R2D2 is Recursive and Reflective, Design and Development (Willis, 2000). It covers some general principles and procedures that help the design process. Basic principles of R2D2 are (1) recursionthe steps taken in design need not follow a linear sequence; (2) reflection- this is a continual cycle in framing the problems that occur in the design process, finding a solution, and finally implementing the solution; (3) participatory design- all stakeholders, including students are involved in every aspects of designing process. More 145 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 information and knowledge gathered to produce more meaningful design. Furthermore, the general procedures cover: (1) define. Define is the first activity in designing instructional material. This activity focuses on creating and supporting a participatory team, identifying problems and proposing solution, and the last is contextual understanding. To identify a problem and proposing a solution, researchers conducted survey by distributing questioner to English teachers and students; observation, and interview to English teacher. In addition, they also conducted discussion to find the solution. To get information about the English book ―When English Rings a Bell‖, researchers and team did book analysis; (2) design and Development. Design and development occur together to allow feedback and modification between the two. It covers selection of a development environment (includes: tool design and process design); cooperative inquiry and product design and development; and (3) dissemination. This step has the design group focus on planning and methods of distributing the product, developing guidelines for adoption of the product into local contexts, and making final adjustments to make the product fit those contexts. Instructional Guideline for Project based Learning to Teach Speaking: A Prototype The result of need analysis reveals that most of students were enjoy doing their project; however they had difficulties in communicating the end product orally. Generally, students create their complete text before they present their product in the classroom. As a result, when they present their product, it seems they are like memorizing the text that they created before. So, their oral presentation do not runs naturally. In order to solve this problem, the researchers promote to use graphic organizer to help students in organizing the idea needed to be presented. 146 Graphic organizer is visual tool commonly used in writing to help the students to organize their thought. Takalochta & Leibhea (2008) contend graphic organizer is a visual method of developing, organizing and summarizing students learning. They facilitate to structure disjoined information. Applying graphic organizers in writing enable students focus on the relationships between main ideas and details, main ideas and other ideas, and so forth. In sum, graphic organizer is beneficial for writing process especially in organizing the ideas. Similar with the process of writing, in order to communicate idea and thought orally, idea and thought need to be organized. Well organized ideas and thought enable the listener to understand the content easily. Keeping the importance of well-organized idea and though for speaking in mind, graphic organizer is promoted to be used in planning speaking activity, especially oral presentation. Furthermore, the researchers propose the following guideline to apply the collaboration between project based learning and graphic organizer to teach speaking. The first step in project based learning is starting the project. This step involves selecting the interesting topic, deciding the end product, and making plan how to do the project. Teachers have primary role in this step. The success of the project based learning is depend on how teachers provide clear instruction and explanation dealing with learning objectives, expected learning outcome, expected end product, and the procedure to create end product. Hence, the teacher‘s roles in the first step of project based are: (1) selecting the interesting topic for the students; (2) deciding the teaching objective and learning outcome; (3) deciding end product should be created by students; (3) planning the project. Meanwhile, students‘ roles cover collecting information required to create the product, making plan how they will create the product. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The second step is developing the project. After information collected, students develop their end product. The activities involve drawing, picturing, and arranging the pictures. In this step, students actively create end product based on the instruction from the teacher. Teacher role is helping students and guide them to create the product. The third step is presenting the project. Since the objective of teaching is practicing the speaking skill, end product is presented in oral presentation. Oral presentation needs preparation such as making draft, selecting vocabularies, practicing pronunciation, and organizing the idea. To help the students to prepare their presentation teacher should select the appropriate tool. The appropriate visual tool is graphic organizer. This is the example of graphic organizer used to help students organizing idea, selecting vocabularies, and at the same time they also create a draft for presentation. Figure 1. Graphic Organizer Figure 2. Student‘s Graphic Organizer ISBN 978-602-73769-3-9 The last step is assessing the project. Assessing project work can be conducted by students, teachers, and other people such audience. Assessing involves the product and students‘ performance in oral presentation. Conclusion Project based learning is very beneficial for students. It provide students with more space to integrate various skills both language skill and life skills to produce end product. English teachers have important roles to the project based learning success. These roles cover selecting the interesting topic, proving clear instruction how to do the project, guiding students finishing their project, and assessing student‘s end product. Clear instruction is really required since it guides students to do the project. References Beckett, G.H. (2002). Teacher and Student Evaluations of Project-Based Instruction. TESL Canada Journal, 19(2), 52-66. Beckett, G.H. (2006). Project Based Second and Foreign Language Education: Theory, Research, and Practice. In G.H Beckett and P.C. Miller. (Eds.) Project-Based Second and Foreign Language Education: Past, Present, and Future. New York: Longman. Brown, H.D. (2004) Language Assessment: Principles and Classroom Practices. New York: Pearson Longman. Fauziati, E. (2014). Methods of Teaching English as a Foreign Language (TEFL): Traditional Method, Designer Method, Communicative Approach, Scientific Approach. Surakarta: Era Pustaka Utama. Markham, T. (2011). Project-Based Learning. Teacher Librarian, 39 (2), 38-42. Markham, T., Mergendoller,J., Larmer, J., and Ravitz, J. (2003). Project Based Learning Handbook. Toronto: Book Institute for Education. 147 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Nurhajati, D., & Widiarini. 2015. Developing Supplementary Materials for Junior High School Students. Proceeding of International Seminar-ECKLL III. Surabaya-Indonesia. Simpson. J. (2011). Integrating ProjectBased Learning in an English Language Tourism Classroom in a Thai University. A Doctorate Degree Thesis. Retrieved on October 2013 from http://www.nla.gov.au/anbd.biban47965303. 148 Stanley. (2000). Project-Based Learning: 6C‘s of Motivation. Retrieved on October 2013 from http://www.coe.uga.edu.epltt Tacaiochta, Seirbhis & Dara Leibheal. 2008. Using Graphic Organizers in Teaching and Learning. Second Level Support Service Willis, J. 2000. A General set of procedures for Constructivist Instructional Design: The New R2D2 Model. Educational Technology, 40 (2), 5-20. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DISCOURSE MARKERS USED BY MULTILINGUALISM STUDENTS Dias Andris Susanto University of PGRI Semarang

Abstract This small research is aimed to know the discourse markers used by multilingualism students at Bina Bangsa School. The instruments used were the survey and interview conducted at the school. The respondents were students and teachers (not only English teachers). The sample were the student of junior high schools grade two. The results of the small research is that shows some discourse markers used by students are; the most frequently used and popular discourse markers among the subjects are - but, so, and, therefore, however, then, anyway, whereas. In the written texts, the subjects have often used the discourse markers namely consequently, as a result, in addition, nevertheless, moreover, furthermore, regarding. Those discourse markers used in written texts on an examination texts produced by students. The conclusion is that discourse markers frequently used by multilingualism students while doing their writing examination on any subjects. Keywords: discourse markers, multilingualism, written texts Introduction Multilingualism is now a legitimate reality in the world. (Cook V, 1995) Given that multilingualism is a norm rather than the exception, maintaining and developing multilingual competence has become a necessity. A majority of students arrive in schools with multilingual competence and hold multiple identities. And even if they arrive as monolinguals, it is imperative that they have opportunities to acquire additional languages from peers or from instruction. Multilingualism has been excessively discussed and often linked to the ability of an individual or a community of speakers to use multiple languages (Jessner, 2006). To appreciate language diversity, most nations have designed their language policy to reflect and accommodate their multilingual nature. (De Angelis, 2007) This in no way gives equal status to all the languages that exist in that society because national identity, nationalism and education are given much consideration. As a result, multilingualism has remained a complex phenomenon. There are a number of challenges that affect multilingualism. ISBN 978-602-73769-3-9 Language policy and globalization, although being the main catalyst for the promotion of multilingualism, also affect multilingualism in many ways (Cenoz 2009). In many schools and societies, multilingualism has been emphasized but the result has not been positive since only the national language is promoted (Dewaele, 2010). Therefore, as part of the effort to explore them, this paper reports the observation about the impact of nationalism on multilingualism in Indonesia and how it affects foreign language teaching. Indonesia is a multilingual society with over 700 hundred indigenous languages. Bahasa Indonesia (Indonesian language) is the national language used for communication, education and for all government affairs throughout the archipelago. Other indigenous languages are neglected and usually used in the villages for no official purposes. The nationalist stance to strengthen the Indonesian language has led to a recent proposal by the Ministry of Education to stop teaching English in primary schools starting two last year when the new curriculum is implemented. Since 1955, Indonesia has embraced English as the first foreign 149 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 language taught at all levels of education. The proposal, if implemented, will have grave consequences to multilingualism and foreign language teaching in the country. Bina Bangsa School is a young, growing and vibrant school. Established in 2001, Bina Bangsa School has quickly distinguished itself for its academic excellence. In BBS, students undergo a rigorous program modelled after the Singapore curriculum. BBS provides quality education to students ranging from Pre-School to Junior College levels. Our students sit for the International General Certificate of Secondary Education (IGCSE) and the International 'A' Levels examination offered by Cambridge University. BBS aims to nurture leaders who strive to be the best that they can be through lifelong learning, and also grounded in the Word of God. The BBS family consists of 5 campuses located in Jakarta, Bandung, Semarang and Malang and has a total enrolment of more than 3000 students. Our teaching fraternity is staffed by 250 qualified and experienced teachers representing over 12 countries, bringing with them diverse cultures and experiences to enrich students' learning. Besides, pursuing academic excellence, BBS also has a framework to develop our students holistically through the following programs: 1. Music (Chinese or Western Instruments) 2. Performing Arts and Drama 3. Sports and Fitness 4. Community Service 5. Faith Builder Within a short span of 10 years, BBS students have accomplished countless achievements, such as: 1. Cambridge Brilliance Awards (Best in Indonesia) 2. Cambridge CIE (Top of the World Awards) 3. University of New South Wales 150 4. ICAS (Numerous Gold Awards and High Distinctions) 5. Ranked 1 for ICAS performance by University of New South Wales, Sydney, Australia In addition, many of our students have received full scholarships from prestigious schools in Singapore such as Hwa Chong International and Nanyang Girls School. Bina Bangsa's alumni have also gone on to further their studies in world renowned universities such as: Nanyang Technological University, Singapore Management University, Hong Kong University, University of Melbourne, University of New South Wales, University of California, University of Alberta and University of Toronto. Despite these achievements, Bina Bangsa School continues to strive for excellence and improvements because we believe every BBS student deserves our best. We invite you to make Bina Bangsa your school where you can learn and grow. Problem statement The problem of this paper is what are the discourse markers used by multilingual students at Bina Bangsa School ? Related literature To support the paper, the writer states some supporting areas of theories like this follows; 1. The Terms Bilingualism and Multilingualism This section is devoted to analyzing the terms bilingualism and multilingualism, a distinction that will pave the way for the following section in which I intend to examine how this terminological clarification bears on different types of bilingual and multilingual education models. Multilingualism is traditionally used as an umbrella term that includes bilingualism. The Oxford dictionary, however, defines a bilingual as the person who is able to ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 speak two languages equally well, whereas a multilingual person is described as the person able to speak or use many languages. Based on these definitions, two main conclusions could be drawn. Firstly, we can conclude that bilingualism refers to two languages and multilingualism to many. In fact, the dictionary includes an entry that leads the reader to ―compare bilingual, monolingual‖ and the word compareimplies that the terms ―bilingual‖ and ―multilingual‖ are not used as synonyms. Moreover, the Latin prefixes ―bi‖ and ―multi‖ literally mean ―two‖ and ―many‖ respectively, which would underpin our first conclusion. Secondly, our attention is drawn to the fact that whereas the bilingual person is supposed to speak or use both languages ―equally well‖, this adverbial phrase is obliterated in the case of the multilingual. One could also infer that it is quite habitual to speak two languages equally well, but that this is a much convoluted task when three or more languages are involved. This latter idea is closely linked to the concept of multicompetence (for further information, see Cook 2006), which unfortunately falls beyond the scope of this chapter. I will focus then on the first conclusion in the following lines. It could be advocated that researchers should attempt to avoid using both b bilingualism and multilingualism interchangeably, as this lack of precision may lead to misinterpretations of research data. A second reason to propose this distinction is based on empirical research. Those researchers (Jessner 2006 ; De Angelis 2007; Aronin and Hufeisen 2009; Cenoz 2009; Dewaele 2010) who actively work on multilingualism have highlighted that there are significant differences between the acquisition of a second language and the acquisition of third or a dditional languages. De Angelis ISBN 978-602-73769-3-9 (2007), for example, provides abundant evidence illustrating the existing differences between L2 and multilingual acquisition. Jessner (2006: 13) happens to be very assertive and concludes that ―nowadays it is known that learning a second language differs in many respects from learning a third language.‖ This conclusion is also valid for bilingual and multilingual education and both terms should preferably be distinguished. 2. Discourse Markers Discourse markers are the word insertions that provide continuity in conversations. Discourse markers are also known as words or short ‗lexicalized phrases‘ (Schiffrin, 2001) that organize texts. Discourse markers help to create ‗cohesion‘ and ‗coherence‘ in a given text by establishing a relationship between the various ideas that are expressed within the text (Schiffrin, 2001). Schiffrin (1987) operationally defines discourse markers as sequentially dependent elements which brackets units of talk. Examples of discourse markers in English would include ‗oh‘, ‗well‘, ‗and‘, ‗but‘, ‗or‘, ‗so‘, ‗like‘, ‗because‘, ‗now‘, ‗then‘, ‗I mean‘, ‗you know‘, ‗uh‘, ‗anyway‘, ‗yet‘ etc. ‗Discourse markers‘ is the term linguists give to the above mentioned words that break our speech up into parts and show the relation between parts. Discourse markers are found in various grammatical categories including conjunctions, interjections and adverbs. Discourse markers can ‗connect‘ various units of dynamic meaning (coherence) as well as the surface structure of the text (cohesion). For example, ‗oh‘ prepares the hearer for a surprising or justremembered item, and ‗but‘ indicates that sentence to follow is in opposition to the one before. However, these markers don‘t necessarily mean what the dictionary says they mean. Some people use ‗and‘ just to start a new thought, and some people put ‗but‘ at the end of their sentences, as a 151 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 way of trailing off gently. Discourse markers also occur when speakers shift their orientation to information. In this case the markers alert the listener that something within the speaker has changed. Discourse markers are usually polyfunctional elements. Discourse markers can be understood in two ways: First, as elements which serve towards the union of utterances. Secondly, as elements which serve a variety of conversational purposes, discourse markers are linguistic expressions used to signal the relation of an utterance to its immediate context, with the primary function of bringing to the listeners‘ attention a particular kind of linkage of the upcoming utterance with the immediate discourse context. Simone Muller (2005) made a list of how discourse markers function. He stated that discourse markers are used -to initiate discourse, -to mark a boundary in discourse (shift/ partial shift in topic), -to preface a response or a reaction, -to serve as a filler or delaying tactic, -to aid the speaker in holding the floor, -to effect an interaction or sharing between speaker and hearer, -to bracket the discourse either cataphorically or anaphorically, -to mark either fore grounded or back grounded information. For a long time, English was considered a language that lacked particles (Lenk, 1998). Subsequent studies of discourse markers in English have meanwhile pointed out that this is indeed not the case: although the propositional content of a sentence might not be altered by the addition or deletion of a discourse marker, discourse markers in English, nevertheless, fulfill an important pragmatic function in the conversational 152 interaction (Lenk, 1998). Discourse markers are linguistic expressions used to signal the relation of an utterance to its immediate context, with the primary function of bringing to the listeners‘ attention a particular kind of linkage of the upcoming utterance with the immediate discourse context. Thus, it is seen that discourse markers help to create ‗cohesion‘ and ‗coherence‘ (Schiffrin, 2001) in a given text by establishing a relationship between the various ideas that are expressed within the text. During the last two decades, analyses of discourse markers have occupied a large space in the literature on pragmatics. And discourse markers have been considered from a variety of perspectives and approaches. Some of the functions of the most commonly used discourse markers are as followsWell ―Well‖ serves various functions in discourse depending on the context and its position in the utterance. ―Well‖ at the beginning of a turn serves as a response marker to what has gone before. Now ―Now‖ at the beginning of a turn is used as a transition marker, introducing a new topic and changing the direction of the discourse. In the case of automated dialogues, where the application may be very specific, "now" can be used to move from one part of the dialogue to another. Actually ―Actually‖ gives processing instructions to a listener about how the particular utterance should be understood. "Actually" can therefore be used to signal to the hearer that although what follows is relevant to the ongoing discourse, it will contain (in the opinion of the ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 speaker) information that the hearer is not expecting. Etc. 3. English Language Teaching and Discourse Markers Teaching of English in the schools in Indonesia is in a confused state today. Students from the urban vernacular medium and rural vernacular medium are taught English for about six periods per week. So they face problem in forming structures of English. A teacher‘s so called target is to ―prepare‖ the students for the examination and not to make the students competent in the use of the language they are learning. In reality neither the student nor the teacher is anxious to learn or to teach English. So the student is nervous only about his/her success in the examination and the teacher‘s sole problem is to see that the pass percentage does not go down. People care more for diplomas than for knowledge. It is not learning that we want, but the prize that learning brings wealth, prestige, status, and so on. Generally, the students in the government schools are assessed in all the states in Indonesia by means of a single examination conducted towards the end of the year. In this system students usually work hard for a few days just before the examination and get through the examination. But, such last minute preparation does not help in the case of language. Language needs constant practice over an extended period and this can be ensured only if examinations are held at frequent intervals. The present system of relying solely on an all important annual examination therefore does not serve the purpose. Moreover the question papers are set in such a way where all the questions can be answered with the help of guides available in the market. For such an examination, students require no thinking, no originality, no imagination and no skill, ISBN 978-602-73769-3-9 though the vital aspect of language learning is integrated skill. Nevertheless, the situation in English medium schools are little better. And, there are institutes which follow TESOL (teaching English to speakers of other languages). The goal of this experimental text is to introduce the students (and lay men and women who would like to help those who do not know English) to some basic ideas, methods, and tools of teaching English as a second or foreign language. TESOL includes TESL and TEFL. TEFLTeaching English as a foreign language, that is teaching in a country where English is a foreign language. For example: Indonesia, China, Mexico, and Korea). As mentioned before, the most interesting feature in a multilingual setting like Indonesian is that irrespective of the language, the people are conversing in, the discourse markers ‗ok‘, ‗oh‘, ‗well‘, ‗and‘, ‗but‘, ‗or‘, ‗so‘, ‗like‘, ‗because‘, ‗now‘, ‗then‘, ‗I mean‘, ‗you know‘, ‗uh‘, ‗anyway‘, ‗yet‘ are seen to be used. The discourse markers do help a student in forming better structures in English as discourse markers or linking words indicate how one piece of discourse is connected to another piece of discourse. The discourse markers help to develop ideas and to relate them to one another. They show the connection between what has already been written or said and what is going to be written or said. Some are very informal and characteristic of spoken language. Others are quite formal and characteristic of written language. There are some discourse markers which help in presenting complicated information in writing. Methodology An inductive method of research based on a sample survey was used for the present 153 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 study. The collection of data was done in the following sequence: a. Existing literature related to ‗Discourse Markers‘ were collected and read. b. After the above analysis was done, first, a questionnaire containing both subjective as well as objective questions, was prepared. This questionnaire was taken to the field and the subjects (students) were asked to fill it up. Second, a cloze test was prepared, where in a portion of a text with the discourse markers removed, was given to the students (subjects). The students were asked to replace the missing words with appropriate discourse markers. Third, the students of junior high schools were asked to write a letter, story and an essay. Taking their (the subjects) letter, story and essay as a specimen, the frequency of their usage of ‗Discourse Markers‘ was analyzed. The subjects were selected by simple random sampling. c. After the data was elicited and collected, it was categorized and tabulated. This tabulated data formed the basis of the final analysis. Data Analysis The sample of this small study was the students of second grade of junior high schools of Bina Bangsa School. There were 3 classes as the population and sample, the writer randomly took the participants being interviewed and asked filling the questionnaire. There was a teacher became a participant being as well as interviewed and asked filling the survey. Form the surveys distributed, there are about 60 participants who gave it back to the researcher. After the analysis, it was seen that the most frequently used and popular discourse markers among the subjects are- and, but, so, therefore, however, whereas, then, like, anyway, because (both in oral and written texts). Again, the subjects often used the discourse markers consequently, as a result, in 154 addition, nevertheless, moreover, furthermore, nonetheless, regarding more in their written texts and less in their oral texts. Findings The subjects used these discourse markers sentence initially, (other than one-two exceptions, it was seen in all the scripts of students). A large chunk of the subjects in the written texts used the discourse marker ‗and‘ to coordinate idea units and to continue the speaker‘s action. The discourse markers however, nevertheless, nonetheless were used by the subjects to emphasize contrast. The subjects used ‗therefore, as a result, consequently‘ for the same purpose, to show that the second statement follows logically from the first statement. But the frequency in the use of the discourse marker ‗therefore‘ was much higher than the discourse marker ‗as a result‘, ‗consequently.‘ Technically, ‗whereas‘ give expression to two ideas which contrast but do not contradict each other. But after the analysis, it is seen that the discourse marker ‗whereas‘ is used by the subjects to both contrast and contradict two ideas. The subjects used ‗anyway‘ for dismissal of previous discourse or idea unit. The subjects used ‗furthermore‘, ‗moreover‘ to add more information. They also used the discourse marker ‗in addition‘ in the same line but it was used for more formal purpose in their texts. Other than these discourse markers, the subjects are seen to have used some discourse markers occasionally. Those discourse markers are as follows – The subjects used ‗at the same time, on the other hand, conversely‘ to balance contrasting points. The subjects used ‗At least, in any case‘ to dismiss the previous discourse or sentence unit. The subjects used ‗similarly, in the same way‘ to show similarity, comparison between idea units. The subjects used ‗after all‘ for persuading. The subjects used ‗I mean, actually‘ to clarify or give detail of an idea unit. The subjects used ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ‗basically, generally‘ to summarize a discourse unit. ‗Yet‘ is seen to be used by the subjects to emphasize a contrast. The subjects used ‗by the way, incidentally‘ for change of subject. The subjects used ‗lastly, finally‘ when they were talking about the end. Conclusion On the basis of the present study it was found that the most frequently used and popular discourse markers among the subjects are but, so, and, therefore, however, then, anyway, whereas. Again, in the written texts, the subjects have often used the discourse markers namely consequently, as a result, in addition, nevertheless, moreover, furthermore, regarding. The study reveals that the Discourse markers in English do serve as connectors and aid successful communication in the mother tongue and other languages of the student. Skutnabb Kangas (2000) says that English is a killer language in Indonesia. But it is seen that English is not usually the direct cause of language death in Indonesia. Rather, it is seen to be a driving force in the globalization of the economy, which forces people to switch to English as a means to improve their social mobility. Today, be it education, business or administration, English plays a very important role. It is the medium of instruction for higher education-both academic and technological. Proficiency in English is mandatory for jobs in private companies. Today, the reality is such that it is difficult to think of success in any career in India without adequate proficiency in English. Bibliography Baker, C. 1988. Key Issues in Bilingualism and Bilingual Education. Clevedon: Multilingual Matters. Cook, V. 1995. Multi-competence and the learning of many languages. Language, Culture and Curriculum 8 (2): 93–98. ISBN 978-602-73769-3-9 Gessica De Angelis, English L3 learning in a multilingual context: the role of socioeconomic status (SES) and L2 exposure within the community, International Journal of Multilingualism, 12, (4), 2015, p435 452 Fasold, R. 1984. The Sociolinguistics of Society. Oxford: Basil Blackwell. Halliday, M. A. K. & Hasan, R. 1985: Language, Context and Text: Aspects of Language in a Social Semiotic Perspective. Oxford: Oxford University Press. Jessner, U. 2006. Linguistic awareness in multilinguals: English as a third language. Edinburgh, UK: Edinburgh University Press. Kachru, B. ed.1982. The Other Tongue: English across Cultures. Oxford. Pergamon. Kachru, B.1983. The Indianization of English. The English Language in India. Oxford:OUP. Kudchedkar, S. 2002. Readings in English Language Teaching in India, Orient Longman. Lakoff, R. 2001. Nine Ways of Looking at Apologies: The Necessity for Interdisciplinary Theory and Method in Discourse Analysis. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The Handbook of Discourse Analysis.119-214. Malden, MA: Blackwell. Lenk, U. 1998. Discourse Markers and Global Coherence in Conversation. Journal of Pragmatics 30: 245-257. Muller, S. 2005. Discourse Markers in Native and Non-Native English Discourse. John Benjamins. Pattanayak, D.P. 1990. Multilingualism in India (ed). Clevedon: Multilingual Matters Ltd. Schiffrin, D. 1987. Discourse Markers. Cambridge: Cambridge University Press. 155 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Schiffrin, D. 1994. Approaches to Discourse. Cambridge: MBP. Schiffrin, D. 2001. Discourse Markers: Language, Meaning, and Context. In: D. Schiffrin, D. Tannen, & H. Hamilton (eds.). The Handbook of Discourse Analysis, 54-59. Oxford: Basil Blackwell. Schwenter, S. 2002, "Discourse Markers and the PA/SN Distinction". Journal of 156 Linguistics, 38 (1): 43-69. Skutnabb-Kangas,T. Phillipson, R. eds. 1994. Linguistic Human Rights: Overcoming Linguistic Discrimination. Berlin and NewYork. Mouton de Gruyter Skutnabb-Kangas, T. 2008. Linguistic Genocide in Education – Or Worldwide Diversity and Human Rights? New Delhi: Orient Longman. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DISCOURSE ON EXPLOITATION OF WOMEN AROUND THE GLOBE Djoko Sutopo Semarang State University Abstract This study aims at describing how language is used to express opinions on women exploitation in the context of situation and culture as well as the ideology behind the texts. The data of this study are collected from The Jakarta Post published on line and international journals on exploitation of women. The analysis of the data is based on systemic functional approach. Analysis on context of situation includes analyses of field, tenor and mode. Context of culture is highlighted by investigating the text types of the data. The ideology of the texts is analyzed by highlighting the values held consciously or unconsciously by the participants, the bias and the perspectives expressed in the texts. The findings suggests that the topic discussed in the discourse involves the facts that The relationship between the writer and the readers is relatively equal. Their opinions are expressed in written forms with high lexical density. It concludes that the state power is inferior to the economic power around the globe. In both developed and developing countries women have been the victims of exploitations since long time in different fields in their life. Keywords - context, culture, exploitation, ideology, women Introduction It is argued that Indonesian migrant domestic workers may in some instances be at risk of abuse, exploitation and human trafficking. It is likely that gender equality is still a hot issue around the globe, too. This study aims at describing how language is used to express opinions on women exploitation in the context of situation and culture as well as the ideology behind those texts. The data of this study are collected from opinions published on line in The Jakarta Post and international journals on the issue of exploitation of women. The analysis of the data is based on the systemic functional approach. Literature Review Thornbury (2005:6) argued that that we live in a world of text and we are surrounded by text. It could be the case that the current study is relevant to Thornbury‘s concern if we need to understand what language is achieving and to describe its communicative behavior. Halliday (2004: 3) remarked that the term ‗text‘ refers to any instance of language, in any medium, that makes sense to someone who knows the language. It might be suggested that Halliday‘s perspective is useful to shed light endeavors to understand the notion of a text. It is useful to study that what Halliday means with instance of language could be in spoken and written complete linguistic interaction. Eggins (1994: 2) pointed out that systemic functional linguistics views language as a resource for making meanings and puts forward its theoretical claims that language is functional and the function is to make meanings. These meanings are influenced by context of situation and culture and the process of using language is a semiotic process, a process of making meanings by choosing. It may be possible to obtain that functional grammar could help anyone to understand and produce texts. Concerning the context, Martin (2003) argued that alongside genre, the main ISBN 978-602-73769-3-9 157 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 construct used by functional linguists to model context is known as register including field (what is happening), tenor (who is taking part) and mode (what part language is playing). It is important to develop that these three aspects of context make difference to how we use language. Methodology The data of this study are collected from The Jakarta Post and journals published on line. The analysis of the data is based on systemic functional approach. The focus of this study is on the register and ideology in the texts. In order to describe the context of situation it begins with field analysis of text, followed by tenor analysis and ended up with mode analysis. Context of culture is highlighted by investigating the text types of the data. Eventually, the ideology of the texts is analyzed by highlighting the values held consciously or unconsciously by the participants in the texts, the bias and the perspectives expressed in the texts. Register analysis of the texts Halliday (1985) states that the aspects of context of situation that make difference to how we use language are field (what the language is being used to talk about); tenor (the role language is playing in the interaction); and mode (the role relationships between the interactants). Eggins (1994:49) states that context is in text. The description of context of situation (register) is presented in Table 1. Similarities and differences between the texts at this contextual level have been allowed to specify by that evidence. Table 1: Register description of the texts Regist er variab les Field 158 Text # 1 Text # 2 Text # 3 Text # 4 Arguing that although France may be the home of Describin g how the average American consumer sees over 3,000 Highlighti ng that Indonesia has one of the highest rates of workers Complaini ng why in the Indian modern country which is fast Tenor ‗égalité' but gender equality in France is still a hot issue. It is demande d that number one priority was to bring equality to the work place. Acceptin g that men are paid more than women was regarded accepting all kinds of inequaliti es. Women wearing flowery dress in parliame nt wolfwhistle by men indicatin g sexism in France. commerc ials messages each day. In many of these messages women are depicted as sexual objects. An expert describes an ad for Chanel lipstick that is very disturbin g. ―Some of the most pervasive , persuasiv e, sexual imagery in advertisin g is more symbolic than blatant, although the connotati ons are far from subtle. seeking employme nt abroad, with the majority of these workers being females employed in domestic service. The nature of recruitmen t makes the process of migration, location and characteris tics of the work in some instances at risk of abuse, exploitatio n and human trafficking . emerging as a global power half of its population , the women across the country, struggle to live life with dignity continues. Women, irrespectiv e of their class, caste and education al status, are not safe. In the modern society women have been the victims of exploitatio ns since long time in different fields in their life both physically , socially, mentally and economic ally. Unequal power relationsh ip between employer s and female workers and between men and women in parliame nt. Formal relation between Formal relation between author and cosmetic company. Unequal power relationsh ip between lipstick producer and women as sexual objects Unequal power relationshi p between female workers and the party behind the nature of recruitmen t. Formal relation between Internatio nal Organizati on for Relatively formal; equal power between the author and readers; unequal power relationshi p between women and Indian modern country which is fast ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 authoritie s and employer s minimize d to construct nonauthoritar ian solidarity Mode Blend of spoken and written mode; low interpers onal distance; moderate experient ial distance and between commerc ial ads and women as consumer s maximize d to construct academic distance. Written to be read; high experient ial distance; low interpers onal distance. Migration‘ s Counter Traffickin g Module and employers . emerging as a global power maximize d to construct authoritari an, distance. Written mode; low interperso nal distance; moderate experienti al distance Written mode; low interperso nal distance; high experienti al distance Field analysis suggests that Text # 1, Text #2, Text # 3 and Text # 4 are similar. In other words, in a general sense all the texts do share a common field of ‗discourse on exploitation of women‖ It is this linguistic analysis that permits it to be more narrowly described so that the way each text approaches and constructs that field is different. It matches the definition of field that it is a situational variable that has to do with the focus of the activity in which we are engaged. It can also be glossed as the topic of the situation. As Halliday (in Eggins, 1997) claims, the field of a text can be associated with the realization of experiential meanings; these experiential meanings are realized through the Transitivity patterns of the grammar. The tenor of the text can be associated with the realization of interpersonal meanings: these interpersonal meanings are realized through the Mood patterns of the grammar. Tenor analysis of the texts in this study suggests that Text # 1 initially tends to be authoritarian with the police measure to ban the rally and explain the reason why. ISBN 978-602-73769-3-9 However, the chance to make a voice given to the activists‘ representative has made equal power between the authorities and the activists. The statement made by the Muslim scholar suggesting that both the hard-liner and the activists should be seated for a dialogue indicates that the social role relationship he played is a sort of mediator. It is that social role he played in such a situation that has an effect on how he used language such as the choice of reciprocity variable. In terms of contact continuum, the roles played by the authorities, the activists‘ representative and the scholar bring them into infrequent contact. The roles played by the interactants have positioned the situation where affective involvement between them is low. In other words, they are not highly emotionally involved or committed in the situation. Table 1 indicates that Tenor can be broken down into three different continua: power, affective involvement, and contact. It means that general notion of role relationship can be seen as a complex of these simultaneous dimensions. The power continuum positions situations in terms of whether the role we are playing are those in which we are of equal or unequal power. The contact continuum positions situations in terms of whether the roles we are playing are those that bring us into frequent or infrequent contact. The affective involvement continuum positions the situations in terms of whether the roles we are playing are those in which the affective involvement between us is high or low. Mode analysis suggests that Text # 1, Text #2, Text # 3 and Text # 4 are similar that there is no visual or aural contact between writer and reader(s), and thus no possibility of immediate feedback and even the possibilities of delayed feedback are limited. In other words, language is all that there is. As such, the language here is used to reflect on some topic. It is in line with the definition 159 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 of Mode that it is the role language is playing in the interaction. Martin (1984) suggests that this role can be seen as involving two simultaneous continua which describe two different types of distance in the relation between language and situation. Integration: Ideology in the texts The impact of ideology on field relates to how the text encodes such experiential meanings as: who initiates, what kinds of actions/events, who respond to those actions, and how. Construing Text # 1, France may be the home of ‗égalité' but gender equality in France is still a hot issue. Abstraction of being ‗egalite‘ is no longer that of the map, the double, the mirror or the concept. Simulation is no longer that of a territory, a referential being or a substance. It is the generation by models of a real without origin or reality: a hyperreal. Referring to Text # 2, "The Medium is the Message" is the very slogan of the political economy of the sign, when it enters into the third-order simulation - the distinction between the medium and the message characterizes instead signification of the second-order. It symbolically links the cosmetic with the promise of sexual allure‖. The language of advertising has reinforced the notion that the ideal female is white, thin, sexily clad, and above all, submissive. The beauty beholder‘s view has been fed up by the cosmetic industry. It means beauty is no longer in the eye of the beholder. Text # 3 is concerned with the fact that Indonesia has one of the highest rates of workers seeking employment abroad, with the majority of these workers being females employed in domestic service. Due to the nature of recruitment, the process of migration and the location and characteristics of the work, Indonesian migrant domestic workers may in some instances be at risk of abuse, exploitation and human trafficking. Eagleton (1991:157) said that ―any such 160 social field is necessarily structured by a set of unspoken rules for what can be validly uttered or perceived within it; and these rules thus operate as a mode of what Bourdieu terms symbolic violence‖. Since symbolic violence is legitimate, it generally goes unrecognized as violence. It is, Bourdieu remarks, ‗the gentle, invisible form of violence. Text # 4 deals with the report that in the Indian modern country is fast emerging as a global power but for half of its population, the women across the country, struggle to live life with dignity continues. Women, irrespective of their class, caste and educational status, are not safe. In the modern society women have been the victims of exploitations since long time in different fields in their life both physically, socially, mentally and economically. The notion of ideology is extended and enriched by the concept of hegemony. Referring to Gramsci‘s view, Eagleton (1991:116) said, ―to win hegemony is to establish moral, political, and intellectual leadership in social life by diffusing one‘s own ‗world view‘ throughout the fabric of society as a whole, thus equating one‘s own interests with the interests of society at large.‖ Conclusion The relationship between the writer and the readers in all the four texts is formal, low interpersonal distance and relatively equal. Their opinions are expressed in written mode with high lexical density. It concludes that gender equality in France, America, Indonesia and India is still a hot issue. The state power is inferior to the economic power around the globe. In both developed and developing countries women have been the victims of exploitations since long time in different fields in their life. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Bibliography Andrevski, H. & Lyneham, S. (2016). Experiences of exploitation and human trafficking among a sample of Indonesian migrant domestic workers. Retrieved on July 25. http://aic.gov.au/publications/current%20seri es/tandi/461-480/tandi471.html. Derewianka, B. (1995). Exploring How Texts Work. Newton: Primary English Teaching Association, Sydney Eagleton, Terry. (1991). Ideology: An Introduction. Verso. London. New York. Eggins, Suzanne, (1994), An Introduction to Systemic Functional Linguistics, Pinter Publishers: London. Halliday, M.A.K., (1985b), Spoken and written language, Geelong, Vic.: Deakin University Press (republished by OUP 1989). Martin, J.R. and David Rose. (2004).Working with Discourse: Meaning Beyond the ISBN 978-602-73769-3-9 Clause. Continuum. London. New York. McPartland, B. (2016). Women face pure discrimination in France. http://www.thelocal.fr/20130307/femi nism-discrimination-men-womenfrance. Retrieved on July 27, 2016. Moog.C. (2016). Exploitation of Women in Advertising. Retrieved on July 26, 2016. http://www.csun.edu/~sm60012/WS_300/OL D%20Group%20Projects/Women%2 0and%20Exploitation%20Project.htm Thornbury, Scott. (2005). Beyond the Sentence. Introducing discourse analysis. Macmillan Publisher Limited. Bangkok. Nagindrappa, M. & Radhika M.K. (2013) Women Exploitation in Indian Modern Society. International Journal of Scientific and Research Publications, Volume 3, Issue 2, February 2013. Retrieved on July 25, 2016. http://www.ijsrp.org/research-paper0213/ijsrp-p14145.pdf. 161 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DEVELOPING AUTONOMOUS LEARNING USING WEB 2.0 IN A DIGITAL AGE: BUILDING LANGUAGE LEARNERS‘ CONTENT KNOWLEDGE AND IMPROVING WRITING SKILLS Djoko Sutrisno Ma‘arif Nahdlatul Ulama University of Kebumen Central Java Indonesia Address: Jalan Kusuma 75 Kebumen Central Java Indonesia E-mail:

Abstract In a fast-changing digital age, English language learners face increasing demands to advance their familiarity with a variety of online tools (Conole, 2008). Technologies are changing the way we teach and learn in many respects. In teaching learning we are not only cultivate the college students‘ comprehensive qualities but also develop their autonomous learning ability. For this reason, the present article explored whether a Developing Autonomous Learning Using Web 2.0 could improve the college students‘ overall English performance more effectively than the traditional English teaching setting. The aim of this experimental study is to determine if Web 2.0 can be an effective tool building language learners‘ content knowledge and writing skills. The study involved 15 advanced students of Ma‘arif Nahdlatul Ulama University of Kebumen. Both quantitative and qualitative data collected from post‐surveys, transcribed digital recordings, blog reflections, and final interviews were analyzed. The findings provide the data showed that Web 2.0 empowered students to use their own writing for self‐expression and self-reflection and that social interaction helped establish a sense of community in which students be able in building language learners‘ content knowledge and enhancing writing skills.. Keywords - Web 2.0, Learning Tecnology, Content Knowledge, Autonomous Learning, Writing Skill Introduction Providing opportunities for self-study helps to increase ownership of responsibility for learning English by encouraging learners to organize self-access learning resources and search for appropriate materials to develop their own progress. Self-access or learnercentered learning refers to the change in focus in the classroom from the teacher to the learners. This shift makes it so students ultimately direct their learning through selfaccess facilities for autonomous learning (Sheerin, 1989).The purpose of this paper is to investigate Web 2.0 and to understand users‘ perspectives of its application in language teaching and learning weather it is building language learners‘ content knowledge and improving writing skills. As discussed by O'Reilly (2005), an important principle of Web 2.0 is the web as a platform that facilitates the building of web-based 162 communities and the contribution from collective intelligence. Web 2.0 has a multitude of good features (Amol Deshpande & Alejandro Jadad, 2006; O'Reilly, 2005; Skiba, 2006). It: 1) presages a freeing of data 2) permits the building of virtual applications, 3) is participative, 4) has applications that work for the users, 5) has applications that are modular, 6) is about sharing, 7) is about community and facilitating community, 8) is about remixing, 9) is smart, 10) opens up the Long Tail.Given the fact that Web 2.0 is such a new concept, many language teachers and learners may still not be aware of this revolutionary progress in designing language curriculum. By forming an online participatory community, we expect to examine three major questions proposed and six types of tools in language teaching and learning. (Blogs vs. Wikis, Myspace vs. Facebook, ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Podcasting vs. Vodcasting, Mindmeister vs. Mindomo, Mashups, and Second Life vs. Quest Atlantis).When granted access to enterprise networks and the Internet, applications can enable sharing of information within workgroups, throughout an enterprise and externally with partners and customers. Until recent years, when applications were launched only from desktop computers and servers inside the corporate network, data security policies were relatively easy to enforce. However, today‘s organizations are grappling with a new generation of security threats. Consumer-driven technology has unleashed a new wave of Internet-based applications that can easily penetrate and circumvent traditional network security barriers.The Web 2.0 introduces the idea of a Web as a platform. The concept was such that instead of thinking of the Web as a place where browsers viewed data through small windows on the readers' screens, the Web was actually the platform that allowed people to get things done. Currently this initial concept has gained a new dimension and is really starting to mean a combination of the technology allowing customers to interact with the information. The specific research questions of this literature review study are: 1. What are participating students‘ perceptions regarding the use of interactive web 2.0 environments in learning English? 2. What are the advantages of using an interactive web 2.0 environment according to the participating students?3. What are the disadvantages of using an interactive web 2.0 environments according to the participating students? Theoretical Framework Web 2.0 and Language Learning The Web 2.0 increased online participation has been most commonly defined by its contrast with the concept of Web 1.0. In the first stage of the internet, or Web 1.0, users played the more passive role of a simple receiver of information. The traditional tools ISBN 978-602-73769-3-9 of Web 1.0 included email, chat rooms, and discussion boards (McLoughlin & Lee, 2007). Web 1.0 users would read static content created by ―experts‖ who had the technical ability to write and post content (Ebner, 2007). Web 1.0 is contrasted with Web 2.0 in which general users consume, create, and edit content while easily collaborating with other users (McLoughlin & Lee, 2007). Web 2.0 tools provide users the opportunity to play a more active role of potential author, contributor, editor, or specialist. Not only are users given more opportunities to participate at a richer level, the quality and even the survival of Web 2.0 tools such as blogs, wikis, social networks, and mashups, are largely dependent on the quality and consistency of the contributions of the users. Blogs are largely made up of user-created content, wikis allow multiple users to contribute to a growing knowledge base, and social networks allow users to develop online communities of shared interests. While these Web 2.0 tools have grown in popularity with general users, some discussions focus on the continued relevance of Web 1.0 tools in today‘s world (De Weber, Mechant, Veevaete, & Hauttekeete, 2007). Nevertheless, the emergence of Web 2.0 tools may not diminish the importance and usefulness of Web 1.0 tools for today‘s users. Benefits of the Web 2.0 The Web 2.0 allows for more exposure to the target language. Podcasts exposed students to the language both at home and at school, increasing encounters with the target language. However, there are concerns over the appropriateness of the materials students are exposed to, where not all videos are school-appropriate. Nevertheless, the computer and online environment seems to benefit students. Learners using instant messaging (IM) are more comfortable, advanced and proficient in writing (or typing) than orally. They also contributed more on social networks like Facebook (FB) 163 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and preferred writing on computers. However, learners were not as familiar with technology as expected. Using technology for EFL also enhanced students‘ language skills and aspects. Reading performance was improved. However, it was also found that the students‘ reading skills did not improve significantly. On the other hand, writing skills improved using blogs and FB; and impressively, learners were able todifferentiate writing styles. Web 2.0 technology also increases student motivation and interest. Students enjoyed writing and reading blogsand motivated them, whilesocial networksreduced pressure on making language errors.Other studies demonstratedpositive effects on students‘ motivation to learn. However, there is a risk of the initial novelty wearing off and students losing motivation. Nevertheless, students‘ confidence in the language increased when using the Web 2.0. Such confidence could come from being comfortable in communicating using technology. Selfesteem was raised due to a larger readership and participation also increased especially from introverted students. Web 2.0 technologies also allowed for more meaningful interactions. There is increased interaction and rapport between learners. They built a sense of belonging to a community. These tools served also to enhance the often-neglected communicative competence of learners.Strangely, learners seemed unable to connect their ―social life‖ and their EFL. Students consider the writing on an online platform as ―communication‖, but not ―writing‖ which is related only to academic genres. A unique feature of Web 2.0 is that it allows the exchange of feedback. The tools were found helpful in exchanging opinions and ideas, resulting in a valuable peer review culture. Students even preferred peer comments than the teacher‘s as it matched their level of ability.However, students were actually dissatisfied. 164 There are many benefits of using Web 2.0 tools for EFL. However, what are the benefits that gifted students experience when using them? From the data, the Web 2.0 makes for interesting learning, provides an English language environment, the presence of ―virtual critics‖, improves language aspects and skills, it is building language learners‘ content knowledge and improving writing skills. Content Knowledge Content knowledge is knowledge about the subject matter that is to be learned or taught, including, for example, middle school science, high school history, undergraduate art history, or graduate-level astrophysics. Knowledge and the nature of inquiry differ greatly among content areas, and it is critically important that teachers understand the disciplinary ―habits of mind‖ appropriate to the subject matter that they teach. As Shulman (1986) noted, content includes knowledge of concepts, theories, ideas, organizational frameworks, methods of evidence and proof, as well as established practices and approaches toward developing such knowledge in a particular discipline. In the case of art appreciation, for example, such knowledge would include knowledge of art history, famous paintings, sculptures, the influence of artists‘ historical and social contexts, as well as knowledge of aesthetic and psychological theories for understanding and evaluating art. The cost of teachers having an inadequate content-related knowledge base can be quite prohibitive; students can develop and retain epistemologically incorrect conceptions about and within the content area (Bransford, Brown, & Cocking, 1999; Pfundt, & Duit, 2000). The Study Participants Considering the advantages of Web 2.0, this section will share two classroom practices that involved the application of Web 2.0. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 These practices were directed to a group of English students which consisted of youths and adult beginners, aged 18–23 years in Ma‘arif Nahdlatul Ulama University. It is important to note that the students have very few opportunities to practice English outside the classroom as the English -Writing community in the city is very small. In addition, the students have never been to any English-Writing community because they lived in remote area. These practices were carried out in a classroom university where writing is a compulsory subject. In this university, the writing course consists of 16 meetings including mid and final examination. In the context of learning English as a foreign language, the amount of time allocated is insufficient for an environment that lacks natural exposures to achieve authentic. Method Selection Criteria To answer the research questions, a series of selection criteria were established and followed strictly in this review study: Research must focus on using Web 2.0 tools in the context of language learning and teaching. Published research on using Web 2.0 tools in other disciplines or areas of study was excluded from this review. Research must consist of empirical studies reporting data derived from actual observations or experimentations. Published research that was solely focused on conceptual framework, personal opinions or anecdotal experiences was excluded. Research must explicitly identify one or multiple Web 2.0 tools examined in its studies. Studies that examine the full courseware, such as Moodle or WebCT, or that report on any types of academic online learning program, without implicitly identifying the use of the Web 2.0 tool in such courses/programs, are also excluded in this review. ISBN 978-602-73769-3-9 Research must provide evaluative evidence of the Web 2.0-supported activities by reporting qualitative or quantitative data in one or more of the following dimensions of learning: affective learning (i.e, whether the use of Web 2.0 affects student motivation, attitude and perception); cognitive learning (i.e, whether the use of Web 2.0 affects student achievement and performance); and metacognitive (i.e, whether learners are more autonomous and self-directed in the learning processes). Papers that did not provide any evidence on the previous three dimensions were excluded. Findings and Discussion The results of our investigation are described using quantitative and qualitative sections. The quantitative section presents aggregate information regarding students were using Web 2.0, while the qualitative section delves into a deeper analysis of the meanings behind the quantitative results.The quantitative results indicate a general tendency of Web 2.0 to shift across time. Approximately 59% of student ratings were different between the pre- and the post survey, indicating that students‘ perception of their language learners‘ content knowledge domains changed over the duration of the web.2.0 program. Additionally, it appears that students perceived a largely positive change in their technological, pedagogical, and language learners‘ content knowledge after engaging with the web.2.0 program as indicated by the fact that out of the 14 ratings that did change between the pre- and the post-survey, 11 were positive while just 3 were negative.In addition: (a) the most positive change occurred in the technology knowledge category with five out of eight teachers indicating that their technology knowledge increased; (b) the technology and content knowledge components exhibited only positive changes; and (c) five out of eight teachers indicated that their knowledge increased in at least one of the three knowledge components. The language 165 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 learners‘ content knowledge component exhibited mixed results: three teachers perceived an increase in their language learners‘ content knowledge; three perceived a decrease in their language learners‘ content knowledge; and two felt that their language learners‘ content knowledge remained unchanged.Based on the teacher interviewsUMNU students‘ perceived benefits of using Web 2.0 technologies for EFL, the professional development opportunity of the Web.2.0 program had a highly positive impact on the students‘ knowledge development and confidence in teaching English with technology. The teachers immediately gravitated to discussing their experiences by reflecting on each knowledge domain (technology, writing skill, and language learners content knowledge). In addition, our conversations with the students revealed themes of empowerment through the development of the knowledge domains, confidence through ―on-demand‖ support of the knowledge domains, and the ―dynamic‖ qualities of Web.2.0. These are discussed in turn. Conclusion With Web 2.0 tools and their interactive, social and collaborative features, language acquisition can be more engaging, motivating, and collaboration-oriented. The 43 studies in this current literature review suggest that the integration of Web 2.0 tools holds great potential to benefit language learning and teaching through multiple means, in agreement with Wang and Vasquez‘ (2012) findings. Activities designedwith these Web 2.0 tools may help students to develop important skills in addition to language learning-related abilities such as communication, collaboration, and problem solving, which are critical skills needed especially in the 21st century. In the meantime, as Wang and Vasquez (2012) indicated, the challenges of using Web 2.0 tools and their inherent constraints coexist with benefits and affordances. In addition to 166 the challenges found in Wang and Vasquez‘s (2012) study, new issues and their pedagogical implications were discussed in this current study. In regard to the characteristics of the reviewed studies in comparison to Wang and Vasquez‘s study (2012), these studies demonstrated an increase in their theoretical linkages and in the number and scope of Web 2.0 technologies investigated. In terms of Web 2.0 use, the current study provides a new perspective to encourage future research on studying the interaction and interrelation of the use of Web 2.0 and mobile devices. Also in regard to methodological issues, the similar types of methodological concerns identified in Wang and Vasquez‘s (2012) study persist in the contemporary reviewed studies, such as the lack ofdepth in research analysis and methodological robustness of research designs.Considering the everchanging development of Web 2.0 technologies, reviewing and critiquing research studies over the past five years is critical to build upon the existing research base, which in turn helps to provide guidance and directions for future research and practices. In addition to these benefits, this review study also presents challenges found in the current research, such as persistent technical issues, teachers‘ inability to fully leverage Web 2.0‘s potentials, institutional barriers, and so on. Given these limitations, future research is much needed to corroborate the existing findings and explore the additional questions brought up by the researchers, including the various factors affecting student language learning in Web 2.0-enhanced learning processes and how to support effective means of said learning in technologically-supported environments and language learners content knowledge. Bibliography Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32–44. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Alexander, B., & Levine, A. (2008). Web 2.0 storytelling: Emergence of a new genre. Educause Review, 43(6), 40– 56 Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. Retrieved from http://electronicportfolios .org/portfolios/SITEStorytelling2006. pdf Burden, K., & Atkinson, S. (2008). Evaluating pedagogical ‗‗affordances‘‘ of media sharing Web 2.0 technologies: A case study. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008 (pp. 121–125). Retrieved fromhttp://www.ascilite.org.au/confer ences/melbourne08/procs/burden2.pdf Crook, C. (2008). Web 2.0 Technologies for learning: The Current landscape opportunities, challenges and tensions: BECTA. Franklin, T., & Van Harmelen, M. (2007). Web 2.0 For content for learning and teaching in higher education. JISC www. jisc. ac. uk/media/documents/programmes/dig italrepositories/web2--‐ contentlearningand--‐teaching. pdf. Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age Web 2.0 And classroom research: What Path should we take now? Educational Researcher, 38(4), 246--‐259. Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of ISBN 978-602-73769-3-9 learning.Educational Researcher, 18(1), 32–42. doi:10.3102/0013189X018001032. Brown, S. (2010). From VLEs to learning webs: The implications of Web 2.0 for learning and teaching. Interactive Learning Environments, 18(1), 1–10. doi:10.1080/10494820802158983. Chen, J.-M., Chen, M.-C., & Sun, Y. S. (2010). A novel approach for enhancing student reading comprehension and assisting teacher assessment of literacy. Computers & Education, 55(3), 1367–1382. doi:10.1016/j.compedu.2010.06.011. Craig, E. M. (2007). Changing paradigms: Managed learning environments and Web 2.0. Campus- Wide Information Systems, 24(3), 152–161. doi:10.1108/10650740710762185. Darhower, M. A. (2008). The role of linguistic affordances in telecollaborative chat. CALICO Journal, 26(1), 48–69. Díez-Bedmar, M. B., & Pérez-Paredes, P. (2012). The types and effects of peer native speakers‘ feedback on CMC. Language Learning & Technology, 16(1), 62–90. Anderson, P. (2007). What is Web 2.0? Ideas, technologies and implications for education.Retrieved from http://www.jisc.ac.uk/media/documen ts/techwatch/tsw0701b.pdf Blazer, C. (2008). Literature review: Educational technology. Miami, Florida: Miami- Dade County Public Schools, Research Services (ERIC Document Reproduction Service No. ED 536868) 167 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ENGLISH SELF-ACCESS CENTRE‘S FUNCTION IN FOSTERING AUTONOMOUS LEARNING Dony Marzuki English Department Politeknik Negeri Padang Padang, Indonesia

Hendro Saptopramono English Department Politeknik Negeri Padang Padang, Indonesia

Abstract This research is based on the inadequacy of English teaching and learning process to ensure maximum achievement of students‘ learning. Main factor indicated as the cause of this problem is the lack of time to practice their knowledge and skill in English. Therefore, students need to independently find their own way and provide their own specific time to practice. This is a learning strategy known as autonomous learning. The purpose of this research is to reveal the benefit provided by an English self-access center in promoting students‘ autonomous learning. The research is conducted in mix method approach employing quantitative and qualitative designs. The data were gathered for ways; from questionnaire to get the quantitative data, and observation, focus group, and interview which served as qualitative data. The questionnaire was administered prior to commencing the research to get participants‘ profiles in regard to autonomous learning behavior. The focus group discussion was conducted in the middle of the research to get temporary data which were used to improve the research‘s practice. Interview was held at the end of the research to get conclusion of the research, and the observation was applied throughout the research. The result shows that the SAC is effective and successful in fostering and improving students‘ autonomous learning skill and practice. Keywords - Autonomous Learning, English self-access center, mix method Introduction Learning English in a foreign language context always becomes a challenge for many students in Indonesia. It is believed that the major cause for this problem is the rare practice and application of the language. Usually, Indonesian people use their ‗mother tongue‘and national language in their daily routines. English is rarely used, except in the weekly-limited time of English classroom at schools and campuses. Polytechnic students face similar conditions. Students generally havelower skill and proficiency. It is generally caused bylimited time in the classroom to speak English andthe lack of 168 opportunities outside of the classroom to practice their English. A collaborative action from many parties in the educational system from government to educational institutions must be conducted in order to overcome this problem. Students should be the central attention on this effort. They are expected to be more proactive in solving such problem by developing effective learning strategies. Becoming autonomous learner is one strategy that students can adopt for their learning. Autonomous learning demands more active participation from learners in their learning. Autonomous learners are able to control their ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 learning process from the planning, conducting, monitoring and evaluating process. They will also be able to decide which strategies to apply for their learning so that they can be adaptive to any learning contexts well and achieve better result in the learning. The growing interest to introduce ‗autonomy‘ as a concept, for educational purposes is evidenced in the dynamic changes that occurred during the twentieth century in social science, education, language learning, and psychology (Pemberton et al.,1996, p.1). The concept of ‗autonomous learning‘ has been developing rapidly over the last three decades, particularly in the field of education (Gremmo, 1995), and is regarded as one of the most effective strategies in the modern educational world (Scharle&Szabo, 2000) which demands more active participation and less teacher dependence. Autonomy in Language Learning The development of autonomous learning in foreign language learning cannot be discussed without referring to the larger contribution of Holec (1981). Holec prepared a report to The Council of Europe, which had been to improve the adult education system. The key point made by Holec in the report was the new understanding toward learning autonomy. According to Holec, autonomous learning was the ability to conduct one own‘s learning and be responsible for the entire process of the learning, including the result and the consequences. Holec also mentioned that this ability was not inborn; therefore, it should be acquired by the learner naturally or through systematically and deliberately formal learning. It can be concluded then that autonomous learning is something that can be learnt, or put another way, it is about learning how to learn (Wenden, 1991). If learners are successful in applying this concept of learning how to learn, they will be autonomous in learning because they will understand the skill and strategy appropriate ISBN 978-602-73769-3-9 for them and will become more confident, flexible, and independent in their learning. In language learning, the language use is very important (Little, 2003). One can only master the target language if he/she uses the language properly. This fact is considered to be a constraint in autonomous learning because the extent of learner autonomy may be limited by what the learner can understand in the target language. That is to say that learner autonomy in language learning cannot be separated from their autonomy in language use (Dam, 1995). One solution offered by Dam (1995), in order to overcome the constraint in language learning, is to involve language learners in collaborative work. By doing so, learners will have the opportunity to improve their language use by practicing and reflecting from other learners. Concept of Autonomous Learning This autonomy concept can be found in many fields, such as education, medicine, and psychology. Autonomy refers to the rational ability of an individual ―to make informed, un-coerced decisions‖ (The New World Encyclopedia, 2010). In Education, this concept is applied in educational philosophy and is known as ‗autonomous learning‘, where a student is given freedom to a wide range of choices and experiences for their learning (Dickinson, 1987). The student is given the authority to evaluate the choices and experience all the consequences of those choices with limited interference from educational authority, so that he or she can broaden the awareness for the learning process (Scharle&Szabo, 2000). The important point offered by this concept is that it can encourage students to actively participate in the learning process with the freedom decision making can provide, while at the same time, encouraging them to be responsible for the learning outcomes (Scharle&Szabo, 2000). The general idea about autonomous learning is that learners must be able to plan, conduct, 169 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and evaluate their learning and also independently overcome any problems related to it. Learners must also be able to determine priorities in the learning process and apply appropriate strategy and monitoring in the learning process. This idea is stated by Dickinson (1995) who characterizes autonomous learners as ―those who have the capacity for being active and independent in the learning process; they can identify goals, formulate their own goals, and can change goals to suit their own learning needs and interests; they are able to use learning strategies, and to monitor their own learning‖ (p. 167). Among the advantages of autonomous learning are that students are encouraged to take responsibility for their own learning and to plan and evaluate their achievement critically (Benson and Voller, 2014).However, an autonomous learner still needs help from others such as classmates in forms of collaborative works, and the teachers especially in making sure the autonomous learning process happens. If self-directed learners have gained control over learning and are fully responsible for it from the beginning of learning process, then autonomous learners receive the control and more responsibility from the teachers. This is actually the role of teachers in autonomous learning concept. Gardner & Miller (1999) mention that in autonomous learning context teachers must relinquish some of their control over learners and change their role into facilitator of learning. Factors of Influence Autonomous learning is an approach affected by many factors, both internal and external to the learners. Among those factors, the most influential group noted and discussed here is the learning environment which consists of the teachers and a self-access centre. Another factor which will be used as predictor of autonomous learning is learners‘ background. 170 Learning environment The learning environment is defined as ―the place and setting where learning occurs; it is not limited to a physical classroom and includes the characteristics of the setting‖ (Teacher Glossary of Terms of Teaching, 2010). In this sense, the Learning environment can refer to all external aspects that support learners in their learning, such as school and home. Regarding the school, the elements that play important roles in the learning environment are the teacher, the learning material, and school facilities. The Teacher As for many Indonesian educational contexts like a Polytechnic, the role of the teacher is central to the instructional process. In order to develop autonomous learning for students within this context, the teacher is pivotal in changing not only students‘ attitude but also their own roles. In other words, the teachers must first be an autonomous teacher because learner autonomy depends on teacher autonomy (Little, 1995). Teacher autonomy in the Indonesian context may involve changing the traditional role of the teacher as the provider of knowledge, to the role of facilitator of students‘ autonomous learning activity. Voller (1997) extends the role of facilitator to include the task of counselor and material resources. In addition, as revealed by Gardner and Miller (1999), the role of facilitator includes many aspects in the teaching and learning process, such as become students‘ counselor, assessor and evaluator for their learning activity, and also manager and organizer for the material and instruction. School facilities (Self-Access Centre) School facilities are also an important element that can support the development of autonomous learning in a student. Among other facilities required as autonomous learning environment are the existence of self-access centres and reliable internet resources. The self-access centre is a place ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 that can be used by learners to perform selfinstruction or other out-of-class learning with their own desirable learning materials, tools, style and method. This centre creates an opportunity for learners to take control of what, how, and when to learn (Gardner, 2000). Therefore, the facilities provided in this centre should accommodate the various learners‘ pReferences (Dickinson, 1987). Gardner and Miller (1999) considered this self-access centre as the most common way of implementing autonomy. Cotterall and Reinders (2001) consider selfaccess centre as a useful support to classroom learning where students can work on their own with a variety of materials and media. Since this centre can allow students to work on their own, there is great possibility for students to apply the concept of ‗autonomous learning‘. According to Sheerin (1997), a self-access centre occurs to accommodate learner independence, learning to learn activity, and the learner as individual. Furthermore, Benson &Voller (1997) consider the self-access centre as ―the most typical means by which institutions have attempted to implement the notions of autonomous and independence‖ (p.15). These explanations prove that there is a very close connection between autonomous learning and the availability of a self-access centre in where the absence of one will make the other task become impossible. Cotterall and Reinders (2001) also make some suggestions regarding how to well manage a self-access centre as follow: Self-access centre administrators should explore learners‘ beliefs. Students need an effective initial orientation to the self-access centre. Administrators should provide ongoing support to students. There should be more links between the self-access centre and the classroom. Learners‘ Background. The background factor to be included in discussion of ISBN 978-602-73769-3-9 autonomous learning of Polytechnic‘s students consists of five elements; gender, department, type of secondary school, highest father educational level, and highest mother educational level. Gender and parents‘ educational background are regarded as general predictors in many researches investigating students and achievement matter. While department and type of secondary school are included as they can be specific predictor for polytechnic context. These five predictors are used in this study to find out the correlation between each of them with autonomous learning behavior. Methodology The research involved a mix method design of research. The quantitative data was taken from a questionnaire, and the qualitative data was gathered from a focus group, observation, and interview. The questionnaire and the focus group were conducted in the first year of the study while the interview was used at the end of the second year or the end of the research. The observation was applied throughout the research for two years. In the application, all participants have been asked to use their free time during the weekdays to study in the self-access centre autonomously. The participants were monitored by supervisors acted by the researchers. The supervisors helped the participants in utilizing all materials and equipment they like to use as well as to take note of all activities performed by the participants. In running the SAC, Cotterall and Reinders (2001) model was used. First step in the model, knowing learners‘ belief, was taken by utilizing a questionnaire. After that, all participants were given orientation regarding the SAC and all activities they would conduct in it. During the SAC activities, participants were supported by resources, material and information as well as 171 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 knowledge about their learning. The last step was linking the SAC and the classroom in where tasks and assignments from listening class were assigned for the participant to be completed in the SAC individually or in group. Participants The target of this study is English departments‘ students of Padang State Polytechnic with the population of 120 students. As the initial stage of the research, this study invited 50 participants, or around 40% of population, from English department of Padang State Polytechnic who were in their second semester to participate in answering a questionnaire designed to find out the students‘ current state of autonomous learning in general. Data Collection There were four steps of data collection employed in this study; a questionnaire, observation, focus group discussion, and interview. Data Analysis The study applied quantitatively statisticalanalysis and qualitatively thematic analysis. SPSS was used to assess the normality of the data, determine the reliability of the scales using principal component analysis for the questionnaire result. Thematic analysis was used in order to better comprehend participants‘ answer from the focus group and interview. Especially during the observation, researcher also took note on all supervisor and participants activities and the result of the activity. All data was reported gradually as the research commencing as can be seen on discussion section of this report. Finding and Discussion All data gathering processes have been conducted and the result is discussed in this chapter individually. Those processes are 172 questionnaire administration, observation, focus group discussion, and interview. Questionnaire Data As explained in the previous chapter, the questionnaire consists of qualitative and quantitative data separated in 54 (fifty four) questions. There are only two qualitative questions included in order to get more comprehensive answer from students. Besides, 4 (four) background questions are also issued to know the participants better as well as to support the conclusion of the questionnaire as a whole.From 50 students invited to join, 48 of them return the answer of the questionnaire. Open-ended questionnaire Data. There were only two statements put in questionnaire to collect qualitative responses from respondents. One questionnaire item contained respondent‘s statements about their like and dislike about the ways they were taught during language learning in high schools. Some English teachers in vocational high school were already behaved according to autonomous learning concept such as became motivators and provided various and desirable teaching approach, as revealed by several students that their schools were supported by temporary foreign English teachers. Similar condition was informed by students from general high school who mentioning that their school already had good facility, their teachers were good facilitators, supporters and motivators. Number of students with negative responses was also significant in this item. However, positive answers came up in this part could be representative for autonomous learning practice in secondary school. This finding is supported by quantitative analysis on past learning experience section discussed later in this section. Respondents‘ opinion regarding their English teacher roles in Polytechnic was also gathered from one of the open ended ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 question in the questionnaire. Some positive teacher‘s roles as informed by respondents indicate that Polytechnic‘s English teachers are already functioning as teachers who support autonomous learning. This indication was confirmed by some students who mentioned that their teachers were able to inform the students about the objective and benefit of the lesson their teachers had been a good learning facilitator, and good motivator. Other students mentioned that their teachers applied variety of teaching approach, and showed empathy for students. All of these roles are needed by learners in developing autonomous learning behavior in their study. However, some negative responses were also revealed by some students regarding the role of their teachers. Among of the obvious negative comments were teachers who were having lack of interaction with students, not knowing students‘ level of ability, monotonous in applying teaching method, and rigid and emotional. As the most informed negative comments, teachers who applied monotonous teaching approach and were ignorance to students‘ level of ability must consider to change the roles into a favorable one in order to provide good support for autonomous learning. It is common in educational research to see family influences on students‘ education, especially the parents (Rothman, 2003). Descriptive statistic on the data showed that from six categories in the two variables provided, only five categories were chosen by students. There were no students whose parents possessed Doctorate degree (category 6). In term of majority and minority in parents educational level, similar condition found in father and mother variables where parents with secondary school background appeared in the data the most, while the least category was parents with Master degree background (3.5% in Father and 2.1% in Mother). One way ANOVA test conducted to these parents variables informed that there was no significant different among students ISBN 978-602-73769-3-9 from different levels of parent educational background regarding the autonomous learning behavior. Autonomy in High School Learning experience will affect current learning behavior in many extents (Oxford and Green, 1996). In regard to the important of this information, Polytechnic‘s students participating in this study were also investigated to find out the condition of their past language learning experience in high school. It was revealed that 10 per cent of the participants indicated strong autonomous behavior during their high school language learning while majority of answers (44%) were at agreed opinion with this. It can be concluded then that based on the majority of students‘ answers, with more than half positive responses while only 11 per cent negative, the first year Polytechnic‘s students are already equipped or familiar with autonomous learning skill. Most positive responses were given by students toward statements such as their English teachers in high school ever asked them about the way the like to learn English (11% strongly agree/SA and 51% agree/A), and they often used other materials like newspaper, websites and movies to learn English (17% SA and 55% A). 80% of the students even informed that they enjoyed learning English in high school (20% SA and 60% A). However, regarding the lack of responses in strongly agree option, it can also be said that the level of autonomous learning possessed by the students are only at the beginning stages. It needs to be developed further during their time in SAC. Autonomy in Polytechnic Autonomous learning behavior can be seen from several indicators and some of them can be traced in Polytechnic, as participants current place of study, are students‘ beliefs, motivation, pReferences towards their teacher‘s roles, and the most important is autonomous behavior in their learning. The 173 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 finding of this study regarding students‘ autonomy in Polytechnic was merely based on the data collected from the students in average computation of variables or resulted components. Some individual items were also discussed to strengthen the discussion. Roles of Teachers When analyzing their pReferences towards their English teachers‘ roles, most students responded positively in the two sub-sets; teachers‘ behavior and teachers‘ assistance. In the first sub- set, most of them (8% SA and 70% A) indicated that their teachers already behaved in autonomous learning supporting ways. Half of them mentioning that their teacher sometimes asked for their opinion about what to do in the class (8% SA agreed and 42% A), and for the way in which they liked to learn (10% SA and 43% A). Meanwhile, in the second sub-set regarding teachers‘ assistance, less than half of them gave positive answered (3% SA and 37% A). 86% of the students reported that the teachers always explained the purpose of a lesson (15% SA and 71% A), and 85% students mentioned that their teachers were always well prepared in class in terms of teaching material provided for a lesson (17% SA and 68% A). This finding indicates that Polytechnics English teachers have been acting in autonomous learning supporting behavior. Autonomous Behavior The presence of autonomous behavior among students is the strong indication about the practice of autonomous learning in Polytechnic. The four sub-sets resulted from factor analysis regarding this autonomous behavior are (1) learning reflection and planning which reveals that majority of the students (70% A and 12.5% SA) on the items in this sub-set) were already behaved in autonomous learning in term of making reflection from their past learning and implemented a good planning for the current learning, (2) learning pReferences and 174 evaluation that indicates majority of students in the study also came up with positive answers (8% SA and 63% A) as indicator of their autonomous learning behavior, (3) learning resources and material which informs that majority of students also came up with agree statements (12% SA, 54 % A), and last (4) learning approaches and activities that comes up with information that majority of the students (12% SA, 53% A) indicated that they were in favor of autonomous learning behavior. The majority (24% SA, 67% A) indicated that they were aware of variety of approach in learning, and that they were able to choose their own learning activity (17% SA, 61% A). Analysis on this autonomous learning behavior scale showed that Polytechnic students involved in the study were already favor to autonomous learning practice although only small number showed strong indication of performing the autonomous learning practice. This could be good news for language teachers and management in their effort of making Polytechnic‘s students become autonomous in their learning. If the autonomous learning behavior is going to be fostered for the students, the work will be easier since the students already have a good foundation for further development or improvement in their current autonomous learning practice. Observation Some conclusions revealed from the observation are as follow: Participants were using the SAC according to the researchers‘ suggestion. Most of them also used the module to guide them. Most of assignments of Listening class given to them were done in the centre by using the available facilities. One example was when they were assigned to make a script from a YouTubevideo about social interaction. All six participants did the job in the SAC by using the computers, headsets, manual and online dictionaries, and printers. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 At beginning, most participants showed the ability to work independently and collaboratively with the guide from the researcher. Later, they were able to do the work without any guide. However, not all participants showed up in every meeting due to class activities or other personal needs. Number of participation on every meeting was around 3 to 4 students with average of 75% attendance. Focus Group Discussion The focus group discussion was conducted to get the final data for year one regarding the successful of students (participants) activities in the Self-Access Centre. Among six participants started the study from the beginning, only five of them participated in the focus group. One student did not continue the activity at her own will. The discussion about the result of this focus group is reported separately according to the topic of discussion i.e. students‘ activity, lecturer/supervisor‘s role, tools/equipment used, the need for independent learning module, and improvement of the centre. As confirmed by the log book report, each student preferred different kind of activity while using the centre. Those activities were ranging from reading books and other materials from internet, listening to music, conversations and English testing, surfing the internet for websites that provide English lesson and tutorial, and watching movie. Most students also agreed that they still needed a supervisor to help them in doing their learning in the centre. They mentioned that with a supervisor around, they could be more focus and serious in doing any activity. Besides, they believed that a supervisor could be very helpful in guiding them about the materials to be used and in answering any other questions relating to English lesson. This finding is not suddenly contradicted with the above conclusion regarding students‘ activity. Although that they still ISBN 978-602-73769-3-9 required the presence of a supervisor in the centre, it was only to help them in any difficulty the might find in using the facilities and other lesson related problems. Normally, they could still do the activity without a supervisor in the centre. So, this is still an indication of autonomous learning of the students. As also confirmed by the log book report, majority of the students were favor to use the internet. They were sure that they could find various things from the internet. In order to access the internet, students preferred to use computers available in the centre. Some of them also used their own laptop because they had it and felt more convenient with it. Other than that, students also reported that they used the TV, books, headsets, and data storage like external hard disk that they used to keep files including films and song. Most of students also mentioned that they definitely required a learning module in their learning activity in the centre. They said that this learning module helped them in term of activity that they could do so that if they did not know what to do they could work with the module for learning. Learning module is also part of autonomous learning behavior that became the management responsibility in developing students‘ autonomous learning behavior. One independent learning module is resulted from this first year research and become one output of the research. Interview As another method of data collection, interview is used to strengthen the finding of other methods explained above. The questions are guided in a way to answer the central questionsthe study which are the students‘ possession of autonomous learning behavior, the influence of learning environment in supporting students‘ autonomous learning, and the effectiveness of English self-access centre in promoting the autonomous learning behavior. 175 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Autonomous Learning Behavior In regard to the purpose of finding out students‘ autonomous learning behavior, the introductory question asked for all students was: ―Do you feel you can work independently at the SAC?‖ Students‘ answer to this question was almost similar that the SAC could enable them to learn and study independently, either by themselves or in group without any helps from a lecturer. One of them mentioned that: Studying in the SAC gives me freedom to decide what I want to do in my learning. Usually I use the time to make my homework because SAC has the facilities that I can use for that. It really makes it easy for me to study here. Sometimes, I can make the homework with my friends and discuss the answer too. One important aspect of autonomous learning to be owned by students is the ability to selfdetermining learning method and material. Some students revealed that they came to SAC with their own purpose and agenda like activities they would do, material they would use, and the way they would do it. One student reported the following comment: I come to SAC to study English by myself and sometimes with my friends. I can make homework there, and if I don‘t have any, I will learn to improve my speaking and reading which are not so good. A conclusion remark came from one student regarding the students‘ autonomous behavior in the SAC: I learn in the SAC because I want to improve my English. After the briefing given by the lecturer about the program, I began interested and promised myself to use this opportunity well. Now, I usually try to visit SAC, even without my friends at least twice a week to study English independently. I believe that the atmosphere in the SAC has enabled learning to be convenient. All of the above answers are the representative of majority of participants in 176 the program. Despite several answers which reveal students activities influenced by the instruction they have from the Listening 2 class, it can be concluded then that the SAC has facilitated students to learn autonomously beyond the lecturer‘s instruction. Their activities in the SAC also show that most of them can perform the autonomous learning behavior. The influence of Learning Environment. In revealing the influence of learning environment towards improvement of autonomous learning, the first question posed to the students is:‖Do you think that SAC can make you an autonomous learner?‖ Some students came up with the answers which support many other researches in autonomous learning area (Gardner & Miller, 2010; Gardner, 2011; Morrison, 2011); SAC as learning environment influence students‘ autonomous learning behavior. When studying in SAC, I can learn any skill from any books or other resources that I want without anyone else tell me what to do. In a regular class, we only have what the teachers give us and follow all the instruction. I believe that SAC provides me the freedom in learning and support me on the way. All other comments about the function of learning environment and the material in supporting students develop autonomous learning skill are in support of findings from many studies. It is confirmed by the participants that they highly value the centre as an important aspect of their learning life. The Effectiveness of SAC in Promoting Autonomous Learning.Finding the effectiveness of SAC is the central purpose of this research. The question regarding this matter is put in this interview session in order to get a more comprehensive data. Participants reported a number of criteria regarding the effectiveness of SAC in improving their autonomous learning skill. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 The common report about it was dealing with students‘ perception of what they gain from learning in the centre, as seen on the following comment: SAC gives me opportunity to study English base on my need. I can come in there whenever I have the time and choose what to study. Previously, I only come there whenever I have friends to go there together. Now, whenever I want to learn English in campus I always want to go to SAC. I think it makes me an independent learner. It is clear that students believe that SAC is a useful element in their learning especially when they want to learn individually or with friends. It also proves that they can do the learning without teacher‘s presence or instruction. This is indication of autonomous learning. The freedom provided by the SAC to participants was also mentioned as the cause of effective function of SAC. In SAC, we can study by ourselves or together with other friends. It is true that we can do it in other places, but the situation in SAC makes us focus to study. We can make our homework or discuss about a lesson freely. I think, if we cannot do that in SAC, it will not be effective enough for our learning. In general, it can be concluded that all the research questions addressed in this interview have been answered by the participants. The SAC has made them act and learn autonomously and turn into their behavior. It is also proved that the environment provided by SAC has enabled them perform the independent learning. In addition, it is also reported that the SAC is effective to make students become autonomous learner. Conclusion The conclusion gotten from this research is based on the two years study from the beginning until the end. It is also summarized the conclusion from all data collecting and ISBN 978-602-73769-3-9 analyzing methods applied in this research. The detail is listed in the following discussion: It could be concluded that some vocational high schools, the same as general high schools, were already provided with language lab which was favored by many students as a desirable place to learn. Some English teachers in vocational high school were already behaved according to autonomous learning concept such as became motivators and provided various and desirable teaching approach, as revealed by several students that their schools were supported by temporary foreign English teachers. Similar fact was also found regarding the teachers‘ role in Polytechnic in where most of Polytechnic English teachers are already function well as demanded by autonomous learning concept in order to support the students to become autonomous learners. Meanwhile, it is also found that Polytechnic students involved in the study were already favor to autonomous learning practice although only small number showed strong indication of performing the autonomous learning practice. This could be good news for language teachers and management in their effort of making Polytechnic‘s students become autonomous in their learning. If the autonomous learning behavior is going to be fostered for the students, the work will be easier since the students already have a good foundation for further development or improvement in their current autonomous learning practice. Comparative study conducted in two established Self-Access Centres in Yogyakarta also provided useful information about how to run a centre like that. Similarities found between the two centres are the availability of staffs in charge of running and developing the centres. Some tasks of the staffs are accepting and processing member registration, developing material for centre independent learning and 177 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 giving tutorial in a learning class in the centres. The result of focus group discussion indicates that participants show an increase in their autonomous learning behavior by performing their independent activity or study in the centre during the first year. This first year research data can also serve as a basis to set action and any relevant planning for next year. participants were supported by resources, material and information as well as knowledge about their learning (as the third step). The last step is linking the SAC and the classroom in where tasks and assignments from listening class were assigned for the participant to be completed in the SAC individually or in group. As all steps have been applied in the research and become the model for SAC utilization in the future. The observation conducted in the entire research is focused on students‘ activity in the centre. It is shown that participants already, with the increasing number compare to the first year, perform well in their autonomous learning activity in the centre with the occupation around 6 to 8 students in each time. Increasing is also shown in collaborative learning conducted by students in the centre which prove that collaborative learning is part of autonomous learning behavior. As suggestion, due to the completing of the research, the researchers hope that the funding for SAC in the future can be taken over by the institution. More support from institution is also needed in order to provide staff that can run the centre full day so the benefit can be gotten maximally. All independents learning module produced during the research will be useful in running a well fixed Self-Access Centre established in Polytechnic upon the completion of the research. The interview data confirms all the above data interpretation which reveals that the SAC has transformed into an important element of the students studying life. It can also answer all the objective of the study that the SAC has successfully accommodated students‘ autonomous learning behavior, functioned as convenient learning environment, and become an effective learning centre in improving students‘ autonomous learning skill. Bibliography Benson, P. & Voller, P. (2014). Autonomy and Independence in Language Learning. New York: Routledge. Chan, V. (2001).Learning autonomously: The learner‘s perspectives. Journal of Further and Higher Education, 25(3), 285-300. Cotterall, S. &Reinders, H. (2001). Fortress or bridge? Learners‘ perceptions and practice in self-access language learning. TESOLANZ, 8, 23-38. Dam, L. 1995. Learner autonomy 3: from theory to classroom practice. Dublin: Authentik. Dickinson, L. (1987). Self-Instruction in Language Learning. Cambridge. Cambridge University Press. Dickinson, L. (1995). Autonomy and motivation: A literature review. Systems, 23(2), 165-174. Fenner, A., & Newby, D. (2000). Approaches to materials design in In general, the application of Cotterall and Reinders (2001) model is proved to be beneficial in running the SAC. Following the model, the first step applied is to know learners‘ belief (taken by utilizing a questionnaire) before they were assigned in the SAC. The second one is orientation in where all participants were given orientation regarding the SAC and all activities they would conduct prior to the initial start of the research. During the SAC activities, 178 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 European textbooks: Implementing principles of authenticity, learner autonomy, cultural awareness. Council of Europe: European Centre for Modern Languages. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.). The Nature of Intelligence. New Jersey: Lawrence Erlbaum. Gardner, D., and Miller, L. (1999). Establishing Self Access: From Theory to Practice. Cambridge: Cambridge University Press. Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60. Gardner, D., & Miller, L. (2010). Beliefs about self-access learning: Reflections on 15 years of change. Studies in Self-Access Learning Journal, 1(3), 161–172. Retrieved fromhttp://sisaljournal.org/ Hill, T. E. Jr. (1991). Autonomy and Selfrespect. Cambridge: Cambridge University Press. Ho, J. &Croocall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. Systems, 23(2), 235-243. Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon. Holec, H. (1985). On autonomy: some elementary concepts. In P. Riley (Ed.). Discourse and Learning. London: Longman. 173-90. Holmes, J. L. and Ramos, R. (1991). Talking about learning: establishing a framework for discussing and changing learning processes. In James, C. and Garrett, P. (eds.). Language Awareness in the Classroom. London: Longman, 198212. Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language ISBN 978-602-73769-3-9 students.Modern Language Journal, 72, 283-294. Lin, J. (2008). The difference between Western and Eastern educationEducation system in need of change? viewed on August 4th 2009 in http://2008-soph-writingnccu.wikispaces.com/file/view/article +on+educaton Lindley, R. (1986). Autonomy. London: Macmillan. Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181. Little, D. (2003). Learner autonomy and second/foreign language learning. Retrieved on August 23th, 2010 from http://www.lang.ltsn.ac.uk/resources/ goodpractice.aspx?resourceid Little, D., Devitt, S., & Singleton, D. (1994). The communicative approach and authentic texts. In A. Swarbrick (Ed.), Teaching modern languages (pp. 43– 7). London: Routledge Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94. Murray, D. (2007). Autonomous learning behaviours: A fulcrum for course design, implementation and evaluation with larger classes. Retrieved on September 2nd, 2009 from: www.kansaiu.ac.jp/fl/publication/ pdf_forum/7/07_murray_77.pdf New World Encyclopedia. (2010). The meaning of autonomy. Retrieved on September 12th, 2010 from http://www.newworldencyclopedia.or g/entry/Autonomy Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson, & P. Voller. Autonomy and Independence in Language Learning. Harlow: Longman, 192 - 203. 179 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Scharle, A., &Szabo, A. (2000). Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press. Sheerin, S. (1997). An exploration of the relationship between self-access and independent learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp.54-65). London: Longman. Teacher Glossary of Terms of Teaching. (2010). The meaning of learning environment. Retrieved on September 180 2nd, 2010 from http://www.teachnology.com/glossary/terms/l/ Voller, P. (1997). Does the teacher have a role in autonomous language learning? In P. Benson, & P. Voller (Eds.), Autonomy and Independence in Language Learning (pp.98-113). London: Longman. Wenden, A. L. (1991). Learner Strategies for Learner Autonomy. Hemel Hempstead: Prentice Hall. Wright, T. (1987). Roles of Teachers and Learners. Oxford: Oxford University Press. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DEVELOPING PROCEDURE TEXT MATERIAL CONTAINING FUN ACTIVITIES TO STRENGTHEN THE STUDENTS‘ CHARACTERS Dwi Anggani Linggar Bharati Unnes

Abstract The objectives of this study are (1) to investigate the existing material for the teaching of procedure text, (2) to explore the needs of the procedure text material. (3) to develop the material containing fun activities to strengthen students‘ characters. (4) to investigate the effectiveness of using that material containing fun activities to strengthen the students‘character. The design was Research and Development. The subjects were the eighth graders of Junior High School and the English teachers. The data were collected by using observation sheet, interview, and questionnaire. The result showed thatthe teachers only used textbooks, read them and asked the students to practice without any kind of enjoyable and fun activities and the students often felt bored.From the need analysis through questionnaire, the highest score of the activity needed was fun activities.Therefore, the writer tried to develop it based on the students‘ needs. From the try out of that material it can be concluded that the fun activities based material of procedure text is effective to strengthen the students‘ character. Keywords - Character Education, Fun Activities, Procedure Text Material Introduction Listening, speaking, reading and writing are important skills to learn atarget language especially English. One of the very important text types that should be mastered in SMP is procedural text. But in fact, when they learn that text in classes the teaching learning is not interesting. They get bored with the routine strategies used by the teachers. The selection and use of input is the central aspect of teaching English as stated by Rost (2002: 122). How we identify sources, select among them and construct tasks around them are the most salient decisions in the teaching of English. He states that the one of important notions in the teaching of English is examining the notion of genre, how it relates to teach English. The genre being taught in the eighth graders of Junior High School is procedure text based on the recent curriculum, namely 2013 curriculum. Procedure text is a text that gives instructions to do something based on Larson (1984: ISBN 978-602-73769-3-9 366). Another condition of procedure text is to explain how something works through a sequence of actions or steps and deals with human behavior. According to Harmer (2007:56), within education, the term children are ―used for learners between the ages of about 2 to about 14‖. By examining their characteristics, teachers can choose the most suitable method or media to apply. Teachers need to be creative in selecting or even developing activities to make the students eager to learn English. English teachers need to apply various kinds of activities they used in class to motivate their learners. The English teachers need to apply some kinds of fun activities to create the enjoyable atmosphere to make the students eager to learn English. Through fun activities, it can enhance the students‘ motivation to learn English of procedure text material and strengthen character education of the students. 181 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Character education is inserted in all subjects nowadays, the burden of its distribution to all teachers, because the factshows that most of the young people tend to do the opposite things such as doing pre-marital sex, abortion, addicted to pornographic films, consuming psychotropic substances, etc., the integration of character education in the teaching learning process should be realized within the lesson plans, materials and evaluation (Diknas 2010). After conducting the preliminary research, the other fact is most of the English teachers in Junior High Schools less applied fun activities in the process of teaching and learning. They used only textbooks in teaching and most of them rarely teach English through fun activities.Fun activities can enhance the knowledge and English skills as well as strengthen students‘ character education. As a result, the students do not feel bored anymore, especially, when their teachers teach the material of genre texts, one of them is procedure text. Based on the background of the study and the theory given above, this study aims to develop the fun procedure text material by conducting the preliminary resesearch of the exixting material and need analysis of developing the procedure text containing fun activities to strengthen the eight year students‘ character. Beside the teachers can give the knowledge and English skills to their students, they can also insert and enforce character education for the students based on 2013 curriculum. Method of Study In this study, the writer used stage one, two and three of research and development (R&D) proposed by Borg and Gall (1983:772).The purpose of this study is to find out what types of procedural text material were used by the eighth graders and the teachers, what procedural text materiasl 182 were needed by the eighth graders, and how to develop it. The subjects of this research were the eighth graders of Junior High School, in Semarang, Kudus, Kendal. The data were collected through three kinds of instruments, namely observation sheet, interview, questionnaire and test . The procedure of data collecting started from finding what material used and needed by the eighth graders in teaching and learning procedural text, and be continued with planning, developing, doing first revision, trying out, doing second revision, and producing the final product. The Result of the Research The writer interviewed, gave questionaires the English teachers of SMP and the students in Kudus, Semarang, Kendal to know what types of English Procedure text material used by them to teach the eighth graders of Junior High Schools. To know what the students‘ needs in learning English procedural text material, and to know whether fun activities were necessary to teach procedural text material or not based on the English teachers and students opinion. The writer also observed the existing material used to teach and learn procedural text. The Result of Observing the Existing Material The result of the observation showed that they used monologue and dialogue when teaching procedural text and used one textbook provided by the government but sometimes they searched the material from internet such as a video. When using the monologue of procedural text in English textbook, they only read and students listened it and when using the dialogue of procedural text, they asked the students to read.After listening of the procedural text in the dialogue or monologue form their teacher or other students, it would be continued to the discussion, question, and answer method. In my opinion, it was very bored because there ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 is no fun activity that make them eager to learn. In addition, the school provided limited facilities and media for teaching. The teachers said that there is no cassette or CD in the textbook provided by government to teach. So, they only provided the material using textbook or video which searched by themselves without inserting fun activities in their teaching. The students were just asked by the teachers to listen and discuss together. In accordance with the purpose of the 2013 curriculum, the teachers thought that the material containing fun activities is necessary for students to provide a new nuance for students, increase students‘ interest in learning to improve students‘ character. In fact, she also regularly tried to find out the innovative teaching material to support the process of teaching and learning at school. Actually she realized that it was not that simple to allow students to have an interactive and fun learning process.She shared that teaching a foreign language is not easy, but she never stops looking for supplement material and always welcomes the new way of interactive learning in transferring the knowledge from teacher to students.The researcher also discussed the advantages of using game to be applied outside the classroom. From the interviews it can be concluded that teacher gets some benefits of using games. They are: Games are interesting and they motivate student to be interested in learning, but it is not easy to choose a particular game which is suitable to the character of the students, the skill or the competency, the facilities and the time. Games help teacher create contexts that make the language is useful and meaningful. Through games, students could take part to express their own point of view or give information in a fun way. Games provide language practice for various skills and competencies ISBN 978-602-73769-3-9 The Result of Need Analysis Based on the result of analyzing the data, the highest score of activities based on need analysis is various fun activities. There are some fun activities proposed in this result of need analysis. The writer made a list of them, there were kinds of fun activities from the highest score, namely jumbled text game, puzzle game, and whisper game etc. Learners need sorts of fun activities such as fun games material; in this case procedural text material for better character development. The materials should be fun, easy, interesting and enjoyable so that learners could also learn the materials by themselves. This meant that its content should be focused on vocabulary rather than grammar. The Model of Teaching Material Containing Fun Activities No. 1. 2. 3. 4. 5. The Model of Teaching Material Purpose Core Competence and Basic Competence Material Activity 1 Activity 2 Activity 3 + WhibledWhizzle Game Observation + Activity 4 Questioning The Explanation of all about Procedure Text Vocabulary and Pronunciation Practice Practice1 Experimenting + Practice 2 Associating + + WhibledWhizzle Game Communicating Practice 3 Game Manual Game Level 1 Level 2 Digital Game Level 1 Level 2 Level 3 Level 4 + Whibled Whizzle Game + Whibled Whizzle Game After creating the model, the writer developed the listening procedural text 183 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 material containing fun activities which discusses the core and basic competence, the material that can be observed by the students, and fun activities, namely whisper, puzzle, and jumbled text game.The teaching material was arranged based on the 2013 Curriculum. It was developed based on the syllabus by adding the ―WHIBLED WHIZZLE‖ (Whisper, Jumbled game and Puzzle) game as the media for teaching and studying Procedure text. The researcher created this game which can be played digitally and manually in the classroom or outside the classroom. Considering the experts‘ and teachers‘ suggestion, the researcher revised some parts of the digital version of Puzzle game. It can be concluded that the result of written assessment is very satisfying. It showed that students‘ comprehension of procedure text was improving. It could be seen from the results of the pre and post test. The pretest of the eighth graders could reach 77.09 and the post test could reach 95.32. It meant that the teaching material ―I Love How to Do‖ and the VCD entitled ―Whibled Whizzle‖ game were completely good. This implies that developing listening of procedural material containing fun activities is effective and appropriate for the eighth graders of junior high school. The treatment given by the researcher through Whibled Whizzle game 184 both manually and digitally, actually has contributed for the development of students‘ comprehension of procedure text and strengthen the positive characters.. Bibliography BadanStandarNasionalPendidikan.(2006). PanduanPenyusunanKurikulum Tingkat SatuanPendidikanJenjangPendidikan DasardanMenengah. Jakarta: BSNP. Borg, W.R & Gall, M.D. (1983).Educational Research: An Introduction. New York: Longman, Inc. Content Standard of 2013 English Curriculum for SMP in Indonesia. Harmer, J. (2007).How to Teach English. Edinburg: Longman. Harmer, J. (2007).The practice of English language Teaching. Pearson Education Ltd. Larson, M.L. (1984).Meaning-based translation: A guide to crosslanguage equivalence. Lanham, MD: University Press of America. Retrieved fromhttp://www01.sil.org/linguistics/GlossaryOflingu isticTerms/WhatIsAProceduralText.ht mPage content last modified: 5 January 2004 on February 20, 2014. Rost, M. (2002).Teaching and Researching Listening. New York: Longman. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 THE EFL TEACHERS‘ PRONUNCIATION OF ENGLISH WORDS CONTAINING SPELLOPHONONETIC PATTERNS Dwi Rukmini English Department, State Universityof Semarang Semarang, Indonesia

Jumaroh English Department, State Universityof Semarang Semarang, Indonesia

Abstract This research is a descriptive qualitative study aiming to produce an empirical evidence for the stakeholders showing the need of English teachers‘ trainings on English basic skills, particularly on pronunciation. The subjects of this study are twenty-five members of junior high school English teachers‘ forum of Sub-Comal, Pemalang Regency, who were chosen randomly. The object of the study is teachers‘ pronunciation of English words containing spellophononetic patterns. The data were gathered by using three main instruments: pronunciation test, questionnaire, and phonetic transcription reading test. The collected data were then analyzed interpretatively.The findings of this study revealed that most of the subjects had very bad pronunciation. It was proven by the pronunciation test in which the subjects only correctly pronounced 44.32% items in the segmental part, and 42.64% items in the stressing part. The data also showed that the main problems that the subjects faced in learning and improving their pronunciation were limited exposure, the English spelling and sound systems, English word stress, phonetic transcription, low concern and awareness towards pronunciation, low motivation, and complacency. Based on the results, it can be concluded that English teachers, especially the subjects, needed to be evaluated and trained regularly. Keywords - teachers‘ pronunciation, EFL teachers, teacher evaluation, spellophononetic patterns. Introduction ‗Being able to speak English of course includes a number of sub-skills, involving vocabulary, grammar, pragmatics, etc.‘ (Nikbakht cited by Tahereen, 2015) However, he claimed that from any other English skills or subskills that should be mastered by its learners, pronunciation is considered the most important thing in English learning. He reasoned that ‗with good pronunciation, a speaker is intelligible despite other errors; with poor pronunciation, a speaker can be very difficult to understand despite accuracy in other areas‘. Besides, pronunciation is also regarded as one of the most difficult skills to be acquired and ISBN 978-602-73769-3-9 developed in learning a foreign language (Garcia, 2007). Despite its great importance and difficulties to be acquired, pronunciation has received the least attention compared to other English skills, such as literacy, grammar and vocabulary (Baker, 2011; Gilakjani, 2011). This condition will of course be an evident distractor in pursuing the main goal of English instruction in Indonesia, which is communicative competence. In many Indonesian schools, teachers‘ pronunciation greatly impacts their students‘ pronunciation. In remote areas, English 185 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 teachers even act as the only model of pronunciation that students have. In such a condition, the only exposure that the students have is within the English classes, and only when their teachers speak in English. Any mispronunciation made by the teacher has high potency to be copied repeatedly by the students until it becomes fossilized in their memory. Therefore, any English teacher has to possess good pronunciation. It is in line with Richards‘ theory (2011) saying that the first quality to be possessed by any language teacher is the language proficiency. However, this great demand of English teachers‘ quality is not accompanied by any support to their professional development. By considering the essential role of teachers‘ pronunciation in determining students‘ success in communication, the government has to provide adequate support to help teachers fulfill this expectation. This study is intended to find out, describe, and explain whether or not the English teachers in Indonesia have already possessed adequate grounded skill of English pronunciation. Spellophononetic patterns (Sukrisno, 2015) are used to analyze the teachers‘ pronunciation. Methodology This study is a descriptive qualitativeone. The subjects of the study are twenty-five English teachers who are the members of MGMP BahasaInggrisSMP (forum of junior high school English teachers) Sub-Comal, Pemalang, who were chosen randomly. The object of the study is teachers‘ pronunciation of English words containing spellophononetic patterns. The data were obtained in several instruments: a pronunciation test, a questionnaire, a phonetic transcription test, and interview. The gathered data were analyzed through the following procedure. Firstly, the recorded teachers‘ pronunciation were transcribed phonetically, tabulated, and 186 assessed. The segmentals features and words‘ stress were tabulated, counted, and analyzed separately. All correct responses of each subject were counted. Secondly, all responses of the questionnaire and the interview were administered to find any problem faced by the subjects in pronouncing English words. Each answer of each subjectwas compared to the findings of the other instruments to analyze the way their problems effect their pronunciation. Thirdly, the subjects‘ recordings in reading phonetic transcription were tabulated and analyzed to find another possible problem of the teachers in pronunciation. Finding and Discussion The result of the pronunciation test shows that the teachers‘ pronunciation is very bad. The average scores of the subjects are 44.32 in the segmental part, and 42.64 in the word stress part. The subjects‘ failure in the pronunciation test is not because the items were unfamiliar for the subjects. All items of the test were selected from the textbooks used by the subjects‘ students at schools and one of the most familiar written media in Indonesia: the Jakarta Post. Those items are the most frequently appearing words containing the spellophononetic patterns. Therefore, the items must be familiar and easy enough for the subjects to pronounce. This failure is not also because the subjects do not know about the spellophononetic patterns. They would be able to pronounce the words properly if their pronunciation were good enough, even if they did not know the spellophononetic patterns. As evidence, one of the subjects, who did not know the patterns also, could get 94 in the segmental part and 88 in the stressing part. The use of spellophononetic patterns in this study is not as a distractor. It is used as an indicator. If the subjects cannot pronounce ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 words having these most general patterns, it indicated that their pronunciation in general is bad. Besides, this set of patterns is used to narrow the scope of the analysis since analyzing the subjects‘ pronunciation in general would be too broad. The implication of this finding is worrying. Any mispronunciation made by English teachers will directly give bad impact on their students‘ pronunciation. It will much worsen if the students‘ dependency on their teachers is great. Therefore, the finding of this study indicates a great danger since most of the subjects had extremely bad pronunciation. In accordance with Richards‘ theory (2011), in which he described language specific competencies needed by any language teacher in order to teach effectively, most of the subjects cannot be classified as effective teachers since they do not possess‗the ability toprovide good language models, to maintain useof the target language in the classroom, to givecorrect feedback on learner language, and toprovide input at an appropriate level of difficulty‘. toward pronunciation, complacency. motivation, and Those problems are more or less similar to the pronunciation problems of EFL learners found by Gilakjani (2012), and Tahereen (2015). The only different problem is complacency. Since English is used as a foreign language in Indonesia, learners of English commonly lack exposure, especially the spoken form of English. Lack of exposure will of course limit the access of any learner of English, including the subjects of this study, to learn the correct form of the language, especially the correct English pronunciation. Since the exposure of correct pronunciation they got is limited, the subjects generally pronounce the words they do not recognize by guessing. However, since the subjects are English teachers, they have to be able to overcome this problem, at least for themselves. Based on Richards‘ theory (2011) saying that the first quality that must be possessed by any language teacher is the language proficiency, the subjects do not possess enough knowledge and skill of English pronunciation, which is one of the most important and complicated skills to be mastered in learning English. Exposure is exactly needed by any language learner to maintain and improve their language skills. Exposure is essential since language develops and changes over time. Teachers with lack of exposure will be really dangerous because in many school, teachers often act as the only source of exposure that students have. Lack of exposure can be overcome by, for example, listening to English songs, watching English movies, chatting with native speakers through social media, having English speaking community, etc. The data also shows several problems that mostly disturb their pronunciation development. Those problems are classified into two categories: external and internal problems. External problems consist of limited exposure, the arbitrariness of English word spelling, sounds that do not exist in the subjects‘ first language, English word stress, and phonetic transcription. The internal problems cover concern and awareness The other external problem is the arbitrariness of English word spelling. There is no-one-letter-for-one-sound relationship in English spelling system and pronunciation. This condition makes the learners difficult to guess the correct pronunciation of English words without looking them up at dictionary. To overcome this problem, learners of English, including the subjects of this study, must often open the dictionary to check the ISBN 978-602-73769-3-9 187 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 pronunciation of any word they meet. The additional way to overcome this problem is by practicing pronunciation strategies. Spellophononetic technique is a good example. The next problem is sounds that do not exist in the subjects‘ first language. When a learner of a foreign language meets a new sound that he does not have in the existing sound system, the most possible strategy that he will do is converting the new sound with the existing sound having the nearest quality of the new sound. In many cases, the learner even does not realize that he does the converting process. However, this process is not a good solution since the wrong pronunciation of any word can be fossilized. The learners, especially the subjects of this study, have to overcome rather than avoid this problem. The best way to solve the problem is firstly by doing reflection to their own pronunciation. It can be done by themselves or with helps of colleagues or tutors. By doing this they will realize their errors. Afterwards, they had to practice a lot to be able to pronounce the sounds properly. The last two external problems are English word stress and phonetic transcription. Being able to read phonetic transcription and to give stress is one of the prerequisites of learning English. Without those two abilities, any learner of English cannot check they way English words must be pronounced on the dictionaries, especially the printed one. Most of the subjects said that they usually opened dictionaries whenever they wanted to know the pronunciation of English words. However, the phonetic transcription reading test shows that most of them could not read phonetic transcription and give stress. Those facts imply that most of the subjects could not improve their pronunciation by themselves and that they could not be reflective to their own pronunciation. 188 The inability of the subjects in reading phonetic transcription worsen since the subjects do not even realize that English words have stress due to the inexistence of word stress in their first language, ‗Bahasa Indonesia‘. Besides, Indonesian learners do not get used reading phonetic transcription because Indonesian spelling and pronunciation system is closely related. However, there is no excuse for any English teacher to be incapable to read phonetic transcription and to give stress to English words. The problems about phonetic transcription and word stress can be overcome by a lot of practice, learning, or trainings. Trainings with experienced tutors are mostly suggested because in learning and practicing pronunciation a learner will need skillful and knowledgeable tutor(s), rather than reading books and practicing alone. The next problems are the internal problems. The first is lack of concern and awareness toward the importance of pronunciation in English learning. There are some subjects who have no awareness that pronunciation takes an important part in English learning process. In their answers of the questionnaire, they wrote that pronunciation was important, but some of them could not give explanation showing their awareness of the importance of pronunciation. Concern and awareness are really importance since both are the main requirements in learning anything. With low concern and awareness, any learner of English pronunciation will have low or no motivation to learn it seriously. Besides, pronunciation is one of the most difficult things to learn in English learning. With low concern and awareness, a learner will think that pronunciation will not worthy enough to be learnt seriously. The next internal problem is low motivation of the subjects. Having good concern and awareness toward pronunciation does not necessarily mean that the subjects have high motivation to learn and improve their ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 pronunciation. There are some subjects who have good concern toward pronunciation, but have low motivation to practice it. Motivation is an essential thing in learning process. With low motivation, any learning difficulty will be much more complicated. For the subjects, raising motivation can be done by raising the concern and awareness toward the importance of pronunciation in English learning, and analyzing the possible impact of their bad pronunciation on their students‘ achievement. However, the most dangerous problem faced by the subjects of this study is their complacency. The data indicate that most of them are neither knowledgeable nor skillful in English pronunciation. To overcome any pronunciation problem they had, they said that they usually opened English dictionaries. However, most of them could not read phonetic transcription at all. It indicates that they rarely check their pronunciation by opening the dictionaries, and the most possible cause is their complacency. Complacency is ‗a feeling of calm satisfaction with your own abilities or situation that prevents you from trying harder‗ (Cambridge Advanced Learner‘s Dictionary). It prevents the subjects to improve their pronunciation with a feeling of satisfaction of their pronunciation. It is a thought that their pronunciation is good so that they do not need any more practice. It can be reduced or solved by giving negative evidence. They need to be reminded that they do much mispronunciation. Negative evidence will encourage them to become reflective toward their own pronunciation, and it can be given easily in trainings. Conclusions There are several conclusions concerning the result of this study. Firstly, based on the result of the pronunciation test, the subjects‘ pronunciation is very bad. By referring to Richards‘ theory (2011) saying that the first quality that must be possessed by any ISBN 978-602-73769-3-9 language teacher is the language proficiency, it can be concluded that the subjects are not really qualified in being English teachers. Secondly, there are two general types of problems that the subjects faced in learning and improving their pronunciation; those are external and internal problems. The external problems consist of limited exposure of English (especially the spoken form), the arbitrariness of English word spelling or the inconsistent relationship between English word spelling and pronunciation, English sounds that do not exist in the subjects‘ first language, English word stress, and phonetic transcription. The internal problems cover the subjects‘ low concern and awareness towards pronunciation, their motivation to learn and improve their pronunciation, their lack of practice, and their complacency. The external problems appear since in Indonesia, English is only used as a foreign language, so that there are various fundamental differences between English and ‗Bahasa Indonesia‘ or the other first languages of the subjects. These differences make the learning process of the language more complicated. Thus, they require greater efforts to be handled. However, those problems can be solved by practicing a lot with an appropriate guidance. The internal problems distract the improvement of the subjects‘ pronunciation by preventing the subjects to practice. Bibliography Baker, A.A. (2011). ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices. In J. Levis & K. LeVille (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference (pp. 82-94). Ames, IA: Iowa State University. Garcia, C.A. (2007). The role of phonetic training in L2 speech learning. 189 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Proceedings of the Phonetics Teaching and Learning Conference (PTLC2007).University College London. Available at http://www.phon.ucl.ac.uk/ptlc/ptlc20 07_web_procindex.html [accessed 10/9/15]. Gilakjani, A.P. (2011). A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms. Journal of Studies in Education. 1/1: 1 – 15. Richards, J.C. (2011). Exploring Teacher Competence in Language Teaching.TLT JALT Special Issue: Plenary Speaker Article. Regional 190 Language Center, Singapore,University of Sydney. July/August 2011: 3 – 7. Sukrisno, A. (2015). Cyclic Spelling Patterns of English Word Groups Spellophononetically Enabling English Learners to Determine Segmental and Suprasegmental Realizations in Pronunciation. A dissertation of Unnes. Tahereen, T. (2015). Challenges in Teaching Pronunciation at Tertiary Level in Bangladesh. International Journal of English Language and Translation Studies. 3/1: 9 – 20. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 THE USE OF ‗SIS‘ ON INDONESIAN ONLINE SHOP Eka Noraisa Putri Corina Maulana Malik Ibrahim State Islamic University Malang, Indonesia,

Nurtamin Maulana Malik Ibrahim State Islamic University Malang, Indonesia,

Abstract Nowadays, the function of media has been change. Several years ago, people used media as information centre, and it is broadening to selling centre too. In Indonesia, it has been public knowledge that modern society would shop in Online Shop. The use of sis is one of register in online shop. This paper, deals with two major dimensions of sociolinguistic variation: register and style. Drawing upon the view of Janet Holmes (2013), the author explores the concept of register and style, focusing on the word occasion. In linguistics, register widely used in linguistics to refer to varieties according to use. However, style refers to particular ways of using language in particular contexts. The researcher collected the data by doing depth interview with the seller and consumer about online shop. Then combining with the Janet Holmes register and style theories. Online shop stylistic done in informal way. Sis in online shop register had different meaning with sister in general English and other context. Keywords – Online Shop, Register, Style Introduction The development of technologies has made the internet an innovative way for society to communicate. Social media has created the internet popular over last decade. Social media sites have created new and nonpersonal ways for people to interact with others. The use of social media such as Facebook, Twitter, and Instagram growing rapidly to create and sustain relationship with others (Boyd & Ellison, 2007). Media development cause changes in media‘s function. Media once is only a tool to get or share the information and now develops to selling centre too. The development of media triggers Indonesian seller to sell their products in social media. As we know, everything in social media rapid went globally. That is why Indonesian seller tends to have online shops rather than rent a shop to sell their products. Online shop is a place ISBN 978-602-73769-3-9 to buy things in internet. People nowadays tends to shop in online shop rather than go to mall or shopping centre to buy their needs. Since shopping online nowadays had become modern society needs, e-commerce is one of online media to sell the products in a new way such as salestock.com and tokomilkan.com. E-commerce makes the consumer easier to choose and buy the products, since e-commerce have a lot of products and detail information about the products. Therefore, consumer would shop comfortably. This research discusses sociolinguistics aspects, register and style of online shops in Indonesia. The researchers focused on cloth online shops, due to the object mostly appears in cloth online shops. The data were collected from two Indonesian e-commerce (adorableroject.com and tokomilkan.com) and some online shops in 191 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 social media. In analysing the data, the researcher employ Janet Holmes (2001 and 2013). Janet Holmes (2001:246) explained that register are specific sets of vocabulary items associated with different occupational group or the language of groups of people with common interest or jobs. Style is language variation which reflects changes in situational factors. Style is often analysed along scale of formality. The formality is influenced by some factors like the various differences among the participants, topic, emotional, involvement, etc. (Holmes:2001). Considering the fact that sis is a very popular phenomenon to happen in social media or online shops. Therefore, the researchers would find the meaning of sis in online shop register. This research conducted to answer these questions: first, what does ‗sis‘ meaning in online shop register, second, how does online shop register differ from general English. The aim of this research is to show the usefulness of a register and style in sociolinguistics in analysing online shop discourse to achieve the aims of uncovering the meaning behind utterance sis that is very popular in social media or online shop communication. This paper is absolutely beneficial for the next researchers, due to research about register is very rare. In addition, there is no research about register in social media especially in online shop yet. Therefore, this paper would very beneficial for the next researchers. Methodology In analysing the data, the researchers employ Janet Holmes (2001 and 2013) inferential theory of sociolinguistics, register and style. Inferential theory of register originates from Halliday (1976). Since there is no previous study about online shop register and style, the researchers doing some interviews with the seller and consumer of online shops. The 192 researchers were also doing some observation to some e-commerce. The interview concerned on sis utterance and all things about online shop. Sis word which become the keywords or the key point of the research, were translated by using Cambridge (Digital) Learner‘s Dictionary 4 th Edition (n.d.) and Oxford American Dictionary for learners of English (2013). The data act essentially as observational data (Silverman:1994). The researcher analyse the data based on Holmes (2013) of ―An Introduction to Sociolinguistics‖. However, the analysis will be related to the theories in descriptive-qualitative research. First, the researcher would define sis semantically and morphologically. Then, the researchers define the style and register of online shop based on the data. Therefore, the findings of this study will not be ambiguous. Finding and Discussion In this discussion, the researchers intentionally chose certain e-commerce and online shops as evidences of online shops register. Literally, sister is girl or woman who has the same parents as another person (Cambridge (Digital) Learner‘s Dictionary 4th Edition). In religion context, sister is a member of certain female religious group, it usually uses as pronoun a nun. Utterance sister is also used in a community to show the close relationship between women who share ideas and aims. In Indonesia, sister commonly abbreviate to ‗sis‘ and ‗sista‘. Indonesian tend to use abbreviation for their daily conversation or informal situation. It is proven by Indonesian have lots of abbreviation in their vocabulary such as; otw, lol, alay, lebay, etc. Selling process uses informal way of conversation. This informal way of conversation in selling process is the style of online shops. In sociolinguistics, style is a set of linguistic variants to the specific meaning are ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 attributed. In Janet Holmes‘s book (2013), there are some factors that would influence speakers style; social class, gender, ethnicity, and age. However, online shops stylistic do not consider any factors mentioned above. Janet Holmes (2013) explained there are five types of stylistic; archaic, colloquial, humorous, formal, and ironical. Since, online shop mostly done in informal way, it includes in colloquial type of style. Colloquial style is very casual speaking style. In interview with online shop seller in Instagram, she stated that by doing informal way of speaking would make the consumer more comfortable and enjoy the selling process. In selling process, consumer satisfaction of seller services is the first concern of the seller. Utterance ‗sis‘ mostly use by online shop sellers as pronoun. Sis is one of online shop register, because this utterance only used in online shoppers‘ circumstance. Semantically, the meaning of sis is broadening into consumer. Since, sis are used for boy or man too. Similar with style, the factors that would influence speakers register as mentioned above does not affect online shop register. It means, sis in online shop register has another meaning than just the literal meaning of sister. Our interview results with online shop seller and consumer confirmed that the use of sis in online shop means consumer. It is proven by this following chat (Figure 1). By understanding our interview result and the structure above, the researchers agree that sis in online shop register means consumer. Some online shop owners argue that utterance sis they use to make the seller and consumer feel close or had intimate relationship. Prof. Mudjia Rahardjo, sociolinguistics lecturer in Maulana Malik Ibrahim State Islamic University, Malang once stated that the more people had a close relationship with others the more informal language used between them. ISBN 978-602-73769-3-9 Beside, in online shop register there are a lot of code mixing. It because sis is easier to pronounce rather than pelanggan (consumer). In online shop, register code mixing and code switching is a daily phenomenon. In ordinary shop, seller and consumer tends to use Bahasa Indonesia. Since online shop is the form of modernity, the seller and consumer tend to use modern language too. English is a superior language which is used in cloth designs and marketed in Indonesia which have and used Bahasa Indonesia as a spoken language. Most Indonesian think use global language is a symbol of modernity. Conclusions In online shop register, sister abbreviate to sis. Sister in general English or another context has different meaning with sis in online shop register. Online shop stylistic done in informal way or colloquial type. In online shop register, sis means consumer. The seller use sis as pronoun, because the seller wants to make a good and close relation with the consumer. Thus, the consumer would comfort and enjoy the selling process. Template Figure 1. Source: chat consumer adorableproject.com and admin Reference Boyd, D.M. & Ellison, N.B. (2007) Cambridge (Digital) Learner‘s Dictionary 4 th Edition. (n.d.). Holmes, Janet. (2001). Holmes, Janet. (2013). Oxford American Dictionary for learners of English. (2013). 193 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Bibliography Boyd, D.M. & Ellison, N.B. (2007). Social network sites: definition, history, and scholarship. Journal of Computer Mediated Communication, 13, 210230. doi: 10.1111/j. 1083-6101.2007.00393.x Cambridge (Digital) Learner‘s Dictionary 4 th Edition. (n.d.). Cambridge: Cambridge University Press. 194 Holmes, Janet. (2001). An Introduction to Sociolinguistics2 nd Edition. Routledge: New York. Holmes, Janet. (2013). An Introduction to Sociolinguistics4th Edition. Routledge: New York. Oxford American Dictionary for learners of English. (2013). New York: Oxford University Press. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 THE EFFECTIVENESS OF PEER ASSISTED WRITING TO TEACH WRITING VIEWED FROM STUDENTS‘ CREATIVITY Eka Nurhidayat English Education Department, Faculty of Teacher Training and Education University of Majalengka Majalengka , West Java Indonesia

Abstract This research was conducted to find out whether: (1) Peer Assisted Writing is more effective than Direct Instruction to teach writing; (2) the students who have high creativity have better writing competence than those who have low creativity; (3) there is any interaction effect between teaching techniques and students‘ creativity in teaching writing.This experimental research was conducted at SMAN 1 Kota Cirebon. The population of this research was the tenth grade students. The data analysis was done by applying descriptive and inferential statistic (ANNOVA and Tukey Test) to test the research hypothesis.Reffering to the summary of multifactor analysis of variance, it can be concluded that: (1) the students who are taught by using Peer assisted Writing have better writing competence that those who are taught using Direct Instruction. In other word, the use of Peer Assisted Writing is more effective than Direct Instruction to teach writing; (2) the students having high creativity have better writing competence than those having low creativity; and (3) there is interaction between teaching technique and creativity toward students‘ writing competence.Based on research findings, it can be concluded that Peer Assisted Writing is an effective teaching technique to teach writing. So, it is recomended for teachers to apply this teaching technique to teach writing. Besides, the research findings also imply that creativity gives strong influence to the students‘ writing competence. Thus, teacher are suggested to the teaching and learning process in the classroom which increase students‘ creativity. Keywords – Peer Assisted Writing, creativity, Experimental Study Introduction The researcher prefers to conduct this study on writing ability because Writing is known as an important skill for multifarious reason in education and bussiness. Raimes (1997) states that the purpose of writing is for improving, training, and practicing language in early stage of learning to communicate fluently and accurately at intermediate and more advance level. Certainly, writing is a complicated process through which ideas are created and expressed. Learning to write in a foreign language is even harder and it takes a considerable amount of time and effort to write skillfully. Hyland (2003) states writing as the productive mode of language is a vital skill for the L2 learners to develop their language knowledge and the teaching of this ISBN 978-602-73769-3-9 skill in second language classrooms. Writing skill, to some students, is considered as the most difficult and complex skill in mastering English. Considering observation in the class revealed that to able to write well, students indicated that they should have a lot of knowledge about language and about the world. Not to mention the numbers of exercises he/she should go through. According to Alwasilah (2001), writing is the most difficult skill to be acquired by students and to be taught by teachers. Writing skill becomes one of important skills that need to be mastered by the students. Mastering writing skill is a long process, so it is a long way to become a good writer. This assumption makes many people not fond of writing. They are afraid to express their 195 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 feelings or opinions in written form. Since written language can be easily evaluated, people are scared that readers will find the mistakes they made in their writing. They underestimate their own writing skill even before they scratch anything. Based on explanation above, this technique allows the students to help each other, correct, and edit students‘ writing related to content, organizational patterns, grammatical structure and appropriate word choice without teacher‘s intervention. Successful writing teaching is also based on teaching technique used by the teacher. Teaching technique is important to make students interested in learning writing, so they can master their writing. The teachers‘ techniques to teach writing are important factors that may affect the students‘ writing ability. The students always write and read the material from the board or book. After doing the exercise in the book, they will get a quiz. Therefore English lesson is not attractive for the students. Another factor that also determines the success of teaching writing is the students‘ creativity. Creativity plays important role to produce a good and understandable writing. in this case, as stated by franken (1994: 369), creativity is defined as a tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problem, communicating with others, and entertaining others and ourselves. Considering this situation, it probably happens to the student when the students are studying in the class. The students need any special stimulation to encourage their writing skills and to what extent they can improve their skill in writing. In the classroom, there are students who high creativity and low creativity. Their creativity can appear when they produce or apply something new such as writing activities. According to Sternberg and kaufman (2006: 2) state that creativity is the activity to convey something new. In other words, creativity involves thinking that is aimed at producing ideas or products that relatively novel and that are, in some respect, compelling. The researcher makes the conclusion that students need teaching technique which is more interesting. There are some kinds of techniques that can be applied by English teachers to develop their students‘ writing ability. One of technique that can be used in teaching writing is Peer-assisted writing, a kind of technique of collaborative writing. Scarcella (2003) states Peer-Assisted writing is a technique that emphasizes teachers' explicit instruction on both meaningful communication (such as content and organization) and specific features of the English language (such as grammar and mechanics). Many existing peer response writing activities, students are expected to proofread and edit each other's writing on their own without the teachers' intervention. Topping (2001) defines Peer-assisted writing as most commonly form of Peer-assisted learning. Peer-assisted Learning (PAL) can be defined as the acquisition of knowledge and skill through active helping and supporting among companions who are matched or equal in status. It involves people from similar social groupings, who are not professional teachers, helping each other to learn and learning themselves by so doing. 196 Considering the background above, the writer formulates the problems of this study as follows: (1) Is Peer-assisted writing technique more effective than direct instruction technique to teach writing for the tenth grade of SMAN 1 Kota Cirebon?; (2) Do the tenth grade of SMAN 1 Kota Cirebon, with high level of creativity have better writing competence than those with low level of creativity?; (3) Is there an interaction effect between teaching techniques and creativity to teach writing for the tenth grade students of SMAN 1 Kota Cirebon?. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Methodology Experimental study is a kind of study which is usually used to compare or control the groups between two or more groups to look for the research questions. Ellis and Ormrod (2011: 6) views an experimental study as a study in which the researcher has two variables (independent variable and dependent variable) and two groups (experimental group and control group) that are treated differently, then measure the effects of something on both variables. The research design used in this research was factorial design 2x2. It allows a researcher to study the interaction of an independent variable with one or more variables (Tuckman, 1978: 135). The population of the research was the tenth grade students of senior high school in Cirebon. There are nine classes of the tenth grade students which consist of about 324 students and each class consists of about 36 students. The sample of this research consist of two classes; class X MIA 3 as experimental group treated by using peer assisted writing and class X MIA 4 as the control group treated by using Direct Instruction. Each class consists of 36 students which were divided into two group based on the students‘ level of creativity. The sampling technique used was cluster random sampling technique. In this study, the researcher set the experimental and control group using lottery. The data obtained are the result of verbal creativity test and writing test. Thus, there are two techniques of collecting data; creativity test and writing test. Creativity is used to know the level of students‘ creativity and writing test is used to know the result of students‘ writing competence. The data are analyzed using descriptive analysis and inferential analysis. Descriptive analysis is used to know the mean, median, mode and standard deviation of the scores of writing test. To know the normality and the homogeneity of the data, the writer uses normality and homogeneity test. The normality and homogeneity tests are ISBN 978-602-73769-3-9 done before testing the hypothesis. Inferential analysis used is multifactor analysis of variance (ANOVA 2x2). It is used to test the hypothesis. H o is rejected if Fo is higher than Ft. If Ho is rejected, the analysis is continued to know which group is better using Tukey test. Finding and Discussion Measuring the normality using Liliefors. The result can be seen on the table 1. Table 1. Normality Test No Data (Lo) (Lt) (a) Description 1 2 3 4 5 6 7 8 A1 A2 B1 B2 A1B1 A1B2 A2B1 A2B2 0.088 0.098 0.078 0.067 0.092 0.111 0.078 0.087 0.147 0.147 0.147 0.147 0.200 0.200 0.200 0.200 0.05 0.05 0.05 0.05 0.05 0.05 0.05 0.05 Normal Normal Normal Normal Normal Normal Normal Normal For measuring the homogeneity test, the researcher used Bartlett formula. The result can be seen on the table 2. Table 2. Homogeneity Test sam ple 1 2 3 4 D f 1 7 1 7 1 7 1 7 1/(df) si2 0.0588 19.52 9 23.29 4 40.83 9 63.74 1 0.0588 0.0588 0.0588 log si2 1.290 (df) log si2 21.941 1.367 23.243 1.611 27.388 1.804 30.675 Sum 103.248 Table 3. s2 36,85131 Log s B 1,566453 106,5188 2 7,530015 2 7,81 Xo Xt 2 To know whether the hypoteses are rejected or accepted, the researcher measured the data using ANOVA. The result can be seen on the table 4. 197 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Table 4. The Summary of Analysis of Variance 2 x 2 Source of Variance Between columns (The Teaching Methods) Between rows (Creativity) Columns by rows (Interaction) Between groups Within groups Total SS Df MS Fo Ft(.0 Ft( 5) .01) 7 288 1 288 7.82 3.97 107 3.39 1 29.13 3.97 382. 72 1 10.39 3.97 174 4.11 1 250 5.88 9 425 0 3 107 3.38 9 382. 722 2 581. 370 4 36.8 513 1 68 71 From the table 4, it can be concluded that: (a) because Fo between columns (7.82) is higher than Ft(3.97) at the level of significance α = 0.05, Ho is rejected and the difference between columns is significant. There is a significant difference between the students who are taught by using peer assisted writing and those who are taught by using direct instructionto teach writing. The mean score of the students who are taught by using peer assited writing (76.83) is higher than the mean score of students who are taught by using direct instruction (72.83). It can be concluded that peer assited writing is more effective than direct instruction to teach writing; (b) Because Fo between rows (29.13) is higher than Ft (3.97) at the level of significance α = 0.05, Ho is rejected and the difference between rows is significant. The students with high level of creativity and those with low level of creativity are significantly different upon the students‘ writing competence. The mean score of the students with high level of creativity (78.69) is higher than those with low level of creativity (70.97). It can be concluded that 198 the students with high level of creativity have better writing competence than those with low level of creativity; (3) because Fo columns by rows (10.39) is higher than Ft (3.97) at the level of significance α = 0.05, Ho is rejected and there is interaction effect between teaching techniques and the students‘ creativity. Thus, the effect of teaching techniques on the students‘ writing competence depends on the level of creativity. After knowing the findings of the study, it can be concluded that Peer assisted Writing give possitive effect on the students‘ writing. Than, it can be states that Peer Assisted is more effective than Direct Instruction to teach writing.The students who have creativity have better writing competence than those who have low creativity. The findings of the study describes that there is an interaction effect between two variables (teaching technique and creativity) on the ability to write. Conclusions Presented as much as 10-15% of the length of the article, written in single space, with Times New Roman font size 12 pt. Conclusion is a brief statement of the results and findings obtained. Based on the description of the data analysis, It can be concluded that peer assisted writing is an effective technique to teach writing for the tenth grade students of SMAN 1 Kota Cirebon. The effectiveness of the technique is influenced by the students‘ level of creativity. Considering the findings of the research the suggestions as follows: (1) teachers can apply peer assited writing to teach writing; (2) teachers have to consider that creativity is one of factors that may affect the students‘ writing competence. Therefore, it is better for the teacher to know the degree of the students‘ creativity and help them to develop it using various activities in class; (3) ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 students are expected to be more active in the teaching and learning process in order to develop their writing competence; (4) it is better for the students to practice activities that can enhance and stimulate their creativity abilities, ideas and creative result. It will give them benefits to move out of their normal problem-solving mode, to enable them to consider a wide range of alternative and to improve productivity and quality of work; (5) Other researchers can continue to investigate the effectiveness of Peer Assisted Writing from different psychological aspects which are related to the students‘ writing, such as the students‘ self esteem, motivation, learning interest, risk taking, anxiety, and so on. Bibliography Alwasilah, A.C. (2001). Language Culture and Education: A Potrait of Contempora Indonesia. Bandung: CV Andira Ellis, Jeanne and Ormrod. 2011. Educational Psychology. Boston: Pearson. Fraenkel, E Jack and Wallen, E Norman. 1993. How To Design and Evaluate Research in Education. New York: McGraw-Hill International Edition. Hyland, Ken. (2003). Second Language Writing: New York: Cambridge University Press. ISBN 978-602-73769-3-9 Kaufman, James C.; Plucker, Jonathan A., and Russel, Christina M. 2012. Identifying and Assessing Creativity as a Component of Giftedness. Journal of Psychoeducational Assessment,Vol 30, 60-73. Kaufman, James C. And Robert J. Stenrberg. (2006). The International Handbook of Creativity. New York: Cambridge University Press. Raimes, A. (1987). Why write? From purpose to pedagogy. English Teaching Forum. 25(4), 36-41. Scarcella, R. (2003). Balancing approaches to English language instruction. In Accelerating academic English: A focus on the English learner (pp. 159173). Oakland: University of California. Topping, K.J. (2001a) Peer Assisted Learning: A practical guide for teachers. Cambridge MA: Brookline Books. Topping, K.J. (2001b) Thinking Reading Writing: A practical guide to paired learning with peers, parents & volunteers. London: Continuum International. Topping, K.J.,& Bryce, A. (2001) Peer Tutoring of Thinking Skills in Primary School. Paper submitted for publication. 199 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DEVELOPING FUNCTIONAL MODEL FOR THE TRANSLATION OF CHILDREN LITERATURE Eko Setyo Humanika RY Radjaban English Literature Department University of Technology Yogyakarta (UTY) Yogyakarta - Indonesia

Abstract Translation is an effort to create similarity. Definitions of translation always imply ‗similarity‘ as the purpose of the action. The idea of ‗similarity‘ in translation, however, is not so simple as finding the similar meaning in other languages. It is complicated, covers vast spectrum and not merely a bilingual dictionary-based. Functional translation model proposes the way of finding simirarity beyond the sentence level. With intratextual and extratextual analyses, reffered to as looping model, functional translation gives specific and detail step to produce similarity. Those analyses enable the translators to unveil the text to get its ‗hidden‘ feature and help the translators find the type of similarity the source language (SL) text requires. This paper develop the functional model for the translation of children literature. Research and Development (RD) model from Borg and Gall, with modification, is employed in two steps. In this first step, three activities, namely developing preliminary form of product, doing preliminary field testing, and revising main product are done. It produces a conceptual model of functional translation applied in the translation of children literature. The second step, consisting of main field testingand final product revision, will produce the established functional translation model for children literature. Keywords – functional translation, looping model, children literature Introduction Translating children literature is very challenging. Experts agree that translating text, moreover liteary text, for children is a complex assignment. Not only is the translator demanded to get the message in children perspective but he is also challenged to reconstruct the mesage in accordance with in children‘s way of thinking. As Cascalana points out, if the translation is intended for children, the complexity increases (2006: 97). Translators of children literature occupy a unique position. They are not the implied readers of the source language (SL) text since the text is addressed to children with the source (language) culture. The text is written by the SL text writter based on his assumption of the source culture (SC) background in the children‘s repertoire. As 200 the real readers, instead of the implied readers, of the text, the translators are demanded to grasp the message of the texts with SL children‘s imagination, something that they even possibly never experienced. When rewriting the message in the target language (TL), as the real writers, they have to be fully aware of his target pole repertoire. They have to write their translation in the way that TL children can comprehend it. When the story come to the children as a printed text, the translators (now the impled writer) have to own specific ability to tell the story to TL children with TL culture. Iser is right when saying that a text cannot adapt itself to each reader it comes into contact with (Sousa, 2002: 17).It is the readers who tries to adapt themselves to the text. Adapting to text is a big problem for ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 children as children, according to Nikolaeva, have no capability to interprete foreign semiosphere, and, as Chamber states, have not discovered how to shift the gears of their personality according to the invitation offered by the book. In this respect they are unyielding readers. They want the book to suit them, tending to expect an author to take them as he finds them rather than they taking the book as they find it (Sausa 2002: 17). Since children cannot adapt themsleves to the text, it is the writer‘s responsibility to make the text suited to the children. When the text is translated into other languages, the responsibility lies on the translator. The translator is required to make the translated text accesible for children. Furthermore, translator is also demanded to be the bridge between SL text and TL readers. Sousa (2002: 21) suggests that thegreater the relevant cultural knowledge of the reader, the more successful is the interaction between the reader and the text. This is in line with Relevance and Scopos theory principles. Relevance theory proposes two principles; (1) the greater the contextual effect, the greater the relevance, and (2) the greater the effort needed, the lower the relevance will be. For Relevence theory if the text has (or is made to have) greater contextual effect, it will be more relevant and will be understood more easily. And, if more effort is needed to understand the text, the text is less relevance, and therefore more difficult to understand. Meanwhile, Scopos theory highlights the functional translation. Translation is functional if it achieves the intended purpose. Functionality means that a text (in this case translation) ‗works‘ for its receiver in a particular communicative situation in the way the sender want it to work. If the purpose is information, the text should offer this in form comprehensible to the audience, if the purpose is to amuse, then the text should actually make its readers laugh or at least smile (Nord, 2010). ISBN 978-602-73769-3-9 All those principle underline what Stolze put forth that the starting point of translating children literature is a view of translation as rewriting for different audiences in different times, places and culture‖ (in Lefevere, 2003: 208). Methodology This researsch employs research and development model from Borg dan Gall (1983) with modification. The research and information collecting was done by identifying and analyzing translation problems faced by the students. The analysis focused on the problems caused by (1) the shift of implied readers of source text and target text, and (2) the different context of situation and context of culture of the source language and that of the target one. The next step, develop preliminary form of product produced a conceptual model of functional translation for children literature. This was done by combining Sperer, Wilson and Gutt‘s Relevance theory and Vermeer and Nord‘s Skopos theory principles. In the preliminary field testing, the researchers invited inputs and suggestions from experts and translators. It was done by sending them questionaire, interviewing them, and inviting them in a focus group discussion. In the main product revision, the product was revised based on the inputs and suggestions from the experts and translator as informants. This step produced a mode of functional translation for children literature, referred to as Model 1. This model will be tested in in the main field testing and final product revision to produce an established model of functional translation for children literature. Finding and Discussion Functional Translation for Literature, Conceptual model Children 201 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Translation activity in functional perspective goes in a ‗top down model‘. Instead of starting it by analysing a translation unit, such as sentence, phrase, or word, the activity starts from a macrostrategy. With this strategy, the translators anayze extra and intratextual factor of the text, or known as looping model (Nord, 2005). Extratextual factor includes sender (who send the text?), intention (what for?), recipient (to whom?), medium (by which medium?), place (where?), time (when?), motive (why?), and text function (with what function?). The result of the analysis on these factors are then compared with the corresponding factors in the prospective TT situation to give the translators insight of how they go with their translation method and strategy. Intratextual factors of a text covers subject matter, content, presupposition, non verbal elemen, lexis, sentence structure, and suprasegmental features. In intratextual analysis, functional transation underlines the importance of text analysis. Texts are classified into three; informative (such as news texts, business correspondence, official documents, technical texts, scholarly articles), expressive (literary genres such as novels, short stories and poetry) and operative (advertisements, political propaganda, satirical prose). Categorizing text into typology, however, is not easy. In general, establishing equivalence between ST and TT becomes the purpose of translating activity (Nord, 2005). It means that when translating an informative text the translator must give a correct and complete message of the text's content and should be guided, in terms of stylistic choices, by the dominant norms of the target language and culture. Meanwhile, the translation of an expressive text requires the translator to produce an "analogy" of stylistic effect, allowing the target readers to experience the same impression of the relationship between form and content as the reader of the original. 202 Here, stylistic choices in translation are naturally guided by those made in the source text. And, in the translation of an operative text, the translator should be guided by the overall aim of provoking the same reaction in the audience: for example to purchase the relevant product or vote for a particular candidate. In this case, the translator may even change the content and stylistic features of the original if they do not serve the intended purpose. Functional Translation of Children Literature, A sample model As an application of above conceptual model, a sample model is proposed. The story of Alice in Wonderland is used as a case point. This children story is going to be translated into Indonesian. Parody as one of this story‘s specific traits will be the subject of analysis. Extratextual analysis of the text was done to all aspects of the text. The table below show the result of the analysis and its comparison to the prospective TT. Table 1: Comparison of ST analysis and its prospective TT No Factor ST Prospective TT Book publisher wishing to translate Alice‘s stories 2 Recipient 3 4 Time Place Lewis Carroll, a writer with Western culture bacground Western children with English language and western culture as their background knowledge 1865 England 5 Text type Expressive 6 Medium 1 7 Sender Motive Written, in a children story book To entertain children with Western culture background Indonesia children with Indonesian language and culture baground. They do not have access to English language and Western culture 2014 Indonesia Expressive with reader-orientation Written, in a translated novel To entertain children with Indonesian culture background ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Meanwhile, the intratextual analysis of Alice in Wonderland result in such description below. Table 1: Intratextual analysis of the book No Factor 1 Content 2 Presupposition 3 Lexis 4 Sentence structure 5 Suprasegmental ST Fictional, not reffering to the real world, written in narrative prose, informal register (colloqual,play of word, parody) The author presupposed that the readers were aware of Victorian culture, cricket, song and nursery rhymes in that times, sosial structure of Victorian era, Rich in figurative lexical items, full of puns and parodies Complex, full of dialogue Some parts of the book have suprasegmental feature which give emotional load to the text (Example: bautiful soup) One of the parodies in Alice‘s is How doth the little crocodilr. This is a prody of a nursery rhyme popular in the time of Carroll entitled Against idleness and mischief. This Issac Watt‘s paedogogic rhyme of a hard working little bee looking for honey from one flower to another and building her nest is parodied into a lazy crocodile, a predator on top of food chain, which is lazily lying in the stream of Nile waiting for small fishes coming into his mouth. Carroll wrote How doth the little crocodile based on his presupposition of Victorian children‘s familiarity to Watt‘s Against idleness and mischief. When the children read How doth the little crocodile they know for sure that it is a parody of Against idleness and mischief. This parody gave comical effect to the readers. ISBN 978-602-73769-3-9 Translating the parody in a mechanic way (Weaver 2006: 85) by translating on word for word basis (such as the one in the table below) will surely notgive similar effect as the original. This model of translation is therefore not functional at all. Table 3: The translation in a mechanic way Source Text How doth the little crocodile Improve his shining tail And pour the waters of the Nile On every golden scale How cheerfully he seems to grin How neatly spread his claws And welcome little fishes in With gently smiling jaws Mechanic translation Sungguh buaya yang kecil, Mengembangkan ekornya yang berkilap, Dan menyemburkan air Sungai Nil Ke seluruh tubuh bersisik emasnya Sungguh ceria seriangainya terlihat Sungguh rapi cakarnya terentang Menyambut ikan-ikan kecil mengeliat Dengan rahang yang tersenyum senang! The recipients of the translation are Indonesian children. They are not familiar wih Isac Watt‘s Against idleness and mischief. When the rhyme was parodied into How doth the little crocodile and translated as it is,the readers will not fell it as a parody. Therefore, the motive of writing the story and translating it in Indonesian, that is entertaning the readers, will not be achieved. There is a problem of presupposition in this translation. Mechanic translation as above preserves presupposition of the writer of the original text. In Indonesian background, this presupposition does not work as it did in Victorian culture and era. Other model of translation is then proposed. This translation uses dynamic aquivalence instead of formal correspondence as its target. 203 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Table 4 : Proposed translation The parody Tikus-tikus yang rakus (The greedy rats) Ke mana engkau lari (Where do you run) Hilir mudik mencuri (Busy stealing) Simpanan padi kami (Our rice) Berduyun-duyun (You are in throngs) Masuk ke dalam tanah (Getting into the ground Tidakkah dirimu (Don‘t you) Merasa salah (Feel guilty) Original song Kupu-kupu yang lucu (Beautiful butterfly) Kemana engkau terbang (Where do you fly) Hilir mudik mencari (Busy looking for) Bunga-bunga yang kembang (The blossom flower) Berayun-ayun (Swingin) Pada tangkai yang lemah (On a fragile stalk) Tidakkah sayapmu (Don‘t your wings) Merasa lelah (Fell tired) With this way, the translator achieves similarity beyond the sentence level. No word in Tikus-tikus yang rakus indeed corresponds in a dictionary-based way with any word in How doth the little crocodile. However, this translation has great contextual effect because it can connect with Indonesian children‘s repertoir. Indonesian children will directly infere it as a slipped form of Kupu-kupu yang lucu, a children song which is there in their repertoir. This translation is relevant since the readers do not need to make excessive processing effort to understand it. It works in that way because the translator presupposes the ‗accurate‘ cultural backround of the readers. This translation is also functional. It achieves the purpose of the text. The text is entertaining for Indonesian children. It ‗works‘ for Indonesian childrens as its implied readers in a particular communicative situation in the way the translator wants it to work. Moreover, the translation is rendered as a song. It is singable. Reffering to Oittinen suggestion that in case of Alice in Wonderland, the songs in the translation must be singable too and Hancok conclusion in her article that the tunes are parts of the 204 intended efect, adding bathos or zest to the splendid absurdity of the words. (2000: 110), this translation has played appropriate function in the target pole. Bibliography Borg, Walter R & Meredith D Gall (1983)Educational Research; An Introduction. United States: Longman Cascallana, BG(2006) Translating Cultural Intertextuality in Children Literature inChildren Literature and Translation, Challenges and Strategies. Edited by Jan Van Coillie and Walter P Verschueren. Manchester: St Jerome Publishing Lefevere, Andrě (1992) Translating, Rewriting and the Manipulation of Literary Fame. London and New York: Routledge. Nord, Christiane (2010)Loyalty and fidelity in specialized translation. Http://www Confluencias.net/n4/nord.pdf&k=A-skopostheory-of-translation. Retrieved on 12 June 2016. Nord, Christiane (2005)Text Analysis in Translation, Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Second Edition. Amsterdam: Radopi. Oittinen, Riitta (2000) Translating for Children, Garland Publishing, Inc. New York-page 110) Sousa, Christina (2002) TL versus SL Implied Reader: Assessing Receptivity when Translating Children‘s Literature. META Translation Journal. Vol XLVII. No. 1. 2002. Page. 19 – 29. Weaver, Warren (2006)Alice in Many Tongues; The Translation of Alice in Wonderland. USA: Martino Publishing. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 CULTURAL IDENTITY CRISIS AS RESULT OF GIVING NAME VALUE REFLECTED IN JHUMPA LAHIRI‘S THE NAMESAKE Eli Priyanti Semarang State University

Slamet Prasojo Semarang State University

Mohamad Ikhwan Rosyidi Semarang State University

Abstract This study aims at explaining the relation between the value of giving name to the newborn baby and Indian Culture, which causes the identity crisis of the major character in his homeland as a second-generation immigrant. This study is a qualitative analysis by applying a Goldmann‘s sociological approach, especially in society‘s social belief. The data will be collected by reading, identifying, and classifying excerpt from the novel and will be analyzed by interpreting process of signifying by relating to binary opposition, authorship, and society‘s world vision represented on author‘s idea. The result of this study will be the explanation of the social belief in giving name through the comparative names on origin and social acceptance reflected in The Namesake. Giving names brings certain problems that lead to identity crisis since the social acceptance required an adaptation through the dominant culture. The identity crisis is a product of influence of the combination and cultural friction in multicultural society. The opposition of first and last name of the major character creates the cultural crisis identity, and becomes the society‘s world vision. Key words: Giving names, Identity Crisis, Cultural Identity, Binary Opposition, Sociology of Literature, World Vision Introduction Giving names is included into a culture, which has some rules and tradition for several countries in the world especially the Eastern. Jhumpa Lahiri, the Pulitzer Prize winner for the year 2000, is a significant writer of Indian diaspora who has enriched the corpus of international writing in English. Her novel The Namesake deals with the tribulations of the immigrants in an alien land, the yearnings of exile and the emotional bafflement of cross cultural dilemmas. The novel continues to develop further the themes of cultural alienation and loss of identity (Cohen, 1997). This study is an answer to the social problem, which is related to the identity crisis of second immigrant of Indian in America who have lack of value in his name and caused ISBN 978-602-73769-3-9 many problem after. It is purposed for the society especially the Eastern to preserve their tradition in line with giving names values and cultures. Giving names brings certain problems that lead to identity crisis since the social acceptance required an adaptation through the dominant culture. The identity crisis is a product of influence of the combination and cultural friction in multicultural society. The opposition of first and last name of the major character creates the cultural crisis identity, and becomes the society‘s world vision. Methodology This study is a qualitative analysis by applying a Goldmann‘s sociological approach, especially in society‘s social belief. The data will be collected by reading, 205 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 identifying, and classifying excerpt from the novel and will be analyzed by interpreting process of signifying by relating to binary opposition, authorship, and society‘s world vision represented on author‘s idea. The result of this study will be the explanation of the social belief in giving name through the comparative names on origin and social acceptance reflected in The Namesake. Finding and Discussion Two sides have been collide through the topic. They are Indian immigrants and American society. Both sides are crashing because of giving names case. Giving name cultures between Indian and American. Gogol Ganguli here represents an Indian who should pay attention to Indian culture but he have to assimilate with the American do so. The Indian here are positioned as immigrant while American is the indigenous. Both immigrant and the indigenous have their own culture and each cultures rules owned. By having rule, both side have an intension to rule the other one and one have to be ruled. This is about an acceptance, while the one is ruling the other have to ruled either they wish or not. While their rule as immigrant accepted it would be okay, but when it is denied it brings certain problems to the subject of that culture which called as identity crisis. It means that the American dominates the Indian because of the society‘s belief that they only accept what are become a common sense in their belief. Lahiri‘s parents, like the whole first generation of Diaspora, were always isolated from mainstream American Culture. Despite the fact that they spoke English, they were betrayed by their accent. They feel alone and aloof there. Lahiri has shown all this through various conflicts presented in The Namesake.But she is terrified to raise a child in a country where she is related to no one, where she knows so little, where life seems so tentative and spare. (Lahiri, 2003: 6). 206 It means that she also have a struggle in order to assimilate herself in the foreign country as a foreigner. For her, the pain, the longing for going back to her homeland has been freeze up in her heart that she does not like to tell it to her native friends/next door because it will hurt her husband. She learnt by herself for doing her, her husband, and children needs. It represents that, the country of English does not as cool as what she always read in novels and books. For being too cold in winter and hot in summer is not as her expectation to move to the dreamland. For immigrants, the perspective of Ashima is a crashing belief that Indian culture has to assimilate the American dream. However, Ashima tries to remember her own land by preserving their own rituals and tradition in the foreign, the land where nobody knows what about her inheritance rituals. When Gogol is 6months old, they do an Annasparan or a ritual for the new baby. Therefore, does the other immigrant traditions, the ritual also only attended by Bengals and no native come there even Ashoke‘s American friends. The alienation that experienced by his mom brought to his life since he was on the womb. The depression of being ignored and unaccepted is a kind of hereditary things in Ganguli‘s family. Although there is a different case with his mother, the name, which his parents gave him when the hospital forbid him to come out without name. Ashoke gives his son with his favorite Russian author named Nikolai Gogol. His own baby turns into someone wearing Gogol Ganguli‘s name. Gogol‘s name is one of the main causes, which make him feel alienated. He feels like he is nowhere with no name. So does his mother think for herself as cited ―She has never known a person entering the world so alone‖ (Lahiri 2003, p. 24) as mentioned before. After his birth, selecting a name becomes a problem for them. The difference between the naming process in Indian and American cultures pushes him into a chaos. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 In addition, the struggle happens from the first generation immigrant and continues to the second generation. It means that, the strong culture of the first generation affects the second to follow their origin but in real life, they are not an origin‘s anymore. They have born and live for years in the strange land. So that, it is a problem when there are American soul but have to be Indian culture. Based on that statement, Gogol Ganguli represents the Jhumpa Lahiri‘s life as a second-generation Indian immigrant in America. The novel is actually a representation of the author herself. It can be seen from Lahiri‘s biography, which told that she was born upon the name Nilanjana Sudeshna. The writer found that American have a rule where a baby cannot be home without a name, while it is strange for the Indian or most of Asian to do that. Asian especially Indian have their own considerations on giving name for the newborn babies. They have to consider whether the name has a good meaning, philosophy, and their elder agree or not. They have to follow the elder‘s way on finding a name. They also have to see whether their elder still alive or not, if it is, they have to ask their elder to find the right name for their baby. It is also cited in the novel where Ashima (Gogol‘s mother) and Ashoke (Gogol‘s father) are still waiting for their parent‘s letter, which there are two alternative names for their baby. However, accidentally the letter is lost so that they have to wait the new one and it takes time while the hospital asks for the name soon. As for a name, they have decided to let Ashima‘s grandmother, who is past eighty now, who has named each of her other six great-grandchildren in the world, do the honors. When her grandmother learned Ashima‘s pregnancy. She was particularly thrilled at the prospect of naming the family‘s first sahib. And so Ashima and Ashoke jhave agreed to put off the decision of what to name the baby until a letter comes, ISBN 978-602-73769-3-9 ignoring the forms from the hospital about filing for a birth certificate. Names can wait. In India parents take their time. it wasn‘t unusual for years to pass before the right name, the best possible name, was determined. (Lahiri, 2003: 25) Nilanjana Sudhesna is the name of the author when she was born but she has another name that it is Jhumpa. Jhumpa is a pet name, sounds easier to pronounce by her teacher, and becomes Jhumpa Lahiri. It is hard for Jhumpa to be called as Jhumpa because her name is Nilanjana. However, she has to conceive that she lives in the land which people cannot pronounce her Indian name easily. So does Gogol Ganguli. He has another name, which is aimed for the official name Nikhil. When he was child, it is not give any bother, but when he got to school, he got confused with his identity. Her teacher represents most of American who get confused with the Indian custom of giving names (Ahmed,2015; Anita, 2013). It means that the question of his identity is not only come from himself, but triggered by the society where he lives. It is more complicated when he knows where the root of his name Gogol or Nikhil are. Ashoke is a teacher in one of famous campus in America. He likes reading many literature until one accident brings him to make a fond of Russian author Nikolai Gogol. Based on the suggestion of the hospital nurse, which it is okay to give a name based on the name of the famous people such as Henry from King Henry, Charles from King Charles, or Eli from Queen Elizabeth. He remembers the author whose writing saved his life from the train crash, he believed. Therefore, he gives the name for the baby Gogol. Until one day of literature class, Gogol learns who Nikolai Gogol is. …instead of being called Gogol, he will be called by a new name, a good name, which 207 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 his parents have finally decided on, just in time for him to begin his formal education. The name, Nikhil, is artfully connected to the old. Not only is it perfectly respectable Bengali good name, meaning ―he is who entire, encompassing all,‖ but it also bears a satisfying resemblance to Nikolai, the first name of the Russian Gogol (Lahiri, 2003: 56) He realizes that either Gogol or Nikhil comes from Nikolai Gogol‘s name. He gets more depressed since the root of his name is not a good one. He thinks that name brings bad luck for his life. He cannot say anything to the girl he loves. He got nothing. His name brings him as an alien in the land. Jhumpa struggled a lot to make herself feel an American but she found just a halfway feeling. The same feeling she puts into Gogol who never likes to be called by his name. The agony felt by Gogol is the agony of Jhumpa Lahiri herself. depression. He had trouble making friends. He never married, fathered to children. It‘s commonly believed he died a virgin.‖ (Lahiri, 2003: 91) It is proved that the life of Gogol since he was born until he study the anthology class about the classic short story which brings him into an understanding why since he reject to wear the name Gogol, his life is so bad to survive. Accidentally, the characteristics of the real Nikolai Gogol drives him remember how he cannot make any friends, speaks to any girls, and so melancholic. After knowing the reason unconsciously derived his attitude, he got afraid if he will be the real Gogol since his name comes from his. Therefore, the afraid of his name brings him cannot live his life as an American. He becomes more neither Indian nor American. Stuart (2014) mentions that India in 2003 was dominated by western culture. Western culture dominates the society in India in term of women roles. It might be in domestic relationship, lifestyle, politics, and social life even in education. What happened in India which is in line with story is that the way Lahiri tells to the readers in term of assimilating the western culture by following the western way of calling someone‘s name. They who have similar name with the western people more proud when they are called as it. The way of western people calling their name is making an abbreviation of their name. For example, Mike is the short of Michael so does Nick is in short of Nikhil according to Gogol himself. Besides of the uncomforting name, he found some evidences which drive him into blaming his name for certain problems in his life. Gogol tries to interpret himself. Yet parents‘ wishes for their son to be, it is more like a curse for him. He then thinks why he never trying to flirt any American girl in his schools or even campus. He realizes that it might be his unconfident and hates of wearing the name ‗Gogol‘. Being ‗Nikhil‘ actually brings him to be very American. However, he has to tell anybody knows him as ‗Gogol‘ to start calling him as new ‗Nikhil‘. It must be hard for someone to tell everybody about his name. To be well pronounced and well remembered. The question of the appropriate name is not stop at many events happen in his past. When he tries to be ‗Nikhil‘ and flirts some girls, he finally gets Ruth as his. In spite of being rejected by his parents, to be someone else at home with his girlfriend is not his desire. Until one day, they got broken and he damned his ‗Gogol‘ for it. He was reputed to be a hypochondriac and a deeply paranoid, frustrated ma. He was, in addition, by all accounts, morbidly melancholic, given to fits of severe Through the novel have been told that Gogol is a more depressed man than others are and sometimes like mad. He tries to do selfkilling for times. The teacher is more 208 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 explaining the negative side of Nikolai Gogol. It means that Gogol is really influenced with Nikolai Gogol‘s personality personally. The peak of the conflict found when he knows the bad side of Nikolai Gogol during his life. As the title, ―The Namesake‖, Lahiri wants to deliver an idea where there are many problems caused by an unusual name in the foreign land. When people are believing that names derives their identity and personality, so then when it is not accepted it will cause a loss of both. The book also brought an idea that immigrant children have to assimilate themselves in a country where their parents are not belong. The idea becomes an autobiographical since it is portraying the author. Jhumpa Lahiri, who herself is a child of an immigrant couple, commented by one of her interviewer that ―The Namesake is a powerful and original voice‖. It is also addressed that Lahiri also experienced the same thing as Gogol although in different occasion. Gogol Ganguli is called as ABCD (American-born confused deshi). But he considers himself an American. American society says, ―But you‘re Indian‖ (Lahiri, 2003: 157). Teologicaly speaking ABCDs is unable to answer the question of losing identity. It is not as simple as ‗where do you come from?‘. Deshi in this case is an Indian for ‗countryman‘. Gogol Ganguli is the fellow citizen whom India is his origin. ―..For instance, although he can understand his mother tongue, and speak it fluently, he cannot read or write it with even modest proficiency‖(Lahiri, 2003: 118). In other words, the term C that stands for ‗confused‘ can be referred to ‗conflicted‘. Nikhil resembles American names, yet ‗Gogol‘ and his past follow him everywhere. He experiences a feeling of being in-between. The first cause that leads him to ABCD is his name. Indian is culturally divided into ISBN 978-602-73769-3-9 classes, which in Indian called as ―caste‖. Therefore, Gogol is born as ‗Ganguli‘. Bengali whom he is belong to, is classified into a high-class in India. They have their own way on giving name. It is proven when they are waiting for Ashima‘s grandmother letter contained a baby boy and girl‘s name inside for months. They believe that the traditional rule still exists. It is believed that they who older than them have an authority and specialty on giving name for their new member of the family. They also well known that the elderly conduct a name with many consideration related to their belief and culture. Those consideration as cited on some sources about Indian culture such as the surname is actually the name of caste. Sometimes, giving name system in India involves horoscope or the mapping planetary positions at the time of birth. That the horoscope is part of their life. In the northern of the country, every star is associated with a letter of the alphabet, and a kid‘s name begins with the alphabet of the letter of the constellation he/she is born under. Then the pet and good naming is the other system in India. That, everyone in India must have multiple names. The Indian culture related to naming, which cited on page 25-26 as follows;―Besides, there are always pet names to tide one over; a practice of Bengali nomenclature grants, to every single person, two names‖. In Bengali, it is known that there are two terms of names. They are Daknam that means a pet name, and Bhalonam that means a good name. Daknam/ pet name, literally, the name which one is called, by friends, family, and other intimates. Pet names are a persistent remnant of childhood, a reminder that life is not always so serious, so formal, so complicated. Then, every pet name is paired with a good name / bhalonam. This name is purposed for an identification in the outside world. Consequently, good names appear in an envelope, on diplomas, in telephone directories and all public places. It tends to 209 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 represent a dignified and enlightened quality. Pet names are never officially recorded, or only remembered and have no aspirations. They are usually silly, ironic, and onomatopoetic (Lahiri, 2003). It means that every name is perfectly has a meaning but Gogol and signs a daknam or bhalonam. It is an Indian culture that there are accepted when someone do not have any official name until they have to sign in school. However, it becomes a problem when they do the same thing in the foreign land. In this case, Gogol‘s family is an immigrant in America. Indian has its own culture. They also like to preserve it, but America cannot accept it. They are have different culture especially in giving name. American and most western countries defines name in two ways. It is first and last name. Different from Bengalis, bhaloman also consists of two names, which are categorize as first and last name also. This is what American cannot understand. ‗Mrs. Lapidus frowns. ―I‘m afraid I don‘t understand. Good name?‖‘(58). It seems like a rejection of American culture where there is only a name for someone. It is also proven that Ashoke and Ashima cannot accept the American way of calling someone through name. It is not reasonable that American do not appreciate other culture, but it is not an American custom. ―.. when Ashima and Ashoke see their son‘s pet name typed on the label of a prescription for antibiotics, when they see at the top of his immunization record, it doesn‘t look right; pet names aren‘t meant to be made public in this way‖(36).Taken from the novel and kindergarten/first year of elementary school tradition, there is the reason why Gogol loss his identity. ―There is a reason Gogol doesn‘t want to go to kindergarten. His parents have told him that at school, instead of being called Gogol, he will be called by a new name, a good name, which his parents have finally decided on, just in time for him to begin his formal education. The name ‗Nikhil‘ artfully 210 connected to the old.‖It is a common and a foundation for children to be confident after their name and imagining their future by name. People usually confident on mentioning their name and decided their job in the future will be. Yet confident, Gogol is confused of his own name. His parents said that Gogol is not his official name then he have to tell people that he has new name. He has no problem with his name when he was child until the coming new name. Cultural factors are very important in the quest for the identity and self, especially for immigrants. For Gogol, the American born Indian immigrant needs American names to be accepted in the society where he will grow up. For the first time their parents gives him name ―Nikhil‖ when he enters Yale as a freshman. It is also the first attempt for Gogol to reject the dual identity. Even the pet name ‗Nikhil‘ also derived from the father beloved Russian author ‗Nikholai‘. Being ‗Nikhil‘ is a kind of discovering his nobody. There will be no one knows his first name as the symbol of problem with his identity. He wants to connect himself with American society in line with having friends, a girl, and no more people laughing and mispronounce his name. Wearing ‗Nikhil‘, he does many activities without daring any bother with his name ‗Gogol‘. However, he gets a new dilemma since changing his name but, ―he does not feel like Nikhil‖ (Lahiri, 2003: 105). It is a kind of making a big wall between past and present. He seems like want to forget his old name since entering the college, but it does not that easy. When he comes home, he will be Gogol again. ―After eighteen years of Gogol, two months of Nikhil feels scant, inconsequential‖(Lahiri, 2003: 105). He hates everything that reminds him of his past and heritage. Gogol wants to blend in the American society, a society where he was born, and ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 grows up. He need to live unnoticed. Physically he is really an Indian, but by his name, he is neither American nor Indian. He struggles to be burdened on carrying two names. When he is ‗Nikhil‘ all American seem like accept him as him, but ‗Gogol‘ follows him everywhere. Until he met someone named Moushumi, a New York University student. At the end he marry Moushumi for some reasons of his parents. The question of name is continuing. Moushumi also has a problem with her name because of people mispronouncing her name. …―Moushumi argues that a name like hers is a curse, complains that no one can say it properly, that the kid of school pronounced it Moosoomi and shortened it to Moose. ―I hated being Moushumi I knew‖, she says‖…(Lahiri, 2003: 239).Being mispronounced by the society where she live brings her into someone else or being alienated. She also told that she experienced in a relationship with someone before Gogol and broken up after the mispronouncing her name because of different nationality. The nickname had irritated and pleased her at the same time. It made her foolish and makes her sounds like stranger for foreigner. So that the term as most people did also indicated that almost the whole American she pass through cannot pronounced the strange name she has. Therefore, does Gogol, Moushumi also has the same influenced by her name? When people are calling her as ‗Mouse‘, it seems like everyone wish her does her reason why they got divorced. A term ‗Mouse‘ means as if she gets to do what mouse does. Doing something secret like what she did with her ex-boyfriend Dimitri behind her marriage. One must not be excessively obsessed with one‘s cultural hereditary, because it is not something meaningless; rather, it is deep rooted in one‘s collective psyche. ISBN 978-602-73769-3-9 Conclusion It is not actually the literal name, which brings someone into certain problems. However, the society with its perception could accept the difference or not. At the end, the character shows that he proud of the name that assimilate the common sense in the society and at the same time, retaining parents‘ Indian heritage with ‗Nikhil Gogol Ganguli‘. In line with coping up with the situation to gain new identity which does not need a particular nationality and hence different from the old one. Lahiri has portrays the title ‗The Namesake‘ into another meaning which identically with identity and assimilation for immigrants. The character belongs to many cultures at once and identity may not be determined by national boundaries only. As locations change, identity can also change. Bibliography Ahmed, M. S. (2015). Names and Naming as Signs in Jhumpa Lahiri‘s The Namesake. IJELLH volume III. Anita Sharma, M. N. (2013). Identity Crisis in Jhumpa Lahiri‘s The Namesake. Language in India www.languageinindia.com ISSN 1930-2940 Vol. 13:. Cohen, R. (1997). Global Diasporas: An Introduction. Routledge. Heynes, J. (2008, June). 7 naming custom from the world. Retrieved from TESOL Blog: www.blog.tesol.org/7naming-customs-from-the-world/ Lahiri, J. (2003). The Namesake . Boston, New York: Houghton Mifflin Company . Nayar, A. (2003). A Story Told with Sensibility and Subtlety. The Sunday Tribune. Said, E. (1985). Orientalism. London: London University Press. 211 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 A BRIEF HISTORICAL SKETCH OF THE DEVELOPMENT OF THE NOTION OF COMMUNICATIVE COMPETENCE Endang Fauziati Universitas Muhammadiyah Surakarta Indonesia

Abstract The notion or definition of communicative competence has been constantly developing to adapt to the context of its use. The combination of the two words simply means competence to communicate (both verbally and in written form). The central word ―competence‖ has become a debatable issue in the field of general and applied linguistics. Its introduction in applied linguistics has been generally linked to Chomsky‘s view on a classic distinction between competence and performance which is similar to Saussure's concept of la langue and la parole. Based on Chomsky, Hymes proposed the notion of communicative competence which is believed to be broader and more realistic than competence. From then on the concept of communicative competence develops. Canale and Swain, Bachman, Bachman and Palmer, Celce-murcia et al. and Pawlikowska-Smith are among those who have concern on this concept. In general they are in agreement with the basic construct of communicative competence. And this paper briefly presents the development of the notion of communicative competence. Keywords: communicative competence, linguistic competence, sociolinguistic competence, strategic competence, discourse competence Introduction What is actually involved in learning a foreign language? What kinds of knowledge and skill to be mastered? The answer to these questions deals with language competence, that is, the knowledge of the language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situation in which they are used. It corresponds with Ellis‘s (1996: 74) statement that the goal of learning a foreign language ―is concerned with the ability to use language in communicative situations‖ and the point of language teaching is to help the students communicate or to develop what Hymes (1972) referred to as ―communicative competence‖. The idea of communicative competence in language teaching is not really new. It got its first popularity in the 1960s and 1970s when communicative approach was initially adopted. This approach could be said to be the product of educators and linguists who 212 were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They believed that students were not learning enough realistic, whole language; they were at a loss to communicate in the culture of the target language. This paper tries to provide a review on the kind of knowledge and skill needed to be mastered in foreign language learning, that is, the communicative competence. Linguists often emphasize different components in their description of communicative competence. This discussion will cover the categorization of the knowledge and skill involved in language use offered by different scholars such as Dell Hymes (1972), Canale and Swain (1980), Bachman (1980), Bachman and Palmer (1986) Celce-murcia et al. (1995), and Pawlikowska-Smith (2002). ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Hymes‘ Model The notion of communicative competence was first coined by Hymes‘ (1972) as a reaction to Chomsky‘s (1965: 4) notion of competence and performance. Hymes reacted to Chomsky‘s description of linguistic competence and linguistic performance with his description of communicative competence in 1971 (as cited in Savignon, 1991). In Chomsky's theory, linguistic competence is ―the speaker-hearer‘s knowledge of his language‖ (1965: 3). Speaker and hearer are defined as those ideal individuals in a completely homogeneous speech community. In other words, it is the unconscious knowledge oflanguages and is similar in some ways to Saussure's concept oflangue, the organizing principles of a language. Linguistic performance (the actual use of the language in concrete situation) refers to what we actually produce as utterances and is similar to Saussure's parole. However, Chomsky‘s description of language use was controversial, especially among sociolinguists since he was concerned with cognitive linguistics and so his description of linguistic performance was based primarily on a speaker‘s ability to produce grammatically correct sentences by using his or her preexisting knowledge of grammatical systems. Hymes was an anthropological linguist who was interested in expression within speech communities and the interaction between social norms and communication. For Hymes, communication was more than speakers‘regurgitations of grammar, ―how something is said is part of what is said‖ (Hymes, 1986: 41). In other words, speakers must have more than simply linguistic competence in order to successfully and appropriately communicate in any given situation. The ideal speaker-hearer simply does not exist, because a completely homogeneous speech community is simply non-existent. The language used for communication in society is full of varieties ISBN 978-602-73769-3-9 that competence must be coupled with performance. Hymes described Chomskyan linguistics as a ―Garden of Eden‖ view. For Chomsky, the focus of linguistic theory was to characterize the abstract abilities speakers possess that enable them to produce grammatically correct sentences in a language (Chomsky 1965: 3). According to Hymes such a view of linguistic theory was incomplete, that linguistic theory needed to be seen as part of a more general theory incorporating communication and culture. Thus, to the notion of competence Hymes (1972: 278) added the ‗communicative‘ element and described it as ―…rules of use without which the rules of grammar would be useless. Just as rules of syntax can control aspects of phonology, and just as rules ofsemantics perhaps control aspects of syntax, so rules of speech acts enter as a controlling factor for linguistic form as a whole‖. Hymes introduced the broader, more elaborated and extensive concept of communicative competence, which includes both linguistic competence or implicit and explicit knowledge of the rules of grammar, and contextual or sociolinguistic knowledge of the rules of language use in context. He argues that ―we have then to account for the fact that a normal child acquires knowledge ofsentences, not only as grammatical, but also as appropriate. He or she acquirescompetence as to when to speak, when not and as to what to talk to about with whom, when, where, in what manner‖ Hymes (1972: 277). Therefore, a person who acquires communicative competence acquires both knowledge and ability for language use with respect to the following components: (1) whether or not something is formally possible (grammaticality); (2) whether or not something is feasible (natural and immediately comprehensible or easily understood); for example, The cat that the dog chased died is feasible, in the intended 213 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 sense whereas This is the man that hit the dog that chased the cat that died is totally not feasible (Chomsky (1965: 10); (3) whether or not something is appropriate in relation to a context in which it is used; and (4) whether or not something is in fact done and actually performed. (Hymes, 1972: 281; Brumfit and Johnson, 1989: 14) Canale ans Swain‘s Model Canale and Swain developed theory of communicative competence based on Hymes‘work.Their initial framework was proposed in 1980 and included three main components: (1) grammatical competence: sentence-level semantics, morphology, syntax, and phonology; (2) sociolinguistic competence: socio-cultural rules of use, such as politeness and appropriateness, and rules of discourse including cohesion and coherence; and (3) strategic competence: the verbal and non-verbal communicative strategies a speaker uses to achieve a desired end result (Canale & Swain, 1980: 29 – 30). Canale later revised this framework in 1983 by breaking sociolinguistic competence into two separate components: (1) sociolinguistic competence (appropriateness of register, vocabulary and politeness norms) and (2) discourse competence (cohesion and coherence). The four domains of communicative competence in Canale and Swain‘s Model can be described as follows: (1) Grammatical competence or linguistic competence which refers to the ability to use the language correctly, how well a person has learned features and rules of the language. This includes vocabulary, pronunciation, and sentence formation. How well does the learner understand the grammar of English? Teachers call this accuracy in language use. According to Canale and Swain, grammatical competence is concerned with mastery of the linguistic code (verbal or non-verbal) which includes vocabulary knowledge as well as knowledge of morphological, syntactic, 214 semantic, phonetic and orthographic rules. This competence enables the speaker to use knowledge and skills needed for understanding and expressing the literal meaning of utterances. (2) Sociolinguistic competence which refers to the learner‘s ability to use language correctly in specific social situations – for example, using proper language forms at a job interview. Socio-linguistic competence is based upon such factors as the status of those speaking to each other, the purpose of the interaction, and the expectations of the players. How socially acceptable is the person‘s use of English in different settings? This competency is about appropriacy in using language. (3) Discourse competence which refers to the learner‘s ability to use the new language in spoken and written discourse, how well a person can combine grammatical forms and meanings to find different ways to speak or write. How well does the student combine the language‘s elements to speak or write in English? Teachers often call this ability the student‘s fluency. Canale (1983, 1984) described discourse competence as mastery of rules that determine ways in which forms and meanings are combined to achieve a meaningful unity of spoken or written texts. The unity of a text is enabled by cohesion in form and coherence in meaning. Cohesion is achieved by the use of cohesion devices (e.g. pronouns, conjunctions, synonyms, parallel structures etc.) which help to link individual sentences and utterances to a structural whole. The means for achieving coherence, for instance repetition, progression, consistency, relevance of ideas etc., enable the organisation of meaning, i.e. establish a logical relationship between groups of utterances. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 (4) Strategic competence which refers to strategies for effective communication when the learner‘s vocabulary proves inadequate for the job, and his or her command of useful learning strategies. Strategic competence is how well the person uses both verbal forms and non-verbal communication to compensate for lack of knowledge in the other three competencies. Can the learner find ways to compensate for areas of weakness? If so, the learner has communicative efficacy.These strategies include paraphrase, circumlocution, repetition, reluctance, avoidance of words, structures or themes, guessing, changes of register and style, modifi cations of messages etc. Bachman, Bachman and Palmer‘Model Bachman (1990) proposed the term communicative language ability (CLA) to replace the term communicative competence, claiming that this term combines in itself the meanings of both language proficiency and communicative competence. His theoretical framework included the following three components (Language Competence, Strategic Competence, Psychophysiological Mechanisms), each with several hierarchical subcomponents: (1) Language Competence a. Organizational Competence i. Grammatical competence: vocabulary, morphology, syntax, phonology/graphology ii. Textual competence: cohesion, rhetorical organization b. Pragmatic Competence i. Illocutionary competence: using and interpreting speech acts for specific functions (ideational functions, manipulative functions,heuristic functions, and imaginative functions) ii. Sociolinguistic Competence: sensitivity to dialect or variety,sensitivity to register, sensitivity to naturalness, cultural References and figures of speech (2) Strategic Competence: (the ‗capacity for implementing the components of language competence in contextualized communicative language use‘. The strategic competence included three steps: assessment, planning, and execution. (3) Psychophysiological Mechanisms: (neurological and psychological processes involved in the actual execution of language as a physical phenomenon.(Bachman, 1990, pp. 87 – 108) Figure 1: Bachman‘s Communicative Language Ability Grammatical comp Organizational Comp Textual comp Language comp. Illocutionary comp CLA Pragmatic Comp Sociolinguistic comp Strategic competence Psychophysiological mechanisms ISBN 978-602-73769-3-9 215 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 In 1996 Bachman and Palmer revisited this model and made minor changes. In their new model, Bachman and Palmer (1996: 67) use the term ‗knowledge‘ instead of ‗competence‘. They do not explain the change in terminology, stating only that ―the model of language ability that we adopt in this book is essentially that proposed by Bachman (1990) who defines language ability as involving two components: language competence, or what we will call language knowledge and strategic competence which we will describe as a set ofmetacognitive strategies. In short, Bachman (1990) and Bachman and Palmer (1996, 2010) seem conceptually equivalent, aside from differences in labels and minor changes in the description of strategic competence. The terminology in the works of Bachman and Palmer from 1996 and 2010 is more consistent with that used in other models than was the terminology proposed by Bachman (1990). Bachman & Palmer‘s model of language competence (2010) is undoubtedly multidisciplinary and complex in nature. The introduction of affective factorsis a major step in making the model quite complicated. Their conception can be briefly presented in the table below. Table 1: Bachman, Palmer‘Model‘s Bachman 1990 LANGUAGE COMPETENCE ORGANIZATIONAL COMPETENCE Grammatical competence - Knowledge of vocabulary - Knowledge of morphology - Knowledge of syntax -Knowledge of phonology/ graphology Textual competence - Cohesion - Rhetorical organization PRAGMATIC COMPETENCE Illocutionary competence -Ideational functions -Manipulative functions -Heuristic functions -Imaginative functions Sociolinguistic competence -Sensitivity to differences in dialects or variety -Sensitivity to differences in register -Sensitivity to naturalness -Ability to interpret cultural References and figures of speech STRATEGIC COMPETENCE Assessment Goal setting Planning Bachman and Bachman and Palmer 1996/2010 LANGUAGE KNOWLEDGE ORGANIZATIONAL KNOWLEDGE Grammatical knowledge -Knowledge of vocabulary -Knowledge of syntax -Knowledge of phonology/ graphology Textual knowledge -Knowledge of cohesion -Knowledge of rhetorical or conversational - organization PRAGMATIC KNOWLEDGE Functional knowledge -Knowledge of ideational functions -Knowledge of manipulative functions -Knowledge of heuristic functions -Knowledge of imaginative functions Sociolinguistic knowledge -Knowledge of genre (2010 only) -Knowledge of dialects/varieties -Knowledge of registers -Knowledge of natural or idiomatic expressions -Knowledge of cultural References and figures of speech STRATEGIC COMPETENCE Assessment / Appraising (2010) Execution Planning 216 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Celce-Murcia, Dornyei and Thurrell‘s Model In 1995 Celce-Murcia, Dornyei, and Thurrell proposed a communicative competence model which represents an elaboration of the previous models. The major issue in this model is its sensitivity to discourse competence. Celce-Murcia et al. (1995) give emphasize on the dynamic aspect of the model and indicates that the different components in the model interact with each other. They believe that ―It is not sufficient simply to list all the components…………; it is important to show the potential overlaps, interrelations and interactions, and to realize that discourse is where all the competencies most obviously reveal themselves. Discourse thus is the component in which (or through which) all the other competencies must be studied—and ultimately assessed—if one is concerned with communicative competence, which is not a hierarchical system of discrete competencies or abilities but a dynamic, interactive construct (Celce-Murcia et al., 1995: 145). Celce-Murcia‘s model of communicative competence provides a comprehensive view of linguistic and cultural issues that may affect students‘ academic performance. The model suggests that some components can be employed more effectively in the classroom situations and according to the communicative needs of the specific learner group. This model is meant to inform syllabus design in communicative language teaching which includes five competencies: discourse competence, linguistic competence, actional competence, sociocultural competence, and strategic competence. Discourse means stretches of language perceived to be meaningful, unified, and purposive (Cook, 1997: 6). It refers to the ability to interpret a series of sentence and the larger context and how suffice to construct longer stretches of language so that the parts make up a coherent whole. Richards (2001: 160) justifies that discourse ISBN 978-602-73769-3-9 competence refers to the interpretation of individual message elements in terms of their interconnectedness and of how suffice meaning is represented in relationship to the entire discourse or text. It includes cohesion, deixis, coherence, genre, and conversational structures. Linguistic competence is the domain of grammatical and lexical capacity (Richards, 2001: 160). It is the mastery of linguistic code, the ability to use grammar, syntax and vocabulary of a language. Brown (2000: 247) justifies that linguistic competence encompasses knowledge of rules of phonology, morphology, lexical items and syntax. Actional competence refers to ability to choose speech act or knowledge of language functions (e.g. expressing and finding out feelings, suasion, asking for and giving information, complaining, greeting and leaving, etc.) and knowledge of speech act sets. Just as linguists have tried to understand how speaker might be able to produce an infinitive number of sentences given a very finite set of rules for sentences, philosophers have tried to understand how an infinite number of sentences might a very finite set of functions (Hatch, 1994: 121). The philosophers reasoned that since the number of things we do with words is limited, we ought to able to assign function to utterances. Hatch presents system of functions including directives, commisives, representatives, declaratives, and expressives. Sociocultural competence refers to an understanding of social context in which communication takes place, including role relationships, shared information of the participants, and the communicative purpose for their interaction Richards (2001: 160). In other word, it can mean how sufficient to use and respond language appropriately, given the setting, the topic and the relationship among the people communicating. Here are 217 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 the points relating to sociolinguistic competence: Proper Topic, Non Verbal, and Cross Cultural Understanding. Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication. (Richards, 2001: 160). It is used to know how sufficient to recognize and to fix communication breakdowns, how sufficient to learn more about the language in context. In short, it is the competence underlying our ability to make repairs, to cope with imperfect knowledge, and to sustain communication through approximation, paraphrase/ circumlocution, repetition, hesitation, avoidance and asking for help, as well as shifts in register and style. The following are the strategic competences that the students may use: approximation, generalization, paraphrase, circumlocution, replacement, hesitation, avoidance, asking for Help, shifts in register and style. (Celce-Murcia, et al., 1995: 11-28). Their conception can be illustrated in figure below. 218 Figure 2: Celce-Murcia, et al.‘s Model of Communicative Competence Socio-cultural competence Discourse Competence Linguistic Competence Actional Strategic Competence (Celce-Murcia et al. 1995: 10) The chronological evolution model of communicative competence can be described through figures depicted by Celce-Murcia below, showing the sets of theories and the differences from other the previous model. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Pawlikowska-Smith (2002) Based on adaptation and synthesis of research on the acquisition of English as a second language and the previous research such as Bachman, 1990; Bachman & Palmer, 1996; Canale & Swain, 1980; Canale, 1983; and Celce-Murcia, et al., 1995, the Centre for Canadian Language Benchmarks developed an in-depth and operational model of communication proficiency for English as a second language.The framework is called Canadian Language Benchmarks (CLB) and was used as a companion to the earlier publication: Canadian Language Benchmarks 2000: English as a Second Language for ISBN 978-602-73769-3-9 Adults. It was called Canadian Language Benchmarksbecause the framework also included levels of performance that students must meet in order to be considered ―satisfactory‖ or ―adequate‖ in any of the competencies (Pawlikowska-Smith, 2002: 26). CLB is based on a functional view of language, language use, and language proficiency. Such a view relates language to the contexts in which it is used and the communicative functions it performs. The focus of CLB is on communicative proficiency in English as a second language. 219 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Communicative proficiencyis the ability to interact, express, interpret meaning, and create discourse in a variety of social contexts and situations (Pawlikowska-Smith, 2000: 5). The communicative proficiency consists of five distinct competencies with linguistic competence as one, yet fundamental, component of overall communicative proficiency. Linguistic competence is ―the knowledge of the formal code of language on how to combine the elements of grammar vocabulary and pronunciation to produce well-formed sentences.‖ (Pawlikowska-Smith, 2002: 10). It is the foundation of language teaching and builds the skills that allow CLB, academic and essential skill tasks to be performed.Critical elements include syntax, morphology, lexicon, phonology and orthography (Pawlikowska-Smith, 2002). The communicative proficiency in CLB consists of five distinct competencies, which look very similar to the competencies discussed earlier by Celce-Murcia, et al. (1995), as follows: (1) Linguistic Competence: syntax, morphology, phonology, orthography, and the lexicon; (2) Textual Competence: cohesion, coherence, deixis, genre structure, and conversational structures; (3) Functional Competence: humor, using language for a specific purpose (e.g. teaching, warning, self-expression, persuading, etc.); (4) Socio-cultural Competence: rules of appropriateness and politeness, idioms and figurative language, non-verbal communication, cultural knowledge and References, knowledge of social contexts and relationships; and (5) Strategic Competence: planning for effective communication in a given situation, avoiding difficulties in communication, and recovering from communication breakdowns (Pawlikowska-Smith, 2002: 8-23). Closing The question which always becomes the concern of foreign language practitioners is 220 what should be involved in learning a foreign language and the answer deals with language competence. Scholars agree to use the term communicative competence to refer to the ability to use the language correctly and appropriately to accomplish communication goals. Thus outcome of foreign language learning is the ability to communicate competently. The term communicative competence was first coined by Hymes‘ (1972) as a reaction to Chomsky‘s (1965) notion of competence and performance. Since then linguists provide explanation which often emphasize different components in their description of communicative competence, from Dell Hymes, Canale and Swain, Bachman, Bachman and Palmer, to Celce-murcia Dell Hymes. The latest construct by Celce-Murcia is motivated by practical goal in language teaching. Based on adaptation of previous research, the Centre for Canadian Language Benchmark developed an operational model of communication proficiency for English as a second language, called Canadian Language Benchmarks (CLB). Bibliography Bachman, L.F. 1990. Fundamental Considerations in Language Testing. Oxford: OUP. Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Massachusetts: The M.I.T. Press Bachman, Lyle F.; Palmer Adrian S. 1996. Language Testing in Practice. Oxford: OUP Canale, M. (1983). From communicative competence to communicative language pedagogy. In J.C. Rithards & R. W. Schmidt (Eds.). Language and communication. New Yolk: Longman. Canale, M & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Celce-Murcia, M., Dörnyei, Z. & Thurrell, S. (1995) Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics 6(2), 5-35. Retrieved from http://escholarship.ucop.edu/uc/item/2 928w4zj#page-1, on April, 7th 2012. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press. De Saussure, F. (1986). Course in general linguistics (3rd ed.). (R. Harris, Trans.). Chicago: Open Court Publishing Company. (Original work published 1972). p. 9-10, 15. Ellis, R. (1996). SLA and language pedagogy. Studies in Second Language Acquisition, 19, 69-92 Fulcher, Glenn; Davidson, Fred. 2007. Language Testing and Assessment. London: Routledge. Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J.(Eds.), Sociolinguistics, ISBN 978-602-73769-3-9 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd. Pawlikowska-Smith, G. (2002). Canadian language benchmarks theoretical framework[Electronic version]. Canada: Centre for Canadian language benchmarks, 1-108. Richards, J. C. (2001). The language teaching matrix. Cambridge: Cambridge University Press Savignon, S. J. (1983). Conanunicative competence: Theory and classroom practice. Reading, MA: AddisonWesley Schachter, J. (1990). Communicative competence revisited. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency. New York: Cambridge University Press Savignon, S. J. (1972). Communicative Competence: An Experiment in Foreign-LanguageTeaching. 221 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 SOME SYMBOLS ON THE SECRET GARDEN BY FRANCES HODGSON BURNETT (Semiotic approach) Endang Susilowati Akper Ngudi Waluyo Ungaran

Abstract This research entitled is some symbols on The Secret Garden by Frances Hodgson Burnett; semiotic approach. It talks about a young girl, Mary Lennox whose parents died in India because of cholera. She had to live with her uncle in Liverpool, England. She was a brave girl with passion and ambition. She gave influence to her uncle‘s home by finding secret garden of her death auntie. Symbol is a person or concepts that represents, stands for or suggest another idea, visual image, belief, action of material entity. This study uses semiotic approach to analyze The Secret Garden especially about the symbols that the writer used. The result shows that some symbols on this novel such as a young female character, a sick boy and garden are totally supported the whole story. Burnet wanted to explore her experience while she was a kid through her novel. As a female writer, she often spent her time for gardening and it‘s influenced her style of writing. Keywords - symbols, the secret garden Introduction Literature can‘t be separated from human life. Wellek and Warren (1976) explained that literature is a social institution, using as its medium language, a social creation. Such traditional literary devices as symbolism and meter are social in their very nature. Every literature uses symbol that has its own meaning. Those symbols have to be interpreted by the readers and it depends on how they can understand it. Novel as one of literary work has its own symbols as the authors use to explore their idea. These symbols will be understood by the reader. In the novel The Secret Garden by Fraches Hodgson Burnet tells about Mary Lennox whose parents died in India because of cholera. She had to live with her uncle in Liverpool, England. She was a brave girl with passion and ambition. She gave influence to her uncle‘s home by finding secret garden of her death auntie. She could change his uncle‘s house situation and gave new life for her new environment. 222 Based on this idea, the writer had questions about why the author used a female little girl as the first character in her novel and what symbols that can be found in this novel. This research‘s goal is to answer the writer questions by using semiotic approach Methodology Pradopo (2003: 119) says that the semiotic is the science of signs. Science assumes that the phenomenon of social / community and culture is a sign. The semiotic studies the systems, rules, and conventions that allow the signs mean. In the field of literary criticism, semiotic research includes the analysis of literature as a use of language that relies on (specified) Additional conventions and examines the characteristics that cause a variety of ways discourse has meaning. Signs not only one kind , but there are some that are natural based on the relationship between the signifier and signified. The types of main sign is an icon, an index, and symbol. (Pradopo, 2013: 120). ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Still according to Pradopo (2013: 120) symbol is a sign that indicates there is no natural relationship between the signifier with signified, the relationship is the arbitrater. Sign meaning is determined by the conventions that exist in society. In line with Pradopo, Nurgiyantoro (2005: 42) says the sign in the form of a symbol includes a variety of things that have convention in society. Between the sign and the object has no similarity or proximity relations, but are formed because of the deal. For example various limb movements, colors and languages. Language is a symbol of the most complete because it serves as a means to think and feel. Wellek and Warren (1956, 188-189) said that in literary theory, it seems desirable that the word should be used in this sense: as an object which refers to another object but which demands attention also in its own right, as presentation. Dalam penelitiannya tentang Analisis symbol dalam cerpen Hills Like White Elephants,di dalam blognya http://bungpangles.blogspot.co.id/ Iqbal (2013) says that in literature we have to distinguish the symbols and symbolism in literature. Symbol will be interpreted differently by each person depending on how the reader to interpret the symbol. Besides revealing the symbol, literature itself is a symbol of cultural verbal correspondence and implies a certain value Discussion Why the author used female little girl as the first character The literary work cannot be separated from the author. Through his work the author tries to reveal his thoughts and others life experiences. It‘s also happened to France Hodgson Burnett. As a famous author whose works are well known, she also reveals the story of her life through some of the novels that he has made. ISBN 978-602-73769-3-9 France Hodgson Burnett besides known as the author of stories for adult, it is also known as an author of children's stories. Throughout her life, she really wanted a daughter. But she did not have a daughter and in her second pregnancy, she hoped to birth a daughter but she gave birth a boy and then she treated like a daughter to lengthen her hair and tied it . It was by Burnet told in her novel Little Lord Fauntleroy . So it is not surprising that in her novel The Secret Garden , it also shows the figure of a brave girl named Mary Lennox . a 10 -year old girl who survived even though she wasleft alone in her parents ‗bungalow. Her parents was died because of cholera. ‗Barney!‖ he cried out. ‗There is a child here! A child alone! In a place like this! Mercy on us, who is she?‘ ‗I am Mary Lennox,‘ the little girl said, drawing herself up stiffly. She though the man was very rude to call her father‘s bungalow ‗A place likethis!‘ ‗I fell asleep when everyone had the cholera and I have only just wakened up. Why does nobody come?‖ (Burnett,2012 : 11) Some symbols on the Secret Garden a. Child As the writer mentioned above, the first character of this novel is child whose name is Mary Lennox. Child is the symbol of freedom and no fear. It‘s also reflected on Mary‘s character. She had no fear and she had freedom to do anything she wanted as she wasn‘t dangerous. It‘s mentioned by Mr. archibal Craven when Marry wanted to plant seeds. ― You could not do any harm, a child like you! You may do what you like.‖ (Burnett, 2012 : 128) 223 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Mary was also a brave child. She wanted to find the crying voice that she often heard and everybody hide it from her. ‘I am going to find out what it is,‘ she said. ‗Everybody is in bed and I don‘t care about Mrs Medlock-I don‘t care!‘ (Burnett, 2012 : 134). Finally she could find it and it was Colin‘s cryingMr. Craven‘s son. b. Women character Women are the symbol of affection; attention; and gardeners. It is in the characterof Mary Lennox, and Mr. Craven‘s wife. Both of them equally enjoyed gardening. It is as expressed by Mr. Craven ―You can have as much earth as you want,‘ he said. ‗You remind me of someone else who loved the earth and things that grow. When you see a bit of earth you want,‘ with something like a smile, ‘take it, child, and make it come alive.‘ (Burnett, 2012 : 129) c. The children The children are symbol of new generation. After the parents died so the children will continue the life. There are three children that really took a place in this novel. they are Mary Lennox, Colin and Dickon. As the children, they have different characters but they could bond friendship and could change their environment. Burnett said about new generation thorough Colin when he said after his father away so he would replace him and continued his business. ―I‘m your master,‘ he said,‘ when my father is away. And you are to obey me This is my garden. Don‘t dare to say a word about it!...‖(Burnett, 2012 : 129) d. The Secret Garden The secret garden is the symbol of love; place with full of beauty. In this novel is told 224 that this garden was never opened since 10 years after Mrs. Craven died because of falling tree when she was there. Mary found this key after buried for 10 years. She could find this garden because of the bird show her the way to this garden. It was the place that Mr. and Mrs. Craven spent their day together and nobody could disturb them. This garden was the witness how much Mr. Craven loved her wife. This garden also gave new spirit for Colin. He spent his time to learn for walking. ―…It was the garden that did it- .‖ ―…Aren‘t you glad, father?‘ he ended. ‗Aren‘t you glad? I‘m going to live for ever and ever and ever!‘ (Burnett, 2012 : 129) Conclusion Literature as a media for the authors to express their creative ideas cannot be separated from the author‘s life. It was seen from Frances Hodgson Burnett‘s novel that shows the character of young girl who was brave because during her life, the authors really wanted have a daughter. There are some symbols in this novel. Those are child is symbol of freedom and no fear; women character is symbol of love, affection and gardener; the children are the symbol of new generation; and the secret garden is the symbol of love, and place with full of beauty. Bibliography Burnett,Frances Hodgson.2012. The Secret Garden, Germany: Award publication Limited. Eagleton, Terry. 1983. Literary Theory An Introduction, England: Busil Buewell Publisher Endraswara, Suwardi. 2003. Metodologi Penelitian Sastra; Epistemologi Model Teori dan Aplikasi. Jogjakarta: Pustaka Widyatama Igbal. 2013. Analisis symbol dalam cerpen Hills Like White Elephants,di dalam ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 blog http://bungpangles.blogspot.co.id Nazarudin, Kahfie. 2015. Pengantar Semiotika, Yogjakarta : Graha Ilmu. Nurgiyantoro, Burhan. 2005. Teori Pengkajian Fiksi, Yogjakarta: Gadjah Mada University Press. Pradopo, Prof. Dr, Rachmat Djoko Pradopo. 2003. Beberapa Teori Sastra, Metode ISBN 978-602-73769-3-9 Kritik, dan Penerapannya, Yogjakarta : Pustaka Pelajar Teeuw, A. 2003. Sastera dan Ilmu Sastera, Jakarta: PT. Dunia Pustaka Jaya. Wellek, Rene dan Austin Warren. 1976. Theory of Literature. Great Britain: Cox and Wayman 225 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 THE USE OF GROUP WORK STRATEGY IN CLASSROOM MANAGEMENT OF LANGUAGE HOUSE TEFL IN PRAGUE Ernidawati English Department of Graduate Program of Semarang State University Semarang, Indonesia

Abstract This paper is aimed to analyze the use of group work strategy to manage teaching learning English in the classroom. It is a case study of groupwork strategy in classroom management of language house TEFL in Prague. The subject of this study is the teacher and the students of language house TEFL in Prague. The object of this study is group work strategy in classroom management. Classroom management strategies focus on implementing strategies on how students should behave in the classroom, the expectations in the classroom, and how to make the classroom as structured and predictable as possible to avoid disruptive behaviors.The writer focuses on the teacher‘s strategy in managing the classroom by observing the teaching learning process.The writer collected and analyzed the data by using field note and observation sheet. The data is analyzed based on the activities from video of teaching learning process language house in Prague. The result showed that the group work strategy is effective to be applied in the classroom of language house TEFL in Prague. It is hope that this group work strategy can be used by other teacher in dealing with the students in the classroom. Keywords - Group work strategy, classroom management, TEFL Introduction English is an international language. It is used for many aspects such communication, economics, education, etc. It is taught in the classroom from beginner level up to advanced level. It is taught in the country which is the first language is not English or usually called by Teaching English as a Foreign language (TEFL). Classroom management is a way how teachers manage the classroom to make teaching learning process can run smoothly. Brown (2000:192) states, ―...what we call classroom management, which encompasses an abundance of factors ranging from how you physically arrange the classroom, to teaching ‗style‘ to one of my favorite themes:classroom energy. the result of the students‘ achievement. A good classroom management is necessary to make positive environment to maintain effective condition of teaching learning process. To achieve this condition, the teachers should plan their lessons, teaching and learning materials, and also serve supporting atmosphere. Feldman (in Ali et.al, 2012:175) considers that classroom management does not only relate to management of students‘ behavior but also to lesson planning of teacher, organizing of the materials, controlling of behaviors, goal based learning process, supportive atmosphere and maintaining a highly effective teaching and learning experiences within classrooms. It is also supported by Tan, Parson, and Sardo-Brown (in Ali et.all, 2012:174). Teachers need strategy to manage the classroom. The strategy which is used by the teachers to manage the classroom will effect ―classroom management refers to all those essential activities which are highly 226 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 necessary not only to create but also to maintain a supportive and orderly atmosphere. It includes planning and preparation of teaching and learning materials, organization of the materials, decoration of the classroom, creation of expectation, and establishment and enforcement of rules and routines in the classroom.‖ There are some obstacles to achieve this condition such as disruptive behavior. Lotan (in Evertson and Weinstein, 2006:526)says that strategies for classroom management have been derived from an individualistic for correcting and preventing disruptions caused by the difficult students. Brown (2000:177) cites that group work is a generic term convering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and self-initiated language. Language house TEFL in Prague implemented group work strategy to manage the classroom. It is hope that group work strategy can be implemented by other teacher in dealing with the students the classroom to make positive environment of learning. Methodology The subject of this research is the teacher and the students of language house TEFL in Prague. It is the intermediate level of students. The writer chooses teaching learning English of language house in Prague because the teacher can manage the classroom well So, the writer hopes the other teacher can use the same strategy of classroom management in teaching English as a foreign language. The writer implemented a case study as a method of the research. Cohen (2007:253)says that a case study is a specific instance that is frequently designed to illustrate a more generalprinciple. In here, the writer use purposive sampling. According to ISBN 978-602-73769-3-9 Cohen (2007:114), in purposive sampling, the researchers handpick the cases to be included in the sample on the basis of the particular characteristics being sought. the students in language house TEFL has been chosen as the research is studying by using group work strategy in the classroom. The data was collected by using observation sheet and field note. In this study, the data was analyzed based on Miles and Huberman (1994) which the steps are data collection, data reduction, data display, and conclusion drawing. Data collection means that collecting the data from the observation of video teaching learning process in language house TEFL in Prague. Data reduction refers to the process of selecting the data, choosing the main issues and reduce unimportant issues. In data display, the data from data reduction is displied to do further analysis. Conclusion drawing involves stepping back to consider what the analyzed data. It was hoped that research questions can be answered in the conclusion drawing. Finding and Discussion From the observation conducted during the classroom, there are some findings related to group work strategy in classroom management. Teaching learning English at language house in Prague implemented groupwork strategy to manage their classroom activity. As Feldman ( in Ali et.al, 2012:175) says that classroom management does not only relate to management of students‘ behavior but also to lesson planning of teacher, organizing of the materials, controlling of behaviors, goal based learning process, supportive atmosphere and maintaining a highly effective teaching and learning experiences within classrooms. In here, the teacher of language house in Prague made lesson plan and organizing the material before he taught the students. It can be seen that there is lesson plan that is attached in the video and he also prepaired 227 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 teaching material by served some printing material to the students in the discussion session. The teacher taught English suitable with the the teaching activity in the lesson plan like the teacher greeted the students attractively. By greeting the students attractively, the students will have good impression to learn in the classroom. After that, the teacher leads the material with demo. It make the students can image like the real happened in the daily life. The teacher explained the material about past modal. The teacher implemented one of strategy to maintain the atmosphere in the classroom. He used group work strategy. Brown (2000:177) cites that group work is a generic term convering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and self-initiated language. In here, the teacher asked the students to make the group after he explained the material to practice what they have learnt. Group work strategy have advantages to be applied in English language classroom. The advantages of group work strategy according to Brown (2000:178) are 1). Group work generates interactive language. It means that group work helps the students to have many opportunities to speak. In here, the teacher explained about past modal grammar, after that he asked the students to practice speaking in a group. In group work, the students will have opportunities to practice speaking using past modal. 2). Group work offers an embrancing affective climate. It means that group work is the security of a smaller group of students where each individual is not to starkly on public display. In here, group work can solve the problem faced by the student who is shy to speak. The teacher sometimes threw the small ball which is made from paper to the students in a group to maintain an affective climate in the classroom. So, all of the students will have opportunities to speak up 228 and the teaching learning activity can run smoothly. 3). Group work promotes learner responsibility and autonomy. It means that group work places responsibility for action and progress upon each of the members of the group somewhat equally. It is difficult to hide in a small group. So, the students should responsible to do their job. 4) group work is a step toward individualizing instruction. Every students in the classroom has needs and abilities that are unique and different. So, with a small group can help the students with varying abilities to accomplish separate goals. The teacher can recognize the individual differences by careful selection of small groups and by administering different tasks to different groups. In teaching learning process of language house TEFL in Prague, the teacher give the tasks with different topic to the group. During the discussion of the groups, the teacher went around to check the difficulties, he monitored the groups, and gave feedback to the students. In here, the students were involved in every steps of activity. It was started from invited to make groups up to present the material in the classroom. Group work strategy is also has disadvantages to be implemented in the classroom. Harmer (2003:117) says that disadvantages of group work are: 1) it is like to be noisy. In here the teacher should monitors the group to make the discussion can run smoothly without disruptive behaviour. 2) not all students enjoy it since they would prefer to be focus of the teacher‘s attention. Some of the students of language house TEFL in Prague seemed not enjoy the activity in the classroom. It can be seen from their expression in the video when they should practice the material. 3) individuals may fall into group roles that become fossilised, so that some are passive whereas others may dominate. 4) group work can take longer to organise. The teaching learning video of language house TEFL in Prague ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 passed the process of editing, so the the writer can not analyze how the teacher organised the group in real situation. The strengths of the classroom management which is implemented in language house TEFL in Prague are : 1) the teacher greeted the students attractively. In here the teacher wants to build learning motivation of the students. So, the students will have a good impression. 2) teacher leaded the material with demo. In here the teacher practiced the material with his body language. He practiced as the real situation. 3) the teacher went around to check the difficulties. When the students did the discussion, the teacher monitored the group discussion and gave feedback to them. 4) The teacher gave chance to other students to answer the questions. In here, the students have equal opportunities to practice the material. He threw the ball from paper to the students to speak up. It is in order to maintain the positive condition of the classroom. The classroom management in language house TEFL in Prague beside have the strengths, it also has weakness. The teaching learning activity can run smoothly although there are some of the students did not enjoy the classroom activity. They felt shy to practice the material in the classroom. Conclusion Based on the discussion above, it can be conclude that the teacher of language house ISBN 978-602-73769-3-9 TEFL in Prague implemented group work strategy to manage the classroom. Group work strategy can help the students to have equal opportunities to practice the material although some of them did not enjoy the activity. Managing the classroom is not only to create, but also to maintain a good atmosphere of the classroom to make teaching learning process can run soomthly. Bibliography Ali, Farman, et.al. 2012 . Teacher‘s Perceptions of Classroom Management, Problems and its Solution. International Journal of Business and Social Science. Vol. 3 Brown, H Gouglas. 2000. Teaching by Principles.Longman:Pearson Education Limited. Cohen, Louis et al. 2007. Research Methods in Education. London: Routledge Falmer. Harmer, Jeremy. 2003. The Practice of English Language Teaching. Longman: Pearson Education Limited. Miles, M. B and A. M Huberman. 1994. Qualitative Data Analysis.California:SAGE Publication Inc. TEFL, The Language House. 45 Minutes Lesson Demo Past-Modal Intermediate. Retrieved on March 24th, 2016 from www.thelanguagehouse.net 229 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 CLASSROOM MANAGEMENT STRATEGIES IN AN EFL CLASS Eva Fitriani Syarifah English Education Department Universitas Majalengka, UNMA Indonesia

Raynesa Noor Emiliasari English Education Department Universitas Majalengka, UNMA Indonesia

Abstract In a foreign language context, classroom management is very important to be considered by the teachers since the target language is taught mostly in classroom. However, managing classroom is not an easy task to do. Most of teachers think it is difficult because they need to organize the class, deal with students‘ behavior and manage the time. Taking the issues above into account, this research was conducted to find out strategies in managing EFL classrooms applied by a teacher and to investigate students‘ perception toward the strategies applied. It employed qualitative research design and involved an English teacher and one EFL class as the subjects of the study. In order to gain the expected data, classroom observation and interviews were conducted. The data analysis applied Burden‘s categories (1995); Teaff (2007) as cited in Fargianti (2012). This study indicated that there were seven strategies used by the teacher in managing an EFL classroom. In addition, the data gained from interviews indicated that students showed positive perceptions toward the strategies applied by the teacher. Based on the result of the study, it is recommended that teachers need to be more aware in managing the classroom and they may use strategies to manage the class. Keywords - classroom management strategies, efl classroom Introduction Generally speaking, in a foreign language context, English is taught mostly in classroom. Thus, managing classroom should be taken into account by teachers to start with in order to help students acquire the target language.Gebhard(2009)states that classroom management is needed to create a good atmosphere so the students make progress in learning English. In addition, Calderon (1998) argues that classroom management is important because it can determine the teaching and learning success. Lack of teachers‘ awareness of the importance of classroom management may contribute to the failure of learning English. Some of the teachers think that presenting good materials is enough to help the students 230 acquire the target language. Based on the observation and survey, they only focus on what they are going to teach instead of classroom management is not a priority and being neglected. Taking the problems above into account, it seems that teacher needs to consider classroom management strategies that may help the students acquiring English as target language. Therefore, this research is attempted to investigate classroom management strategies in EFL classroom. Therefore, this research tries to find out the strategies applied by a teacher in managing EFL classroom. Furthermore, it also investigates students‘ perceptions toward the implementation of it. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 There are many strategies that can be implemented by the teachers in managing EFL classroom. Some of the strategies can be categorized into physical environment, psycho-social management and classroom activities management (Lurie et. al 2000). Teachers can start managing the classroom by applying several strategies based on their needed. First, physical environment, one of the strategies is by managing seating arrangements (Brown, 2001). It is supported by research conducted by Zerin (2009) about the seating arrangements in ESL classroom.Second, to manage the classroom teachers need to have a good relationship with students.Third, to manage activities in the classroom, teachers need to consider several strategies on how to manage students‘ activities whether they work in pair, group or individual, monitoring the activities and managing the time (Harmer, 2007b). Referring to the problem, the theories, and the related research discussed above, this research would like to try to investigate classroom management strategies applied by the teacher in EFL classroom. This research also tries to find out the students‘ perceptions toward the implementation of it. By doing this study, it is expected to find out effective techniques in managing EFL classroom. The result of research is expected to give significance to the development of teaching and learning English to EFL students. Theoretically, the result of this research can provide an additional literature in classroom management. Last but not least, practically, the results of the research lead to a description of the teacher‘s way in applying classroom management strategies in junior high school students. It is also expected can raise the teacher‘s awareness on the importance of classroom management. ISBN 978-602-73769-3-9 Methodology This research employed a descriptive qualitative research design since it focused on the investigation of classroom management strategies applied by an English teacher as well as the students‘ perceptions toward the implementation of classroom management strategies. This research was conducted in a Junior high school in Majalengka. The selection was based on accessibility in terms of permission and location. An English teacher and one EFL class served as respondents. There are 27 students in the class. The teacher was purposively chosen based on consideration that he has appropriate educational background and many experiences in teaching English. Therefore, it was assumed that the observedteacher has good understanding in classroom management. In collecting the data needed for this research, two instruments were used; they were classroom observation and interview. Data obtained from observation and interview then transcribed,categorized, and interpretedbased on related theoritical framework. Findings and Discussion Teacher‘s classroom management strategies in EFL classroom Classroom observation and teacher‘s interview were employed to find out classroom management strategies applied by the teacher. Classroom observation sheet and interview questions were adapted from Burden (1995), Teaff (2007) and Fargianti (2012). Those seven strategies are classified into three areas namely physical environment, psycho-social management, and classroom management activity. Physical Environment In this research, physical environment is concerned with seating arrangement strategy applied by the teacher. Based on the classroom observation, the teacher used two 231 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 types of seating arrangement namely orderly rows and separated table type. The teacher used separated table because the teacher designed the activities for group work. As stated by Harmer (2007b)this kind of seating arrangement enables students to have group work effectively. The teacher used both orderly rows and separated table type. From the classroom observation, it can be seen that teacher used orderly rows seating arrangement to discuss students‘ homework first before move to the activities or to ask the students to work in pair. Supported by Harmer (2007b)who says this kind of seating arrangement is suitable for some certain activities such as discussion, presentation, watching films or videos, using board, explaining grammar points, etc. However, whenever the teacher asked the students to work in group they changed the seating arrangement into separated table.This result also supported byZerin (2009) who investigated that of seating arrangements should be designed based on activities conducted. Psycho-social Management Psycho-social Management focuses on three areas namely establishing rules, giving praise and providing feedback. Establishing Rules To manage the class effectively some rules need to be established (Qinglan, 2004). In line with that Evertson and Harris (1992) reported that one of the elements that should be considered by teachers to manage the classroom effectively is by establish rules. The teacher used their own rules to manage the classroom. Some rules were established such as students should listen to their teacher or friend, use dictionary while working in group, do not wear hat in the classroom, or even establish rules for playing game. 232 The excerpt indicates that rules should be created in short, simple and reasonable (Henson and Eller, 1994 as cited in Fargianti 2012). According to the classroom observation and interview the teacher has awareness about the importance of giving praise. He used some positive words such as ‗good‘, ‗excellent‘ or ‗very good‘ and also used gesture such as clapping hand or smiling. In line with that, Scott & Ytreberg (1990) explains that giving positive words such as excellent, great, good, perfect, very good, etc and doing gestures such as thumbs up, clap hands, and smile as praise given to students will make them realize that they did a great job. And from the interview it also can be seen that teacher tried to appreciate students by giving praise. Providing Feedback Qinglan (2004) believes that feedback is very crucial in language learning process. According to Harmer (2007a), feedback can be done orally or in written form. According to the observation the teacher gave feedback orally to give correction for students‘ mistakes in term of misconception, mispronunciation or spelling error. Feedback usually addressed to student individually. In line with Qinglan (2004) who states that feedback can give reflection for the students about what they had done. Analyzing from the observation and interview result, it can be concluded that the teacher was aware of the function of feedback. Classroom Management Activity The classroom management activity focuses on three areas namely managing individual, pair, and group work for classroom activities; monitoring activities; and managing time for classroom activities. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Managing Individual, Pairs, and Groups for Classroom Activities The data from observation showed that the teacher had several strategies in managing classroom activities. Sometimes, he put the students in a group during activities, asked the students to work in group and pair, and sometimes asked the students to work individually. It is supported byHarmer(2007b) who states that group work give students chance to be independence because they work without teacher‘s control every time, they may take their own decision and they also can work without pressure of the whole class. According to the interview the teacher divide students into a group randomly or by choosing a leader for each group then the members were selected randomly. Gebhard (2009)says that students grouping can be done by selecting students according to their characteristics and abilities, asking the students to decide their own partners, grouping the students by gender, or grouping them randomly. Monitoring Activities Monitoring is important to check whether the students do their task or not. Based on the observation, the teacher used circulating, supporting, asking question and scanning techniques. The teacher used different techniques in monitoring students‘ activities. So, the evidence above showed that the teacher monitor the students activity in several ways. In line with that, Nicholls (1999) as cited in Fargianti (2012) says that monitoring activities can be done by several techniques such as scanning, circulating, making eye contact, asking questions, using space, supporting, changing activity, encouraging individuals, and acting. Managing Time for Classroom Activities Time management is important to be considered by the teacher. According to the observation, the teacher said time limitation explicitly to the students. Sometimes he asked the student whether they have finished ISBN 978-602-73769-3-9 doing the task or not.Lurie et al (2000) states that teachers need to say time limitation explicitly. Supported research was conducted by Evertson and Harris (1992)reported that there were several elements should be considered by the teacher to manage the classroom effectively one of them is use time effectively. Considering the data taken from classroom observation and interview, it can be concluded that the teacher used several strategies in managing their classroom. The strategies covered seven aspects: seating arrangements, establishing rules, giving praise, providing feedback, managing classroom activities including grouping, pair, individually, monitoring activities and managing time. Students‘ Perceptions towards Teacher‘s Classroom Management Strategies Interview was conducted to find out students‘ perceptions toward teacher‘s classroom management strategies. There were nine students involved in the interview as the respondents. Physical Environment Based on the interview result, all of the students like orderly row better than separated table. They felt more comfortable and accustom with orderly rows seating arrangement.In this case, usual seating arrangement refers to orderly rows. In line with thatHarmer (2007b)says that this kind of seating arrangement enables both teacher and students can see each other clearly and have eye contact. Psycho-social Management Psycho-social Management covers three strategies applied by the teachers namely establishing rules, giving praise and providing feedback. 233 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Establishing Rules All of the students felt no worries about the rules. They thought the rules did not decrease their motivation. They all agreed if their teacher established several rules in classroom.In line with that Qinglan (2004) says that to manage the class effectively some rules need to be established. Giving Praise All of the students felt happy whenever the teacher gave them praise. They felt appreciated. Moreover, praise also can decrease students‘ inappropriate behavior (Partin et al 2010) Providing Feedback The students thought that teacher‘s feedback is very important to help them to do better.Through feedback the students expected to have self reflection. It is supported byQinglan et al (2004)who states that feedback can give reflection for the students about what they have done. Classroom Management Activity In managing classroom activities, teachers employ several strategies including students‘ grouping, monitoring activities and managing time. Managing Individual, Pairs, and Groups for Classroom Activities Some of the students like to work in group and some of them like to work in individually. It is very natural when the students prefer to work individually rather that in group and vice versa. As stated by Harmer (2007b)individual work may allow the students to work at their own speed. However, group work also enhances the students to learn cooperatively and independently. Gebhard (2009)postulates that students grouping can be done by selecting students according to their characteristics and abilities, asking the students to decide their 234 own partners, grouping the students by gender, or grouping them randomly. Monitoring Activities Monitoring activities should be considered by teachers to make sure that everything goes well. Through the students‘ interview it can be found that the respondent teacher always monitors their students. The students thought that it was helpful for them. Monitoring can be done through several techniques such as scanning, circulating, making eye contact, asking questions, using space, supporting, changing activity, encouraging individuals, and acting (Nicholls, 1999; as cited in Fargianti 2012) Managing Time for Classroom Activities Some students felt that it is important for the teacher to say time limitation explicitly while some of them did not feel that way. As stated by Harmer (2007a) that each student has their own speed therefore the teachers need to set time limitation by considering those factors. In conclusion, the result from the students‘ interview indicated that they felt at ease with the strategies applied by the teacher. Conclusion and Recommendation This research indicated that classroom management strategies are needed to manage the class well. The data gained from observations and teacher‘s interview showed that teacher applied several strategies to manage classroom namely seating arrangement, establishing rules, giving praise, providing feedback, students grouping, monitoring students‘ activities, and managing time. As results, the strategies are useful to manage the classroom effectively.In addition, the data gained from students‘ interview indicated that most of students have positive perceptions toward the classroom management strategies applied by the teachers. It is found that students felt appreciated when the teacher gave them praise and they felt at ease in the classroom. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Bibliography Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). New York: Pearson Education. Calderon, M. T. F. (1998). Effective Classroom Management. Retrieved from http://www.cfopso.org.ph/pdf/10thco nferencepresentation/1_Effective_Cla ssroom_ManagementDr_Calderon.pdf. Evertson, C. M., & Harris, A. (1992). What We Know about Managing Classroom. Educational Leadership, 74–78. Fargianti, Yusti. (2012). A Teacher‘s Classroom Management Strategies on the Teaching English to Young Learners. Bandung: UPI. Gebhard, J. G. (2009). Teaching English as a Foreign or Second Language (Second Edition). USA: The University of Michigan. Harmer, J. (2007a). How to Teach English (2nd ed.). China: Pearson Education Ltd. ISBN 978-602-73769-3-9 Harmer, J. (2007b). The Practice of English Language Teaching. Malaysia: Pearson Education. Lurie et al. (2002). Classroom Management: A California Resource Guide. California: Lacoe. Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Failure, 54(3), 172–178. Qinglan, L., Junyan, W., & Shongshan, H. (2004). Effective Classroom Management in Young Learner English Teaching. Retrieved from http://www.eltchina.org/pastversion/l w/pdf/liqinglan.pdf Scott &Ytreberg. (1990). Teaching English to Children. London: Longman. Zerin, S. (2009). Classroom management: Seating Arrangements in ESL Classrooms. BRAC University, Dhaka. 235 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ANALYSIS OF PARATAXIS AND HYPOTAXIS CONSTRUCTION OF THE STUDENTS‘ WRITTEN TEXTS Farikah English Department Tidar University (Universitas Tidar, Magelang)

Abstract This study aims at analyzing parataxis and hypotaxis construction of the students‘ written texts. Taxis refers to the dependency status of the clause in a clause complex. This discourse analysis will investigate the types of taxis construction and the tendencies of the students in applying taxis construction in their written texts. The unit analysis of this study is clause and clause complex written by the students. The students here refer to the fourth semester students of English Department of Tidar University (Universitas Tidar). Following Gerot and Wignell‘s theory (1994), most of the students apply parataxis and hypotaxis construction with expansion as logico semantic realation. Expansion links processes by providing additional information. It involves three types of relationship. They are elaboration, extention and enhancement. Keywords - Hypotaxis, Logico Semantic Relation, Parataxis, Written Text Introduction A language is a means of communication. As a means of communication, language is used by all people in the world for interaction, either in written or spoken form. In everyday life, language is used to share ideas and exchange meanings. By means of language, people are able to tell what they meansince nothing on earth can survive without others, either human or animal cannot independently survive without developing any types of interaction with other individuals. Writing is as an alternative way to carry out communication. In writing, students are expected to be able to construct some sentences into a good paragraph. Sentence and clauses are well-known phenomena for people. Most people have already known sentence more than clause. Sentence is a unit of written language. Meanwhile, clause can be defined as the largest grammatical unit, and a clause complex is two or more clauses logically connected. 236 A good organization of parataxis and hypotaxis in clause complexes in a paragraph will make the paragraph coherent. The definition of clause complex by Gerot and Wignel (1994: 89-91) is as follows: univariate structure (one made up of units of the same rank). A clause complex is comprised of two or more clauses logically connected, or put another way, a clause complex is a sequence of processes, which are logically connected. The term parahypotaxis (henceforth: P-H) was first introduced by Sorrento (1929; 1950) and is still commonly used by Romance linguists. It designates sentences containing a proleptic dependent clause, with the main clause preceded by a coordinator. Clauses can be combined through one of the two logico-semantic relations: expansion and projection. Expansion Expansion links processes by providing additional information. It involves three types of relationship: elaboration, extension, and enhancement. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Table 1 Three Types of Expansion Elaboration Extension Enhancement Specifying in greater detail, restatement, exemplification, and comment Extending the meaning of one clause by adding something new. Involving circumstantial relationship (temporal, conditional, causal, concessive, spatial, manner) where the circumstantial information is coded as a new clause rather than within a clause. Projection Projection links clauses by having one process projected through another either by quoting or reporting. Both meanings (ideas) and wordings (locution) can be projected. Besides, propositions (information) or proposals (goods and services) can also be projected. Projection particularly occurs through mental and verbal processes. For example: Verbal - The singer said ― The next concert is in July. - The singer said ―that next concert is in July. Mental - I thought ‗that the next concert was to be in July - I don‘t want ‗to play in a brass band Taxis Taxis, as stated by Gerot and Wignel (1994:92), are a system of interdependence to make up the systems for joining clauses in English. It refers to the dependency status of the clauses in a clause complex. It is then divided into parataxis (paratactic construction) and hypotaxis (hypotactic construction). Discussing parataxis and hypotaxis,Yiu-Kay Tse (2010) states that: ISBN 978-602-73769-3-9 Parartaxis: The arranging of clauses one after the other without connectives showing the relation between them. Example: The rain fell; the river flooded; the house was washed away. Hypotaxis: The dependent or subordinate relationship of clauses with connectives; for example, I shall despair if you don‘t come. Based on the above background, this study investigates the types of taxis and the types of logico semantic applied by the students in their written. Methodology 1 Research Design In this study, the writer applied a descriptive qualitative research. It describes systematically the facts and characteristics of a given population or area of interest, factually and accurately (Isaac and Micahel, 1971:18). 2 Object of the Research Since the study was devoted to investigate the parataxis and hypotaxis constructio of the students‘ written texts, students‘ written texts are the objects of this research. They are in the form of paragraph in which there are more than five sentences in each paragraph. The students here refer to the fourth semester students of English Department of Tidar University in 2015/2016 academic year. There were 30 students who were involved in the research. All of them wrote analytical exposition texts. 3 Unit of Analysis In analyzing the parataxis and hypotaxis construction of the students‘ written analytical exposition texts, the unit was the clause complex. It is under the consideration that in functional grammar the clause is the larger grammatical unit (Gerot and Wignell, 1994). 237 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 4.Technique of Data Collection As this research is qualitative, the writer as researcher became the main instrument of obtaining the data. The data gathered were the students‘ written reports. To collect the data in this research, the writer asked the students to write analytical exposition texts. The first step, the writer exposed the examples of analytical exposition texts, explained the social function, the Schematic Structures and the language features of report text. The second step, she asked the students to write analytical exposition texts. 5.Data Analysis The data analyzed were parataxis and hypotaxis construction of analytical exposition texts written by the students. The writer analyzed the parataxis and hypotaxis construction of the written analytical exposition texts. In fact, all were in the same genre, that is analytical exposition text. Therefore, it was assumed that they were genre specific. Yet the writer needed to analyze the texts to provide the evidence with certain parataxis and hypotaxis construction employed following the patterns provided by Gerot and Wignell (1994). First, she read the students‘ paragraphs and then identified the parataxis and hypotaxis construction of the students‘ written analytical exposition text. After that, she observed the tendency of the students in employing Gerot and Wignell‘s parataxis and hypotaxis construction in their written analytical exposition texts . Finally, she counted the percentage of occurrence of students‘ parataxis and hypotaxis construction. Finding and Discussion In the analysis, the writerapplied marking technique. Hypotaxis is marked through Greek letters. Alpha (α) marks the dominant clause. Clauses are marked alpha, beta (β). On the other hand, the clauses in parataxis are marked by numbers: 1, 2, 3, and so on. Again, parataxis and hypotaxis are categorized into expansion and projection. Expansion is then broken down into elaboration, extension, and enhancement, which are orderly marked =, +, and x; and projection is subdivided into locution and idea, which are orderly marked ― and ‗. The marking technique is applied to analyze the main data, the students‘ analytical exposition texts. Based on the data, it is found that there are 223 clauses and clause complexes. Among them, 154 are in the forms of clauses and 69 are in clause complexes. Based on 69 clause complexes, it was found that there are 48 parataxis and 21 hypotaxis construction. It can be seen that the students tend to write parataxis construction in writing analytical exposition texts. Taxis 60 50 40 30 20 10 0 Parataxis Hypotaxyis Parataxis Hypotaxyis Parataxis and Hypotaxis Construction 238 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 These are the examples of data analysis. 1.Corruptors should be death sentence because corruptors can be harm for our country. α Corruptors should be death sentence x β because corruptors can be harm for our country 2. Every region has an education curriculum standard and the teachers in every region in indonesia make it equal. 1 Every region has an education curriculum standard +2 and the teachers in every region in indonesia make it equal. National examination should not be banned because it has many advantages. α National examination should not be banned x β because it has many advantages In conclusion, internet can be used effectively and give protection for our children to browse internet. 1 In conclusion, internet can be used effectively +2 and give protection for our children to browse internet Based on the above example, it can be seen that the clause complex 1 and 3 are hypotaxis construction with enhancement as one of expansion type. For the second and fourth clause complex, it can be seen that they are ISBN 978-602-73769-3-9 parataxis construction with extension type. In addition two the above findings, it can seen that the expansion types as logico sematic relatio are mostly used by the students in writing analytical exposition texts. Conclusion Based on the finding and discussions of the research data, the conclusions are formulated as follows. Most of the students apply parataxis and hypotaxis construction with expansion as logico semantic realation. Expansion links processes by providing additional information. It involves three types of relationship. They are elaboration, extention and enhancement. References Gerot, L. and Wignel, P. 1995. Making Sense of Functional Grammar. Australia: Gerd Stabler Antipodean Educational Enterprises. Issac, S. and W. R. Michael. 1971. Handbook in Research and Evaluation. San Diego: Calif. Sorrento, Luigi. 1929. Il fenomeno della paraipotassi nelle lingue neolatine. Rendiconti del Reale Istituto Lombardo di Scienze e Lettere 52/11.449-463. Yiu-Kay Tse (2010). Parataxis and Hypotaxis in the Chinese Language. International Journal of Arts and Sciences 239 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 ANALYSIS OF TRANSLATION TECHNIQUE USED TO TRANSLATE METAPHORS IN LASKAR PELANGI INTO THE RAINBOW TROOPS A Stylistic Approach on Translation Studies Firqo Amelia English department Universitas Abdurachman Saleh Situbondo Situbondo, Indonesia

Ahmad Yusuf Firdaus English department Universitas Abdurachman Saleh Situbondo Situbondo, Indonesia Sufil Lailiyah English department Universitas Abdurachman Saleh Situbondo Situbondo, Indonesia Abstract This study aims to identify the techniques of translation used to translate metaphors in the novel Laskar Pelangi and their effects on the translation quality of the translated metaphors. This is a stylistic research on translation which uses descriptive qualitative method. The primary data source in this research is the novel Laskar Pelangi and its translated version The Rainbow Troops. The secondary data source is the information obtained from the raters. Data collection methods used in this research is document analysis, which is used to obtain metaphors, and questionnaires to obtain data on the quality of the translations of metaphors. Literal technique of translation is one of the most frequently used techniques used by the translator of the novel. This technique produces a good translation. Metaphors translated with this technique are the those that can still be easily understood by readers of the translated novel. Overall, the quality of the translation of metaphors that exist in the novel Laskar Pelangi is classified as good enough. Keywords – Translation Quality Assessment, Translation, Metaphor, Laskar Pelangi, The Rainbow Troops Introduction To understand the message in a text, one must master the language of the text. As well as to enjoy a literary work in the form of a novel, the reader must master the language used by the author of the novel. Therefore, today many literary works such as novels translated into various languages, with the aim that the novel can be enjoyed not only by the speakers of the language, but also by people who speak different languages. Newmark (1988: 5) states that translation is a process of transferring a message from a 240 source language (SL) text into the target language (TL) text. In the case of the translation of the novel, the SL in question is the language used by the author of the novel, while the TL is the language of the readers of the novel that speak a different language. Translating a novel is not as simple as translating a plain text. Inside are various styles of language used by the author to make the novel interesting to read, one of which is the use of figurative language in the form of figure of speech. The figure of speech that is often used is metaphor (Keraf, 2009: 137). ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Required special study to find out the meaning of a metaphorical expression, it is interesting to observe how a metaphorical expression of a novel translated from the SL into the TL. This research will see whether or not the translation causes a shift form, what translation techniques are used, and how the quality of the translation is in Indonesian novelsLaskar Pelangi which has been translated into a novel called The Rainbow Troops. Several studies on translation and metaphors have been done before. Rahayu (2009) has conducted research with the title Gaya Bahasa Metafora pada Tetraloginovel Karya Andrea Hirata. Huda (2011) has conducted a study entitled Metafora Andrea Hirata dalam Tetralogi Laskar Pelangi. Marini (2010) conducted a study entitled Analisis Stilistika Novel Laskar Pelangi Karya Andrea Hirata. Otherresearches have been conducted by Schäffner (2004) entitledMetaphor and Translation: Some Implications of a Cognitive Approach, and Shitikov (2012)entitled On the Issue of Translation of Metaphor (with Reference to Evangelical Texts). After reviewing those previous studies, this study will examine Translation Techniques used to translate metaphors in the novel Laskar Pelangi. The results of this study are expected to be able to reveal any translation techniques used by translators to translate metaphors, discover how the effect of the use of such techniques on the form of the translation metaphors, and reveal the quality of the translation of metaphors in the novel Laskar Pelangi into The Rainbow Troops. sentences containing metaphors. The Sources of data in the research are two novels; Laskar Pelangi and The Rainbow Troops. The next data sources are the questionnaire and interview given to raters of accuracy and readability. In order to measure the quality of translation product, a standardized theory should be used. Assessment of translation in this study focused on two aspects, accuracy and readability. In measuring the quality in terms of accuracy, Nababan, et.al. (2012) propose the following scale. Table 1. Scales of Accuracy Category Accurate Less Accurate Inaccurate Score 3 2 1 In measuring the quality in terms of readability, Nababan, et.al. (2012) propose the following scale. Table 2. Scales of Readability Category Highly Readable Quite Readable Hardly Readable Score 3 2 1 The data are collected by using some steps. First, the researchers read the original novel, Laskar Pelangiwhileidentifying the metaphors. Second, the researchers found the translation of the metaphors in the translated version of the novel, The Rainbow Troops. In analyzing the data, this research uses Spradley‘s theory (1980). According to him there are four steps of analysis. They are: Domain analysis At this stage selection of data is done. The theory of metaphor is used to obtain data. Methodology This is a qualitative research with a purposive sampling, which means the data and the data source are taken based on the research questions and research objectives. The data in this study are clauses or ISBN 978-602-73769-3-9 241 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Table 3. Domain Analysis Method No 1. SL Di mulut pintu berdiri dua orang guru seperti para penyambut tamu dalam perhelatan. (LP.1) 2. Menyekolahkan anak berarti mengikatkan diri pada biaya selama belasan tahun dan hal itu bukan perkara gampang bagi keluarga kami. (LP.3) TL In the doorway stood two teachers, like hosts welcoming guests to a party. (RT.3) Sending a child to school meant tying oneself to years of costs, and for our family that was no easy matter. (RT.4) Taxonomic analysis At this stage, the data were analyzed to identify the translation techniques based on eighteen techniques stated by Molina & Albir (2002). Table 4. Taxonomic Analysis Method N o. 1. 2. SL TL Di mulut pintu berdiri dua orang guru seperti para penyambut tamu dalam perhelatan. (LP.1) Menyekolahkan anak berarti mengikatkan diri pada biaya selama belasan tahun dan hal itu bukan perkara gampag bagi keluarga kami. (LP.3) In the doorway stood two teachers, like hosts welcoming guests to a party. (RT.3) Sending a child to school meant tying oneself to years of costs, and for our family that was no easy matter. (RT.4) Translation Techniques Transpositi on Literal Componentialanalysis At this stage, researchers find the connection between multiple domains by category/taxonomy. Then the researchers linked the techniques used to translate expressions containing metaphors to their meanings. Then the researchers looked for the relationship between the applied techniques and the quality of the translations, 242 based on Nababan (2012) and Larson (1984), in terms of accuracy and readability. Table 5. Componential Analysis Method Translation Techniques Transposition Translation Quality Accuracy Readability 3 2 1 3 2 1 √ √ Literal √ √ Finding and Discussion At this stage, researchers found connection between multiple domains by category/taxonomy. Then the researchers linked the techniques of translating metaphors in their meanings. Finally, the researchers found the relationship between the applied techniques and the quality of the translation in terms of accuracy and readability. Table 6. Result of Analysis No . Technique Transposition Literal Amplification Reduction Generalization Adaptation Description Accuracy 3 2 1 1 2 9 5 2 26 1 3 1 Readability 3 2 1 3 12 2 2 26 1 3 1 TranspositionTechnique Molina and Albir (2002: 499) describe transposition as a shift of word class, i.e., verb for noun, noun for preposition. SL: Demikian komentar Kiong mencari penyakit. TL: A Kiong commented arrogantly. On the data above, the phrase ‗penyakit‘ is translated as ‗arrogantly‘. The use of this technique results in a shift in grammatical units of the noun ‗penyakit (disease)‘ into the adverb 'arrogantly'. This affects the quality of the message but does not affect the level of readability. Of the three times of use, this technique produces two less accurate data and one accurate data. In terms of readability, ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 the use of this technique does not affect the readability. both produce a translation with a high level of readability. Literal Technique Literal translation is word for word translation. It occurs when there is an exact structural, lexical, even morphological equivalence between two languages (Molina and Albir, 2002: 499). SL : Ia dulu adalah Venus dari laut Cina Selatan … TL : She had been the Venus of the South China Sea... ReductionTechnique Reduction is to suppress a SL information item in the TL (Molina and Albir, 2002: 510). SL: Wajah pemilik tangan ini adalah misterius, sang burung murai batu tadi, tersembunyi di balik dinding papan yang membatasi ruangan tengah took dengan gudang barang dagangan di belakang. TL: The face of the hand‘s owner was a mystery. She was hidden behind the wooden wall in the back that separated the stockroom from the rest of the shop. In the data above, metaphorical phrase ‗Venus dari laut Cina Selatan‘ is translated as ‗the Venus of the South China Sea‘. It can be seen that the use of this technique does not affect the quality of the translation. Of the 14 times of use, nine of them produce accurate translations, and five less accurate translations. As for readability, this technique produces twelve, out of fifteen, data with high degree of readability and two data are in the medium level. AmplificationTechnique Amplification occurs when the TL uses more signifiers to cover syntactic or lexical gaps (Molina and Albir, 2002: 500). SL:Saat itu aku menyadari bahwa kami sesungguhnya adalah kumpulan persaudaraan cahaya dan api. TL: At that moment, I realized that we were the brothers of light and fire. In the data above, metaphorical expression ‗kumpulan persaudaraan cahaya dan api‘ is translated as ‗the brothers of light and fire‘. ‗kumpulan persaudaraan cahaya dan api‘ is an expression that contains a metaphor for the nature of light and fire equate with the nature of the individuals ‗kami (we)‘. The use of this technique affects the accuracy of the message but does not affect the level of readability. It can be seen from the two times of use, all of which produce less accurate translation. While in terms of readability, ISBN 978-602-73769-3-9 In the data example above, metaphorical expression ‗sang burung murai batu‘ is not translated. The message in a source language is not conveyed in the target language. Therefore, the use of this technique produces bad translations because it eliminates the messages of the source texts. This technique is most widely used in the translation of this novel Laskar Pelangi. It can be seen that this technique is used 26 times. Generalization Technique Generalization is to translate a term for a more general one (Molina and Albir, 2002: 500). SL: Dia secantik grey cheeked green, atau burung punai lenguak. TL: Sahara, the sole female in our class, was like the parakeets. In the data above, metaphorical expression ‗grey cheeked green, atau burung punai lenguak‘ is translated as ‗the parakeets‘. This expression contains a metaphor for equalizing the characteristics of ‗burung punai lenguak‘ with an individual ‗dia (him)‘. ‗Burung punai lenguak‘ which has the characteristics of colorful feathers and looks beautiful is equated with someone who is considered beautiful. This is regarded as a generalization because it uses the phrase ‗the 243 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 parakeets‘ which is common in the target language although it is not as specific as ‗burung punai lenguak‘. This technique is only used once. The use of this technique results in a less accurate translation but produces a high readable translation. It can be concluded that the use of this technique affects the quality of the message but does not affect the level of readability. AdaptationTechnique Adaptation is a shift in cultural environment, i.e., to express the message using a different situation (Molina and Albir, 2002: 500). SL: Gambar di kaleng itu memperlihatkan seorang pria bercelana dalam merah, berbadan tinggi besar, berotot kawat tulang besi, dan berbulu laksana seekor gorilla jantan. TL: On that bottle was a picture of a man; he was wearing red underwear, had a tall, strong body, and was a a hairy as a gorilla. In the data above, metaphorical phrase ‗berotot kawat tulang besi‘ is translated as 'strong body'. The phrase ‗berotot kawat tulang besi‘ is an expression in Indonesian and has a special meaning. Word per word or literal translation technique will produce a mismatched meaning, so that the expression needs to be adapted to fit the culture of the target language. This technique is used three times and produces translations with medium score of accuracy and high level of readability. DescriptionTechnique SL: A Kiong, pria kaleng kerupuk itu! Mana mungkin dia punya sepupu bidadari? TL: A Kiong, that tin-headed boy! How in the world did he have a cousin with heavenly nails? In the data above, the phrase metaphor ‗bidadari‘ is translated as ‗with heavenly nails‘. This expression contains a metaphor 244 equalizing the characteristics of ‗sepupu (cousins)‘ to ‗bidadari(angel)‘. ‗Bidadari‘ is a woman who is beautiful and shapely flawless. For the use of the technique, this data uses description technique to describe the expression found in the source language. This technique is only used once. In these data, the quality of the translation is considered less accurate because the translation is less natural, and the highly readable. It can be concluded that the use of this technique affects the quality of the message but does not affect the level of readability. In this study, reduction technique is a translation technique which is often used to translate metaphors that exist in the novel Laskar Pelangi. In addition, there are also some metaphors that can be understood by a foreign reader, so some data are decoded. The techniques used to translate metaphor of this type are dominated by literal translation techniques. This is because the readers are deemed to understand metaphors that exist in context. Other translation techniques are also used to translate metaphors in this novel. In relation to the quality of the translation, the use of reduction technique is very influential, and results in ―less good‖ translation. The use of the literal technique does not affect the value of translation quality. Conclusions Metaphors that exist only on a specific language or culture is difficult to translate into the language that has a different cultural background. Translators novel Laskar Pelangi chose not to translate some metaphors of that type. Overall, the quality of the translation of metaphors that exist in the novel Laskar Pelangi is classified as less good. Literal translation is one of the most frequently used techniques here. This technique produces a good translation. Metaphor translated with this technique is the ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 metaphor that still can be understood by readers of the translated version of the novel with just a context that exists in the novel. Bibliography Huda, M. (2011). ―Metafora Andrea Hirata dalam Tetralogi Laskar Pelangi (Sebuah Kajian Stilistika)‖. Yogyakarta: Universitas Gadjah Mada. Keraf, G. (2009). Diksi dan Gaya Bahasa. Jakarta: PT. Gramedia Pustaka Utama Larson, M. (1984). Meaning Based Translation: A guide to Cross Language Equivalence. Boston: University Press of America Inc. Marini, E. (2010). ―Analisis Stilistika Novel Laskar Pelangi Karya Andrea Hirata‖. Surakarta: Universitas Sebelas Maret. Molina, L. and Albir, A.H. (2002). Translation Techniques Revisited: A Dynamic and Functionalist Approach. Meta XLVII 4, 498-512. Nababan, et.al. (2012). Pengembangan Model Penilaian Kualitas ISBN 978-602-73769-3-9 Terjemahan. Surakarta: Universitas Sebelas Maret. Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice HaH International. Rahayu, M. (2009). ―Analisis Gaya Bahasa Metafora pada Tetraloginovel Karya Andrea Hirata‖. Surakarta: Universitas Muhammadiyah. Schäffner, C. (2004). Metaphor and Translation: Some Implications of a Cognitive Approach. Journal of Pragmatics, Vol. 36 Issue 7, 12531269 Shitikov, D.P. (2012). On the Issue of Translation of Metaphor (with Reference to Evangelical Texts). Sjani Journal of Literary Theory and Comparative Literature, Issue 13, 223-232 Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston. 245 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 THE USE OF GAMES IN ENHANCING STUDENTS‘ MOTIVATION IN ENGLISH LEARNING Fitri Aliningsih SMP Negeri 3 Gubug Grobogan Regency, Central Java, Indonesia

Abstract This study aimed at describing the use of games in enhancing students‘ motivation in English learning at SMP N 3 Gubug, Grobogan Regency. In order to achieve the goal of the study, a case study research was utilized. In this case, 4 classes of the seventh graders were investigated. In collecting the data, classroom observations focused on the process of learning were conducted. Besides, to know the students‘ motivation, a questionnaire and a semi structured interview were applied. Then the data were analyzed through 3 stages namely data reduction, data presentation, and data interpretation. In the process of English teaching learning, the teacher applied some games, including ―Hidden Words, Crosswords Puzzle, Scrabble, Who am I?, Jumbled Words, Thematic Dominoes, and Snakes & Ladders‖. The study revealed that the students have positive responses toward the use of the games in learning. They agreed that the use of games makes English learning become more exciting. Besides, the result revealed that the games are highly motivating. Through classroom observation, it showed that the students were more enthusiastic when the games were applied. Consequently, their learning participation increased. It indicated that the games have enhanced the students‘ motivation and interest to engage in learning. Moreover, the result of interviewing and the questionnaire strengthened the findings. Keywords: games, motivation, English learning Introduction Motivation plays an important role in learning as it influences the learning process and the students‘ achievement. Highly motivated students have attitude and big effort to learn and show their interest in learning. They will focus in learning and engage with the learning activities. Consequently, students with adequate motivation will become efficient learners with ultimate language proficiency. Unfortunately, the real condition shows that some students have low motivation in English learning. It was indicated through the lack of attention, slow response to the activity, and less participation in the learning process. Besides, the students‘ low motivation is clearly seen as they do not have interest in doing the task and homework. Moreover, some students perceive that English is a foreign language which is not a 246 crucial need for their future real life and it makes them pessimistic. There are some strategies which the teachers can do to stimulate motivation. Dornyei & Csizer (1998:215) reported a set of ―ten commandments‖ for motivating learners as follows: set a personal example with the teacher‘s own behavior; create a pleasant, relaxed atmosphere in the classroom; present the tasks properly; develop a good relationship with the learners; increase the learners‘ linguistic self-confidence; make the language classes interesting; promote learner autonomy; personalize the learning process; increase the learners‘ goal-orientedness; and familiarize learners with the target language culture. Besides, some activities which promote student-centered learning and encourage thestudents to express their knowledge and skill are believed to stimulate ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 learning motivation too (Brown: 2001, Cohen, et. al: 2008, Long, et, al: 2013). Based on the explanation above, we can conclude that students will intrinsically motivated when they are actively involved in the learning activity through some meaningful tasks and interesting activities in a pleasant and relaxed atmosphere. Among some various teaching methods that match with the requirements above is using games. Lee (1995) stated that games can be a welcome break from the usual routine of the language class as using games creates fun learning and makes the lesson less monotonous. As a result, games may help students to make and sustain the effort of learning. Supporting this opinion, many experts found that games keep the students focused on the learning and make them engaged with the activity (Murphy, et. al: 2013, Richard & Rogers: 2001, Wright, et. al: 2005). Games are also beneficial to create an atmosphere that will maintain the students‘ interest in learning as it may lower their anxiety and encourage them to take part (Ersoz: 2000, Nguyen & Khuat: 2003).In this way, games are motivating and challenging. Moreover, using games will also provide wider opportunity for students to develop and improve their language skills as it creates a meaningful context for language use (Lee: 1995). For that reason, the researcher tried to apply learning games in her classes in order to see the influence of applying them towards the students‘ motivation. Basically, this study was conducted to describe the use of games in enhancing students‘ motivation in English learning at SMP N 3 Gubug, Grobogan Regency. To be more specific, this study is aimed to describe the games used in the learning activity, to find the students‘ opinion toward the use of games, and to describe how the games enhance the students‘ motivation. ISBN 978-602-73769-3-9 Methodology In order to achieve the goal of the study, a case study research was utilized. In this case, the research was conducted for several meetings in the second semester of academic year 2015/2016. The participants of the study were 4 classes of 95 seventh graders in SMP Negeri 3 Gubug, Grobogan regency, Central Java. The students vary on gender, age, motivation, and academic achievement. They are 44 males and 51 females, around 11 to 14 years old. In collecting the data, classroom observations focused on the process of learning were conducted. Besides, to know more about the students‘ opinion and their learning motivation, a questionnaire and a semi structured interview were applied. The questionnaire development was influenced by Pintrich, et. al (1991). The questionnaire and the interview were conducted in Bahasa Indonesia to avoid misunderstanding and misconception of the idea among the student participants. Later, the result of the interview would be translated into English.Then the data were analyzed through 3 stages namely data reduction, data presentation, and data interpretation. Finding and Discussion There were several games applied by the researcher in teaching English, including ―Hidden Words, Crosswords Puzzle, Scrabble, Who am I?, Jumbled Words, Thematic Dominoes, and Snakes & Ladders‖. Some were used as energizers or warm-up activities to catch the students‘ attention and interest, while some were used in the main activity of learning process. 1. Hidden Words This vocabulary game is usually used in the first stage of learning as a warmer in order to connect with the next material, especially to review vocabulary which was learned in the previous meetings. In doing this game, the students are supposed to find some hidden words provided in the puzzle. 247 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 2. Crosswords Puzzle This vocabulary game is quite popular among the students. It is a game in which the player writes words which are the answers to questions in a pattern of black and white squares. It can be used in various materials of lessons as the teacher modify and adapt the content, so that the game matches with the purpose of learning appropriately. 3. Scrabble In doing this vocabulary game, the teacher provides some letters and asks the students to create new meaningful words by using the alphabets. 4. Who am I? This game is used to teach descriptive text, especially in spoken cycles. There are two techniques of using the game. First, a student tells a monologue describing a popular person, and asks the listeners to guess who the mysterious person is. In the second technique, a student defines a popular name and keeps it in secret. Other students will ask through ―Yes/No questions‖ to obtain some information about the person, such as ―Is he an Indonesian actor? Is he a comedian? Does he have curly hair? Etc‖ 5. Jumbled Words This is actually a common technique to teach and assess writing, especially to see the students‘ competence in understanding grammar or sentence structure. To play the game, the teacher prepares some sentences dealing with a certain topic, for example about expressions in caution/warning, such as ―Swimming is prohibited here. Switch off the light before leaving. Etc‖ Then, she cuts the sentences into pieces of words and asks the students to rearrange them properly. 6. Thematic Dominoes The game is adapted from the popular domino card games. In this game, the teacher provides 2 parts on each card, the picture and the word/phrase/sentence. In doing the game, the students should match the pictures and the words continuously. The player who loss the card first will be the winner. 7. Snakes & Ladders 248 This popular game is used by the teacher to teach the topic of instruction (command and prohibition). Like the traditional Snakes and Ladders game, the board consists of some squares with some snakes and ladders. In using the games, the teacher modifies the board by providing some commands and prohibitions on each square. The students play by throwing a dice based on the turn, and walk some steps as many as the number of the dice. Then the students should act what is written on the square. The researcher found that the use of the games is quite helpful to maintain the students‘ interest in learning. Most students perceived that the games are interesting. Based on the data obtained from the questionnaire, the games of hidden words and thematic dominoes become the most favorite games. 98% of students are interested in playing hidden words. They found that the game is easy enough to be played. Whereas, 97 % of the participants enjoyed playing thematic dominoes as the fun game is quite challenging. Besides, the students are also interested in using Who am I?, Jumbled Words, and Snakes and Ladders in English learning. The majority students stated that the games help them understand the lesson and give them exciting experiences. Meanwhile, they had different opinion towards Crosswords Puzzle and Scrabble. 56% and 9% students said that they like or like crosswords puzzle very much. On the other hand, 26% of them did not like the games as they thought that the game was not easy. They argued that sometimes, they felt unsatisfied when they could not finish the game successfully. Whereas, 8% students had not decided whether they like the game or not. The similar case happened to scrabble. Only 9% and 61% students preferred playing the games in learning, while 22% of them did not ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 like the game, and 7% did not have strong opinion about it. Some students stated that sometimes scrabble is complicated and puzzling to be solved. And it made them surrender. Meanwhile, through observing the students‘ learning activities, it wasfound that the students enjoyed the lesson and felt enthusiastic when the games were applied., The nature of games which were fun and challenging made the students participated, focused in learning and actively engaged with the learning process. For example, when the teacher applied hidden words, jumbled words, scrabble, and crossword puzzle, all students competed to finish the games. They were looked curious and eager to solve the puzzle. In this way, the games drew the students‘ attention and interest to always engage with learning. Unconsciously, the competition has enhanced the students‘ motivation as their goal is to win the game and be the best player. In addition, the use of games also created a pleasant and fun learning which lowered anxiety and encouraged the students‘ confidence. They were encouraged to ask questions, present in front of the class, show their achievement, etc. Therefore, the games promote the students‘ feeling that English is not really a complicated subject. Moreover, the similar finding was revealed through the interview. It reported that some high motivated students realized the importance of learning English. They were aware that English is an international language, so that it is important for them to learn and master the language. However, few students perceived that English is not crucial for their future. The only motivation to learn English is to get a good score and to pass the exam. Besides, the data of interviewing found that using games in English learning is ISBN 978-602-73769-3-9 motivating. The students argued that they became more interested in learning when the teacher applied the games as the learning activities. Their feeling implied that their motivation has increased. Some of the excerpts below clearly described the facts. ―I like English learning through games very much, because it is exciting. I can learn and play at the same time. It is very exciting, and … not boring. And I can improve my knowledge and skill‖ (Student 6, Class VII D) ―When I was in elementary school, I did not really like English. And now, I enjoy it. I like it more when the teacher teaches us through a new method and games. It is interesting‖ (Student 1, Class VII A) ―At the first day school, I was afraid and worried about English. English is not an easy subject. Later, I find it different. In fact, learning English can be very interesting‖ (Student 4, Class VII C) Conclusions Based on the discussion of the research findings, it was concluded that the students have positive responses toward the use of the games in learning. They agreed that the use of games makes English learning more exciting. Besides, the result revealed that the games are highly motivating. It showed that the students were more enthusiastic when the games were applied. Consequently, their learning participation and attention increased. In this way, the use of the games has maintained the students‘ effort to keep learning. It indicated that the games have enhanced the students‘ motivation and interest to engage in learning. Bibliography Brown, H. D. (2001). Teaching by Principles: an Interactive Approach to Language Pedagogy (2nd ed). New York: Pearson Education. 249 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Cohen, L., Manion, L., & Morrison, K. 2008. A Guide to Teaching Practice (5th ed). New York: Routledge. Dornyei, Z., & Csizer, K. (1998). Ten commandments for motivating language learners. Language Teaching Research. 2: 203-229 Ersoz, A. (2000). Six games for EFL/ESL classroom. The Internet TESL Journal, 6(6). Retrieved from http://iteslj.org/ Lessons/ErsozGames.html Lee, Su Kim. (1995). Creative games for the language class.Forum. 33(1). Retrieved fromhttp://exchanges.state.gov/forum/ vols/ vol33/no1/P35.htm Murphy, C., Chertoff, D., Guerrero, & Moffitt, K. 2013. Design Better Games! Flow, Motivation and Fun. In Hussain, T S. & Coleman, Susan L (Eds.). The Design and Development of Training Games: Practical Guidelines from a Multi-Disciplinary Perspective. (pp. 1-11). Cambridge: Cambridge University Press. 250 Richard, G. & Rogers, J. 2001. The Practice of English Language Teaching. Oxford: Longman. Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga. (2003). Learning vocabulary through games. Asian EFL Journal, 5(4). Retrieved from http://www.asian-efl-journal.com/ dec_03_sub.Vn.php Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language learning (3rd ed.). New York: Cambridge University Press. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). AnnArbor, MI: National Center for Research to Improve Postsecondary Teachingand Learning. Long, Chunmei, Ming, Zhu & Chen, Liping. (2013). The study of student motivation on English learning in junior middle school. English Language Teaching, 6 (9): 136-145 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 THE POETICS OF REPRESENTATION OF ―AMERICA‖ IN UMAR KAYAM‘S COLLECTION OF SHORT STORIES SERIBU KUNANG-KUNANG DI MANHATTAN Fitria Akhmerti Primasita English Department, Faculty of Cultural Sciences Sebelas Maret University Surakarta

Abstract This article is written based on a research on Umar Kayam‘s six short stories entitled ―Seribu Kunang-kunang di Manhattan;‖ ―Istriku, Madame Schlitz, dan Sang Raksasa;‖ ―Sybil;‖ ―Secangkir Kopi dan Sepotong Donat;‖ ―Chief Sitting Bull;‖ and ―There Goes Tatum‖which are collected in his Collection of Short StoriesSeribu Kunang-kunang di Manhattan republished by Pustaka Utama Grafiti in 2003. The six short stories were written when Umar Kayam was in New York finishing his Master and Doctor of Philosophy programs in 1960s. The research aims at finding out how America—through the city of New York and its people—is represented by Umar Kayam, who was born and raised in Ngawi—a small town in Central Java, Indonesia—and went to study in Solo and Yogya—other small towns in Central Java, Indonesia. The analysis shows that America—through the city of New York and its people—is represented in opposition with Indonesia—through the capital city of Jakarta and its people—in all the short stories. Unlike the capital city of Jakarta, the city of New York is not a nice place to live in. It is not peaceful and comfortable because it is noisy and hot. It is also scary, unfriendly, and sometimes lonely, although it is full of people from various backgrounds. Life in New York city can be a boring life that is difficult to avoid.Unlike Indonesian people who are sociable and friendly, American people then tend to be individualistic and unfriendly. Furthermore, doing the same things everyday make them become mechanical and lose their creativity. Consequently, they can easily become lonely and bored. Love seems to be something hard to get for American people. Many of them have lost it forever, and many others have to struggle hard to get it. Losing love makes them able to do harm even to people who are close to them. Being fake is another problem of American people. They tend to fake who they really are to get what they want. It does not mean that either Indonesia— through the capital city of Jakarta and its people—or America—through the city of New York and its people—is better than the other. One thing for sure is that there is nothing better than home. Home issweet home for Umar Kayam and for most people. Keywords: poetics of representation, America, Umar Kayam, Seribu Kunang-kunang di Manhattan Introduction New York has been one of the most chosen American big cities to become setting in American literary works. In nineteenth century, for example, New York became the setting of Horatio Alger‘s Ragged Dick (1868) and Stephen Crane‘s infamous Maggie: A Girl of the Streets (1893). In twentieth century, Edith Wharton took her birth town New York as the setting of some of her infamous works—The House of Mirth ISBN 978-602-73769-3-9 (1905), The Custom of the Country (1913), The Age of Innocence (1920), and Old New York (1924). Israel Zangwill introduced the term melting pot in his novel The Melting Pot, which was set in New York in 1908. Two of John Fitzgerald‘s well known works, The Beautiful and Damned (1922) and The Great Gatsby (1925), were also set in New York. Two well known detective stories writers, Dashiell Hammett and Mickey Spillane, took New York as the setting of 251 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 their detective novels, The Thin Man (1934) and I, the Jury (1947). Four of Stephen King‘s infamous horror novels, The Stand (1978), The Dark Tower: The Gunslinger (1982), and The Dark Tower II: The Drawing of the Three (1987), and The Dark Tower VI: Song of Susannah(2004)were also set in New York. Infamous novels like J. D. Salinger‘sThe Catcher in the Rye (1951), James Baldwin‘sGo Tell It on the Mountain(1953), and Sylvia Plath‘sThe Bell Jar(1963) were set in New York. Some infamous novels adapted into popular films were also set in New York. There were Marcia Davenport‘sEast Side, West Side(1947), Truman Capote‘sBreakfast at Tiffany's(1958), Mario Puzo‘sThe Godfather(1969), William Styron‘sSophie's Choice(1976), Olivia Goldsmith‘s The First Wives Club(1992),Candace Bushnell‘sSex and the City(1997), Meg Cabot‘sThe Princess Diaries (series) (2000), and Lauren Weisberger‘sThe Devil Wears Prada(2003). Some other twenty-first century novels taking New York as their setting were E. L. Doctorow‘sCity of God(2000), Sophie Kinsella‘sShopaholic Takes Manhattan(2002), Rick Riordan‘sPercy Jackson and the Olympians series (2005), Meg Cabot‘s Missing You(2006) and Jinx(2007), Zack Love‘sSex in the Title: A Comedy about Dating, Sex, and Romance in NYC (Back When Phones Weren't So Smart)(2013), and Amy Grech‘sRage and Redemption in Alphabet City(2015). 1 Through the representation of New York—be it merely a setting or a character—in these 1 ―List of Books Set in New York City‖ available at https://en.wikipedia.org/wiki/List_of_books_set_in_N ew_York_City accessed on Friday, July 29, 2016 at 12.41 WIB,―Best Books Set in New York‖ available at http://www.goodreads.com/list/show/13633.Best_Boo ks_Set_in_New_York_City accessed on Friday, July 29, 2016 at 12.42 WIB, and Aravecz, N. ―The Best New York City Novels by Neighborhood‖ available at https://www.nypl.org/blog/2015/08/13/nycneighborhood-novels accessed on Friday, July 29, 2016 at 12.51 WIB. 252 literary works, we can learn the authors‘ perception of the Metropolis. It is already interesting to read representation of New York in literary works written by American authors. It is more interesting, however, to read representation of New York in literary works written by a non-American author. Umar Kayam, who was born and raised in Ngawi—a small town in Central Java, Indonesia, went to study in Solo and Yogya, and lived in Jakarta, the capital city of Indonesia—other small towns in Central Java, Indonesia, wrote six short stories entitled ―Seribu Kunang-kunang di Manhattan‖; ―Istriku, Madame Schlitz, dan Sang Raksasa‖; ―Sybil‖; ―Secangkir Kopi dan Sepotong Donat‖; ―Chief Sitting Bull‖; and ―There Goes Tatum‖ when he was in New York finishing his Master and Doctor of Philosophy programs in 1963 until 1965. All the five stories take New York as their setting, and thus we can learn an Indonesian author‘s perception of the Metropolis. This paper aims at examining and understanding how America—through the city of New York and its people—is represented by Umar Kayam. A literary work is never just a work. It is always a text that has ―a meaning which is grounded in the culture behind the text; a meaning that can be examined and understood‖. Furthermore, ―a text is the mouthpiece for a culture; it is a representative sampling of the overall system of meanings that constitute an ideology or consciousness that is linked to a group‖ (Brummett, 2006: 36). Since the meaning of a text is grounded in the culture behind the text, examining and understanding the meaning of Umar Kayam‘s six short stories as texts help us understand the culture behind the six short stories, that is Indonesian culture. The six short stories become the representative sampling of the overall system of meanings that constitute an ideology or consciousness that is linked to Indonesian culture. Thus, by defining America—through ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 the city of New York and its people—in his six short stories, we can understand the ideology or consciousness about America of Umar Kayam as an Indonesian. Methodology This paper is written based on a research on Umar Kayam‘s six short stories entitled ―Seribu Kunang-kunang di Manhattan‖; ―Istriku, Madame Schlitz, dan Sang Raksasa‖; ―Sybil‖; ―Secangkir Kopi dan Sepotong Donat‖; ―Chief Sitting Bull‖; and ―There Goes Tatum‖, which are collected in his Collection of Short StoriesSeribu Kunang-kunang di Manhattan republished by Pustaka Utama Grafiti in 2003. The data were collected from the sixth short stories by reading the short stories carefully and then selecting and recording the data, which correlated with the representation of America. Since it focused on the poetics of representation, the selected data were then analyzed using Roland Barthes‘ semiotic theory. Poetics of representation is ―production of meaning through language‖ (Hall, 1997: 28). In this research, meaning is semiotically read through signs that are organized into language. This research takes in Roland Barthes‘ idea that signs operate within systems that function to create different orders of meaning. Therefore, this research uses Barthes‘ concepts of connotation and denotation to delve into the articulation of signification around Umar Kayam‘s six short stories. In this research, denotation refers to ―the first level, or order, of meaning which derives from a descriptive relationship, between signifier and signified, corresponding to the most obvious and consensual level at which objects mean something‖. Connotation refers to ―a second level, or order, of meaning which guides one to look at the way in which the image (object) is understood, at a broader, more associative, level of meaning‖ (Lidchi, 1997: 164). ISBN 978-602-73769-3-9 Discussion In the first short story ―Seribu Kunangkunang di Manhattan, New York and its people are represented through the characters‘ impression of the city, the characters‘ dialogues, and the author‘s narration. Thousands of lights that Marno, the male main character, who is a Javanese, enjoyed watching from the apartment window of his lover Jane reminded him of fireflies he saw in his grandparents‘ rice field in their village (p. 5). New York, via Manhattan, at night was then a beautiful and serene city, and yet it was a lonely city for its beauty and serenity made the male main character feel homesick. He was longing to listen to the sound of singing crickets and frogs (p. 5). He suddenly felt his wife was around him in Manhattan that night (p. 7). It implies that the village where he came from was more peaceful. On the contrary, for Jane, the female character, who was an American, Manhattan does not seem to be a nice place to stay in. She grumbled when a jet was flying on top of her apartment building. ―Sebuah pesawat jet terdengar mendesau keras lewat di atas bangunan apartemen Jane. ―Jet keparat!‖ Jane mengutuk sambil berjalan terhuyung ke dapur. ….‖ (p. 5-6). She imagined herself to be somewhere else more peaceful (p. 6). She imagined Manhattan was an island, and they were the only people who owned the island. They came to own the island after they were stranded on it. They owned the island, yet they were waiting for a boat to come and rescue them (p. 7). It means that Manhattan never feels like home. Marno is lonely because of feeling homesick. Jane, on the other hand, seems to be constantly in loneliness. She seemed to project her own loneliness when she said she was worried that Tommy, her ex-husband, might feel lonely and cold in Alaska, where she imagined him to be (p. 3). She felt that she talked too much, but she emphasized that she needed to keep talking to feel occupied (p. 7). She said that she separated from her 253 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 darling toy, UncleTom, after she met her exhusband Tommy in High school. Now that Tommy and she had divorced, she wanted Uncle Tom to be around her again (p. 9). Most of all, Jane took some sleeping pills and silently cried when Marno said he could not accompany her and left her alone that night (p. 11). It can be said that Jane is in constant need of someone or something to love, and being loved. In each other‘s company, however, they still feel lonely and empty. Jane‘s company is not enough to get rid of Marno‘s feeling of loneliness and emptiness that he decided not to stay in her apartment that night. In Marno‘s company, Jane seems to only have someone to talk to, but she sadly realizes she never gets his heart. In ―Secangkir Kopi dan Sepotong Donat‖, the fourth story of the Collection, New York and its people are represented through the characters‘ dialogues and the author‘s narration. It was ten o‘clock in one summer day in New York. Ten o‘clock is apparently coffee time in New York, and it is certainly a very busy hour for a coffee shop girl like Peggy, the female main character of the short story. On the contrary, ten o‘clock seems to be the most relaxed hour of the day for most New Yorkers because it is the time for them to enjoy having a short break by sipping a cup of hot coffee accompanied with a piece of doughnut or cruller or jelly cake in the middle of their busy work hours or day. Yet, one of the background characters Jim ―the actor Orson Welles II‖ reminded everyone in the coffee shop that one summer morning that coffee time had been one of New Yorkers‘ routines. Sipping a cup of coffee accompanied with a piece of doughnut or cruller or jelly cake at ten o‘clock in the morning, even in a hot summer day, has been just like eating hot dogs or hamburgers for almost every New Yorker (p. 51). Jim is apparently in his state of boredom with his routines—with his work and even his regular black coffee, a cruller, and a doughnut—that instead he ordered a glass of iced water that 254 morning (p. 49-50). It is like showing that life can be so boring in New York city. Besides that, New York can be complainingly hot during summer. ―…. Di luar, hawa musim panas New York yang menusuk itu menerobos pori-pori kulit orang yang lalu-lalang. ….‖ (p. 55). ideal‖. 2 They believe that in America, everybody can be rich with a little bit of luck, and once they are rich, they will leave behind their miserable life. American people are represented through Jim‘s ―speech‖ to Peggy and the coffee shop‘s regulars. The speech is another way to say that American people have been living a boring life—doing the same things everyday—that they become mechanical and lose their creativity. Yet, what happened to Jim afterward shows that American people, especially city people, do not have power to resist living their boring life. He decided to go home, but asked his two friends to ask their boss Mr. McLeod‘s permission for him and said he would come to the office the next morning (p. 52). Love, for New Yorkers, seems to be something worthy of fighting, but it can also be something that is lost forever. At the end of the story, Peggy ran to catch up with her lover in where he worked, Dilbert Supermarket. Apparently, she is touched by his empathy for her miserable condition. She could not come to his place the night before because of what happened with her parents at home. She wrote, ―Bapak mabuk lagi semalam. Ibu dipukuli. Puas, Tuan? Now get out! Out!‖ (italics in its original)(p. 53). After she read her boyfriend‘s answer, ―I am sorry. Sorry, sorry, sorry.‖ (italics in its original) (p. 54), she decided to draw a big heart with her red lipstick on the coffee shop window, put the shop‘s arrow picture on it, 2 http://www.merriamwebster.com/dictionary/American%20dream accessed on Saturday, 30th July 2016 at 13.00. ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and then leave the coffee shop unattended to catch up with her lover in Dilbert Supermarket (p. 55). It can be said that she refuses to lose love like her parents and chooses to fight for it. Umar Kayam becomes the protagonist of his two short stories, ―Istriku, Madame Schlitz, dan Sang Raksasa‖ and ―There Goes Tatum.‖ In the second short story ―Istriku, Madame Schlitz, dan Sang Raksasa‖, America—through the city of New York and its people—is represented in contrast with Indonesia—through the capital city of Jakarta and the city of Yogyakarta and its people. The author represents America and Indonesia in terms of East and West dichotomy. According to ―aku‖ the narrator (Umar Kayam), in his wife‘s fantasy, New York was a giant who eat humans (p. 12). New York, then, is a scary place to live in because it is big and full of people from various backgrounds. Actually, ―aku‖ had the same impression. Thousands of skyscrapers at night had produced terrifying atmosphere for him. He decided to end the story by believing that the missing Madame Schlitz had been swallowed by New York city ―the giant‖. ―‖Sang raksasa telah menelan Madame Schlitz.‖ Aku melihat keluar jendela. Ribuan pencakar langit seperti gunduk-gunduk bukit yang hitam, kaku, dan garang‖ (p. 31). Furthermore, although it is full of people, it is not a friendly place to live in. It is very difficult to meet and get acquainted with people even if they live in the same apartment building. It is unlike where ―aku‖ and his wife come from—Jakarta, Indonesia. as the capital city of Indonesia, of course, it is a big city like New York. Yet, it is friendlier than New York. American people then tend to be individualistic and unfriendly. In contrast, Indonesian people tend to be sociable and friendly. It is then natural for ―aku‘s‖ wife to feel lonely and is even longing for the habit of borrowing a ISBN 978-602-73769-3-9 cup of sugar or a bottle of cooking oil just to have a chat with a neighbor (p. 13-4). It is worthy to note here that the tactic of borrowing a cup of sugar works with Madame Schlitz (p. 21), but it is likely because she has visited the author‘s wife before. Besides that, according to ―aku‖, Indonesian beer was better than American beer. ―…. Aku lebih senang Schlitz daripada Budweiser atau Ballantine, meskipun kalau dibandingkan dengan Heinekens dan Anker yang dibikin di Indonesia, belum apa-apa ….‖ (p. 16). The East and West dichotomy is also represented through Madame Schlitz‘s imagination of the East. To Westerners, the East represents mystery and exoticness. It is of course stereotyping; not entirely true. ―Aku‘s‖ wife also thought so (p. 18). Another stereotyping is that Madame Schlitz thought that all Easterners practice yoga. ―…. Aku pikir suami Nyonya, karena dari dunia Timur, tentunya berlatih yoga pula‖ (p. 20). The author seems to think that fake is one of New Yorkers‘ problems. Madame Schlitz is described as fake. When she was alone, her Austrian accent was gone and replaced by regular midtown Manhattan accent (p. 22). Her husband might still alive, and it was not clear whether he was really a chef who was good at cooking wiener schnitzel or not or whether he practiced yoga every morning or not (p. 30). The villain of the sixth short story ―There goes Tatum‖, the Negro robber, is also described as fake. The Negro villain was smiling and asking politely when actually he wanted to beg for money. ―…. ‖Fifty cents, Mistuh,‖ Aku jadi tersenyum juga melihat cara mengemis yang enak itu. …‖ (italics in its original) (p. 67). He was also asking some questions politely and saying frankly that he wanted the author‘s watch when actually he wanted to rob the author. ―…. Aku diam. Si Negro tersenyum menepuk-nepuk bahuku. ―Tuan, aku ingin 255 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 jam Tuan. Tuan besok bisa beli lagi. OK?‖‖ (italics in its original) (p. 69). He seemed to be playing around with his knife when actually he wanted the author to feel threatened. The author finally gave away his Titoni watch, which was a gift from his father. The Negro thanked the author after robbing him. ―‖That‘s a good boy. Thank you, Mistuh‖‖ (italics in its original) (p. 71). The author‘s experience with New York city crime has shown that New York city is a harsh city. The crime problem seems to be so complicated, especially when it concerns African-Americans (p. 67). When the author took his Master and Doctorate degree and wrote his short stories in 1963 until 1965, Civil Rights Movement was happening in the South. Thus, discrimination was still very much a problem of African-Americans everywhere in America. The last two short stories, ―Sybil‖ and ―Chief Sitting Bull‖ are the third and the fifth short stories of the Collection. In ―Sybil‖, New York was in summer time, and it was far from comfortable because it was too hot (p. 35). In ―Chief Sitting Bull‖, New York was also in hot summer time. ―Hawa terasa amat panas waktu Charlie masuk rumah. …‖ (p. 64). So it seems to be more enjoyable for New Yorkers to spend their morning time outside in Central Park. Although it is always hot, summer time is really a leisure time for Americans. It is the time when they can have a long holiday and spend their time outside the house. Yet, the fifteen-year-old Sybil had to spend a boring summer holiday because all her friends were at summer camp. Her mother could not send her like the rest of the children because she could not afford to pay it with her meager waitress salary. It is a typical condition of a single mother, who has to work to support herself and her child. In reality, according to Duncan and Goddard(2003: 178), especially in big cities, ―[f]rom the 1960s onward the number of divorces and singlemothers had expanded claimants to 4 million adults and 9 million 256 children‖. Sybil had to spend a miserable time with her mother scolding her a lot (p. 33-4) and watching her mother coming home early with her lover Harry Robertson to spend their late afternoon time in her mother‘s bedroom (p. 43-4). It is likely to assume that Sybil was upset when the talkative child she is baby-sitting Susan told her about her much better life condition that she decided to persuade Susan to play robbery game and tied up a handkerchief around Susan‘s eyes and mouth (p. 41-2). Out of a young girl‘s irresponsibility, Sybil left behind the tied-up-Susan in the park near the beach in a hot summer afternoon, and judging from Sybil‘s mother‘s hysterical reaction to the police call, accidently killed her (p. 42-3). The ―Chief Sitting Bull‖ short story highlights fake as one of New Yorkers‘ problems. Its main character Charlie is also described as fake. He spent his summer days in the park riding on the white horse of the park carousel five times (p. 56) and feeding the doves with his ―lover‖ Martha (p. 61), but on that day, and perhaps on the other days, he lied to his daughter-in-law Mary that he spent his day reading books in the city library and having a political debate with his old friends in Washington Square (p. 64). As usual, Charlie only wanted to ride the carousel‘s white horse, or black horse, so when the white horse was occupied by a boy, he determined to get it back by deceiving the boy with Chief Sitting Bull story. He convinced the boy that he, ―Chief Sitting Bull‖, always rode on a white horse, while the boy, ―the hero Buffalo Bill‖, always rode on a red horse. The boy was convincingly deceived and he gave up his white horse and let Charlie ride it (p. 58-9). Furthermore, Charlie gave impression to the carousel lady and Martha that his actually kind-hearted daughter-in-law had made him come late with her bad attitudes, but he fought her back and made her cry to get what he wanted (p. 57 & 62). Actually, it is all just about ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 keeping his manliness. Charlie is being fake to convince himself and others that he is still ―a man‖. Conclusion Although the East and West dichotomy is mostly implied in ―Istriku, Madame Schlitz, dan Sang Raksasa‖ short story, it can be concluded that America—through the city of New York and its people—is represented in opposition with Indonesia—through the capital city of Jakarta and its people—in all the short stories. Unlike the capital city of Jakarta, New York city is not a nice place to live in. It is not peaceful and comfortable because it is noisy and hot. It is also scary, unfriendly, and sometimes lonely, although it is full of people from various backgrounds. Life in New York city can be a boring life that is difficult to avoid. Unlike Indonesian people who are sociable and friendly, American people then tend to be individualistic and unfriendly. Furthermore, doing the same things everyday make them become mechanical and lose their creativity. Consequently, they can easily become lonely and bored. Love seems to be something hard to get for American people. Many of them have lost it forever, and many others have to struggle hard to get it. Losing love makes them able to do harm even to people who are close to them. Being fake is another problem of American people. They tend to fake who they really are to get what they want. Does this mean that Indonesia— through the capital city of Jakarta and its people—is better than America—through the city of New York and its people? The answer ISBN 978-602-73769-3-9 can be yes or no depending on to whom the question is asked. One thing for sure is that there is nothing better than home. Home is sweet home for Umar Kayam and for most people. Bibliography Brummett, B. 2006. Rhetoric in Popular Culture. California: Sage Publications, Inc. Duncan, R. and J. Goddard. 2003. Contemporary America. New York: Palgrave Macmillan. Hall, S. 1997. ―Introduction‖ in Hall, S. (Ed.) Representation: Cultural Representations and Signifying Practices. Milton Keynes: The Open University. Kayam, U. 2003. Kumpulan Cerpen: Kunang-kunang di Manhattan. Jakarta: Pustaka Utama Grafiti. Lidchi, H. 1997. ―The Poetics and the Politics of Exhibiting Other Cultures‖ in Hall, S. (Ed.) 1997. Representation: Cultural Representations and Signifying Practices. Milton Keynes: The Open University. Online sources https://en.wikipedia.org/wiki/List_of_books_ set_in_New_York_City http://www.goodreads.com/list/show/13633. Best_Books_Set_in_New_York_City https://www.nypl.org/blog/2015/08/13/nycneighborhood-novels http://www.merriamwebster.com/dictionary/American%2 0dream 257 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 IMPROVING STUDENTS‘ READING COMPETENCY USING SQ3R STRATEGY IN HOTEL MANAGEMENT CLASS SECOND SEMESTER THE INTERNATIONAL BALI TOURISM INSTITUTE Gede Eka Wahyu Sekolah Tinggi Pariwisata Bali Internasional Fakultas Sastra Dan Budaya Universitas Udayana Denpasar, Bali

Ni Putu Evi Wahyu Citrawati Sekolah Tinggi Pariwisata Bali Internasional Fakultas Sastra Dan Budaya Universitas Udayana Denpasar, Bali Abstract This study was aimed at improving the students‘ competency through the use of SQ3R strategy. Based on the result of pre-observation test, it was found that the second semester students at The International Bali Tourism Institute, particularly class hotel management problem in their reading competency. The subjects of the study were 40 students consisting of 27 males and 13 females. The data were collected by using students‘ reading competency test, researcher‘s diary, and questionnaires. In relation to the use of those instruments, there were two kinds of data gathered, namely quantitative and qualitative data. The students‘ reading competency improved along with the implementation of SQ3R strategy. It can be seen from the percentage of students who got below 65 in four reading indicators. There were 57.50% students got score below 65 in finding main idea in pre- observation test, it decreased to be 40 % in cycle I and decreased to be 22.50% in cycle II. There were 72.50% students got score below 65 in finding specific information in preobservation test, it decreased to be 65% in cycle I and decreased to be 20% in cycle II. There were 70% students got score below 65 in finding specific information in reading competency test I , it decreased to be 47.50% in cycle I and decreased to be 12.50% in cycle II. There were 55% students got score below 65 in finding specific information in reading competency test I , it decreased to be 52.50% in cycle I and decreased to be 17.50% in cycle II. Keyword - reading competency, class action research, SQ3R Introduction Reading is the most dominant language skill taught in the classroom. It can be seen from the time allocation of reading that is more than the other skills. Reading is an exercise dominated by the eyes and the brain in which the eyes receive messages from the text and the brain identify the significance of these messages (Harmer 1991). There are four indicators in reading. Those indicators are: 1. obtain main ideas, 2. obtain specific information from the written text, 3. recognize the word meaning and 4. Finding the textual reference. 258 Based on the pre-observation conducted by the researcher, less than 75% of students got score below 65 in findin g main ideas, specific information, textual reference, and word meaning. The test was covered four indicators such as finding main idea, specific information, textual References and word meaning. The result of pre-observation shows that most of students‘ score below 65. In detail, 57.5% of student had problems in finding main idea, 72.5 % students had problem in finding specific information, 70 % student had problems in finding textual reference, 55 % had problem in finding word ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 meaning. It indicates that students had problem in their reading competencies. The students who still had problems in reading or those who did not achieve the minimum score (65) had problems in their reading competency. It was strengthen by the result of the interview with the teacher and students. Students were lack of interest in reading subject. The researcher also conducted the pre-observation in classroom during reading session. The result showed that the students were passive and less motivated in teaching and learning process. The teacher only asked the students to answer questions provided below the text in the textbook without providing a reading strategy for the students. Based on explanation above, there are two problem will discuss on the writing, first, how the student be able to find out the idea in the english text, second, what kind of strategy that can help student to improve their reading ability. The purpose of the studies are: (1) to discover the way the student can find out the idea and meaning in the text, (2). To find out what kinds of reading strategy that help the student to improve their reading ability. Methodology The subjects of the study were students in Hotel Management class The International Bali Tourism Institute Denpasar. The students were chosen by the researcher as the subjects because less than 75% of students got score below 65 in four indicators, such as finding main ideas, specific information, textual reference, and word meaning. This research aimed at students‘ learning development, the most appropriate procedure uses for this study was an action based classroom research procedure by Kemmis and McTaggart in Sugiyono (2008). ISBN 978-602-73769-3-9 The instruments used in this study are:Questionnaire, Researcher‘s Diary and Tests. Before implementing the treatment, the pre-test was administered to the students to know their reading level and their problems in reading. Before implementing the technique in the classroom, the researcher needs to make several preparations related to the strategy. At planning stage, the researcher prepared all the material and instruments used for collecting data. The plan that had been prepared would be implemented at action stage. Action refers to the treatment conducted by the researcher to the classroom activities based on the planning designed. There were three main activities in the lesson plan namely preactivity, whilst-activity, and post-activity. The activities in the classroom were recorded in researcher‘s diary.In the observation stage, the researcher observed the result of the action which had been done in the first cycle. The researcher evaluated the student‘s achievement; it can be seen from the result of the tests. The student‘s responses and feelings toward the treatment in the action were known from the result of the questionnaire and researcher‘s diary. In the reflection stage, the researcher made reflection about the process, the strengths, and the weaknesses of the action conducted based on the result of post test, questionnaire and researcher‘s diary. The finding in each meeting and the result of the test were used as an input to improve the next action in the next cycle. Suppose if the action was not successful, the researcher should try to find out the causes and the solutions to overcome the problems. Finding and Discussion The result of pre-observation shows that 57.5% of students have problem to find main idea, 72.5 % students have problem in finding specific information, 70 % students have problem in finding textual reference, 55 % had problem in finding word meaning. It indicates that students had problem in their 259 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 reading competencies.By considering on those facts, it was very important to find an effective way to help the students in improving their reading competency and to reach the passing score. The researcher then decided to give treatments to the students by the implementation of ―SQ3R Strategy‖ in teaching reading to help them comprehending the text better and in a shorter time. After two sessions of treatment by using SQ3R strategy, the students‘ reading competency test in cycle I was administered in order to know the students‘ reading competency after they were treated in two sessions by using SQ3R strategy. After the test in cycle I was administered, the researcher collected the worksheet and analyzed the data to find out the result of the final score of the students. Based on the result of the students‘ competency test in cycle I, it was found that the students‘ scores in this reading competency test improved from the reading competency test conducted in pre-observation. In detail, it shows that 40% of student had problems in finding main idea, 65 % students had problem in finding specific information, 47.5 % student had problems in finding textual reference, 52.5 % had problem in finding word meaning. It indicates that students still had problem in their reading competencies. Then, the researcher decided to conduct cycle II. Based on the researcher‘s diary, it was found that generally the activity in the classroom ran smoothly although there were some students‘ looked uninterested and less motivated to apply the strategy. Most of the students interested in the implementation of the strategy, it could be seen from the students‘ participation in classroom discussion. Most of them participated in the discussion in the first and second session. From the result of the questionnaire in the first cycle, it can be seen that most of the students gave positive response towards the implementation of SQ3R strategy. But, there were some students who gave negative 260 response toward the implementation of SQ3R strategy. It was found that 15 % did not like the implementation of the strategy in reading, 12 students (30%) answered that the strategy was not helped them in overcoming their previous problem in reading English text, 10 students (25%) of them answered that the strategy did not help them in finding main idea, 16 students (40%) chose that the strategy did not help them in finding specific information, 17 students (42.5%) said that it was not helped them in finding textual reference and 18 students (45%) answered that the strategy did not help them to find the word meaning. Moreover, 23 students (47.5%) stated that they did not activate their prior knowledge to assume what was the text about, before they started to read the text comprehensively, 20 students (50 %) answered that they did not summarize the important point gained in reading text, 19 students (47.5%) answered that they quickly forget the information collected from the text and 15 (42.5%) students answered that the strategy was helpless for them. The texts for reading materials were chosen as interesting as possible. It was done to make the students more interested in reading the text. The researcher also chose the text from relevant sources and tried to give students new text that they had not read it before. In relation with the fact that none sub-indicators achieved the performance indicator (≥ 6.5), the researcher would keep focusing on the four indicators in the next cycle.The analysis of students‘ reading competency test in cycle II showed that the number of students who already achieved the passing score was increased by the implementation of the strategy. It showed by the result that more than 75 % students achieved the passing score used by the school institution. It also reached the performance indicator used in this study.Based on the improvement of the students‘ score in cycle II, it can be says that students passed the passing score applied by the school and the ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 performance indicator designed in the study that was 75% students obtained the minimum score of reading competency or achieved the score ≥ 6.5. According to the above analysis, it could be concluded that the implementation of SQ3R Strategy could improve the students‘ reading competency. Moreover, the result shows that 22.5% of student had problems in finding main idea, 20 % students had problem in finding specific information, 12.5 % student had problems in finding textual reference, 17.5 % had problem in finding word meaning. It can be concluded that less than 25% of students got below 65, and more than 75% of students got 65. It can be illustrated by the following graph. 100,00% 90,00% 80,00% 72,50% 70,00% 60,00% 70% 65% 57,50% 55% 52,50% 47,50% 50,00% 40% 40,00% 30,00% 22.50 % 20% 20,00% 12.50% 17.50% 10,00% 0,00% Main Idea Specific Information Textual Reference Word Meaning Pre Observation Based on the analysis of the result of reading comprehension tests, researcher diaries and questionnaires in both cycle I and cycle II, it can be concluded that the students‘ reading competency of Hotel management class of Bali International Tourism Denpasar improved by the implementation of SQ3R strategy. Conclusion Based on the previous findings and discussion, it can be concluded that the implementation of SQ3R strategy could help the students, especially the students in Hotel Management class of Bali International Tourism Institute Denpasar in improving their reading competency. The improvement of the student‘s achievement in reading competency could be clearly seen from the ISBN 978-602-73769-3-9 comparison of the result of three tests conducted in this study. The improvement of the students will be shown by the percentage of decreasing number of students who got less than 6.5 in each sub-indicator. Bibliography Burke, Jim.2000. Reading Reminders. Boynton/Cook Publisher, Inc. Portsmouth. Harmer, Jeremy. 1991. The Practice of English Language Teaching. New York: Longman Publishing. Harvey, S. & Goudvis, A. (2000) Strategies that work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse Publishers. Lenski, S., Wham, M.A., & Johns, J. (1999) Reading and Learning Strategies for 261 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 Middle and High School Students. Dubuque, IO: Kendall/Hunt Publishing. Stahl, Norman.A. 1986. Tracing The Roots of Textbook Study System: an Extended Historical Perspective. College Reading and Learning Assistance 262 Technical Report 86-02. Atlanta : Georgia State University Sugiyono.2008. Metode Penelitian Pendidikan. Alfabeta. Bandung. Robinson, F.P. (1946). Effective Study . New York : Harper ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 RECIPROCAL TEACHING TO IMPROVE STUDENT‘S MOTIVATION IN POETRY READING COMPREHENSION Gina Larasaty Wiralodra University Indramayu, Indonesia

Abstract This study was a collaborative classroom action research that investigated how the reciprocal teaching improved the students‘ motivation in poetry reading comprehension. This study was conducted in two cycles, in each cycle consists of two meetings. In collecting data the writer used quantitative and qualitative method. The qualitative data were obtained from observation. Then the quantitative data were obtained from the calculation of the reading survey score mean of pre action and post action and poetry reading comprehension score mean of pre test and post test. The result of this study showed that (1) Reciprocal teaching improved the quality of teaching and learning process of poetry (2) the students‘ motivation in poetry reading through reciprocal teaching has improved, (3) and the students‘ achievement in poetry reading comprehension has improved as well ,encouraging them to be active in the classroom, and enhancing their cooperative skill. So, the conclusion isthe reciprocal teaching technique was significant improve the student‘s motivation in poetry reading comprehension of fourth grade of the student‘s Wiralodra University academic year 2014/2015. Keywords - Reciprocal Teaching Technique, Student‘s Motivation, Poetry Reading Comprehension Introduction The students of English at Wiralodra University in semester Fourth had ability to read and comprehend the poetry text. Furthermore, they were able to appreciate the text poetry. But, the writer saw that the students had difficulties in appreciate the text poetry, because they were struggle in understanding the poetry text. Many of them had low motivation in poetry class, in learning process the students were not enthusiastic and interested in comprehending poetry text , and in learning process was monotonous because the teacher used conventional technique which was dominated by the teacher. Unlike speaking, reading is not something that every individual learns to do. (Nunan, 249; 1999). Reading is comprehending. If the students can read the words of a text , but do not understand what they are reading, they are not really reading (Mclntryne et al, 2011: ISBN 978-602-73769-3-9 113). Furthermore, Ogle & Blachowicz (2008 :27) stated that comprehension is a constructive process. In comprehending, readers are active in constructing meaning through the process of interacting or transacting with what they read. In conclusion, reading is an active process in which the reader should construct the meaning used some skills and strategies to understanding the text. So, Reading Comprehension is a process that takes place over time. (Silberstein, 1994:12). As a result, they felt difficult in comprehending poetry text. For this reason, the writer considered to implement an innovative technique and classroom action research to help the students development in comprehending the poetry text. In Reading Poetry student lack of motivation (Hasim and Nawawi 1994:73) ―, so the writer wants to conduct the research about the classroom activity in the poetry class. In this 263 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 research, the writer used an effective strategy (Palinscar & Brown, 1984) in reading poetry, that is using ― Reciprocal Teaching‖. Effective reciprocal teaching includes ; predicting, questioning generating, summarizing and clarifying. Based on the general background of the study above, the writer tried to implement Reciprocal Teaching Technique and investigate how Reciprocal Teaching can improve students reading comprehension in poetry text. The purpose of this study is to help the students in improving their comprehension in Reading Poetry Text through reciprocal teaching. Conducting this research, the writer hopes that this research can help the teacher and students in teaching learning. The technique that used in teaching-learning process of reading comprehension in poetry can be used as a model of teaching and comprehension. Methodology This was a collaborative classroom action research as research design. Classroom action research is a type of applied research, is a form of research that is conducted to improve practices in educational settings (Glanz; 1998:20). This research used qualitative and quantitative method. The qualitative data was obtained from observation. Then, the quantitative data was obtained from student‘s reading survey and student‘s poetry reading comprehension test. This research conducted in two cycles. In this collaborative action research, the researcher was the teacher conducting teaching learning process. Meanwhile, the observer was the English teacher. This research was run in English Department. This action research conducted in the students at the fourth semester students of Wiralodra University, academic year 2014/2015. The number of this class consists of 19 students, 12 girls and 7 boys. 264 In this research the writer applied observation, , reading survey (MRP) and poetry reading comprehension test as instrument in collecting the data. In collecting data, the writer used qualitative data and quantitative data. The writer collected the qualitative data from observation sheet, and in collecting quantitative data, the writer used reading survey (MRP) and test poetry reading comprehension. The analysis qualitative data was used to observe the student‘s activity during teaching learning process. In this case of reading survey and test comprehension, the writer used statistical analysis to analyze the statistical data (reading survey and test comprehension). In observing student‘s motivation in poetry reading comprehension, there was reading survey which contains four indicators like ; (1) very low motivation in poetry reading comprehension. The store applied in this reading survey used grade 1-4 which mean: score (1) = most negative, (2) = negative, (3)= positive, and (4)= most positive. Table 1. Scoring for MRP Self concept as Value of reading reader (Number) (Number ) 1. = Recording scale 2. = Recording scale 3. = 4. = 5. = 6. = 7. = 8. = 9. = 10.= 11.= 12.= 13.= 14.= 15.= 16.= 17.= 18.= 19.= 20.= SC raw score = ∑ V raw score = ∑ recording scale /40 recording scale /40 Full survey raw score = ∑ SC. V/80 (taken from Gambrell, Palmer, Codling, & Mazzoni, 1996) ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 In addition, the writer calculated the average of student‘s reading survey score per action in one cycle as follow: ( Anas Sudijono, (2010; p 82) . Pengantar Statistik Pendidikan, Jakarta PT Grafindo Persada). M=∑X N M = mean ∑X = the amount of students score N = Number of students Then, the researcher tried to get class percentage for students who fail the test considering that stated in syllabus (40-54.9 = D and 00-39.9 = E ). If the students get score under ―54,9‖ it meant the students was fail. Therefore the researcher identified whether the student improve or not from pre test, post-test I to post-test II on poetry reading comprehension used this formula : ( Anas Sudijono, (2010; p 43) . Pengantar Statistik Pendidikan, Jakarta PT Grafindo Persada). P = f x 100 N P = class percentage F = frequency are being found N = Number of students. Finding and Discussion As was described in the ―Techniques for Collecting Data‖ section, four techniques were applied in order to get information for solving the research questions. These were observation, questionnaire, reading survey and poetry reading comprehension test. During the research, the writer found some findings as follows : implementing ISBN 978-602-73769-3-9 Based on the reading survey (MRP) reported that this survey assessed two fundamentals of component of motivation : self-concept and task value. The result of reading survey showed that mean of the self-concept was 55,2%, it indicated that they needed intervention to promote their reading engagement. It meant that their motivation in reading engagement is still low. Then, the mean of value of reading was 61,8% , it indicated that their motivation in value of reading was low. In other words, their experience that emphasizes meaningful purpose for reading poetry was still lack, so they needed additional support in developing motivation to read a poetry. Then, the mean of full survey (MRP) was 58,5%. While, the writer conducted pre test, the result showed as follow : Table 2. Pre-Test The procedure of the action research are planning, implementing, observing, and reflecting. 1. Findings 1.1. Before Teaching Before the implementing the action, the writer had done reading survey to know the detail condition of class that would be researched. Then, the writer did pre-test to assess their skill in comprehending poetry text. Reciprocal Interval Qualification > 54.9 <54.9 Pass Fail Total of Student 4 15 % 21% 78,9% The result of pre test reported that reading comprehension in Poetry had low score. The data showed that the students comprehending in poetry 78,9% was failed. Based on University policy, the criterion of pass is >54.9. So, there were 15 students who failed. It could be concluded that the students' ability to understand the poem was still low. Considering those situation, the writer decided to implement a new technique by using the reciprocal teaching technique in teaching poetry of reading comprehension in order to overcome those problem and improve their poetry reading comprehension. 265 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 1.2. The Implementation of Classroom action Research. (cycle 1 and Cycle 2). implemented technique. the reciprocal teaching a. Observation sheet c. Poetry Reading Test. To see the students achievement in poetry Table 2. Students observation Sheet in group reading comprehension, the writer conduct Group Attention Volunteering Participation post test in cycle 1 and cycle 2. Then, the C1 C2 C1 C2 C1 C2 scoring of the students achievement in poetry 1 fair Good poor fair poor good reading comprehension as follows : Table 4. Scoring of Poetry reading 2 fair good poor good Poor good Comprehension 3 fair Good fair good Fair good Interval Qualification No of % 4 Poor good Poor fair Poor good students Pass 14 73.7 As it was seen from the table above, from > 54.9 Fail 5 26,3 observation sheet, the writer assumed that in <54.9 implementing of reciprocal teaching in classroom from cycle 1 to cycle 2 was After conducting the treatment in the cycle I significantly improving. Although, in the and cycle II, the writer gave post-tests to cycle 1 the result showed the attention of measure the students‘ improvement in Poetry group 4 was poor, volunteering from reading comprehension. The data showed group1,2,4 was poor and the participation from the student‘s mean score have been from group1,2,4 was also poor, in the cycle 2 improved that in pre test , it is 39.4 and in the volunteering, participation and attention got post-test I. It is 66.3 and then the post test II. significant improved being good. So, the It is 77,8 . So, it can be concluded that the writer concluded that the students motivation reciprocal teaching is proven in improving significant improved after conducting in two the student‘s poetry reading comprehension. cycles. Chart 1. b. Reading Survey (MRP) Result of Poetry Reading Comprehension In line with observation sheet, the result of Test from Pre test, post test I, Post test II reading survey showed that the students motivation significantly improved. It can be Mean seen from the table above : Table 3. The Mean of Reading Survey Pre test Cycle 1 Cycle 2 SCraw 55,2% 67,10% 81% V raw 61,8% 69,90% 84% FS Raw 58,5% 68% 82% Considering the table above, showed that self concept students about poetry reading comprehension was improved around 25,8% , and their value of reading poetry also improved around 22,2%. So, it can be said that the full survey of the students motivation in poetry reading comprehension was significantly improved from 58,5 % to 82 %. The improvement was 23,5% after 266 100 50 Mean 0 pre - post - Post action action I action II Conclusion Based on the discussion of this study, the writer proposed some conclusions related to the result of the study. The conclusions can be explained as follows : After two cycles in this study, the writer concluded that reciprocal teaching technique was able to improve the quality of teaching ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 and learning process of poetry reading comprehension in the class. The students response in learning poetry through reciprocal teaching technique was very good. They were interested and enthusiastic in the learning process. The students enjoyed and active in learning process. The students motivation in poetry class also improved through reciprocal teaching technique. In line with the students motivation, the implementation of reciprocal teaching technique in learning process have successfully improve the students poetry reading comprehension as well. After conducting the actions in the cycle I and cycle II, the students‘ score improved significantly. The writer used scoring rubric from University scoring policy in classifying the students achievement. Below there was a table that showed the students‘ frequency distribution of the students‘ score: Table. 5 The Frequency Distribution of the Students‘ Score on Pre-test, Post Test I, and Post Test II. Interval score Pre test f <54.9 > 54.9 P (%) 79 21 Post test 1 P (%) f 15 4 26,3 73,7 5 14 Post test 2 P F (%) 0 0 100 19 N 100 19 100 19 100 categ ory fail pass 19 Chart 2. The Improvement of Students‘ Score in Poetry Reading Comprehension The chart above showed that the improvement of the students score, before conducting the reciprocal teaching technique, the students mean score was 39,4. There were 4 students who passed and 15 students who failed. Their mean score improved significantly into 66,3. There were 14 students who passed and 5 students who failed after students used reciprocal teaching technique in the cycle 1. This good progress continued in the cycle 2, the students mean score 77,8. There were no one who failed. Bibliography Gambrell, Palmer , Codling, & Mazzoni (1996). Assessing Motivation To Read. International Reading Assosiation, 49, 518-533. Hasim,S.R & Nawawi, K.M (1994). Seeing The Light : How Students Read Poetry. Akedemika 44, 73-84. Mclntyre, E.,Hulan,C.,& Layne ,V.(2011) .Reading Instruction for Diverse Classroom. The Guilford Press.New York. Nunan,D (1999). Second Language Learning and Language Learning. Heinle & Heinle publisher. Ogle, Donna & Blachowicz, Camille (2008). Reading Comprehension. Strategies for Independent Learners. The Guilford Press. New York Palincsar & Brown, (1984). Reciprocal Tteaching of Comprehension – Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1, 117-175. 20 15 pass 10 fail 5 0 pre test cycle 1 ISBN 978-602-73769-3-9 cycle 2 267 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 INTERCULTURAL COMMUNICATION EMBEDDED IN TEACHING SPEAKING MATERIAL USED IN ENGLISH DEPARTMENT OF SEMARANG STATE UNIVERSITY AND ITS IMPLEMENTATION Girindra Putri Dewi Saraswati

Mohamad Ikhwan Rosyidi

Hartoyo

English Department, Faculty of Languages and Arts, Universitas Negeri Semarang Abstract This study aims at finding out a concrete picture of intercultural-bound English speaking material used in English department of Semarang State University and its implementation in speaking classroom. Specifically, this study deeply examines the intercultural component attached in English teaching material used in speaking classroom which comprises short conversation, roleplay instruction, and contextual discussion by employing Intercultural Communicative Competence theory. In addition to this, researchers also study the implementation of intercultural teaching embedded in speaking classroom, by focusing on the techniques and strategies used by the lecturers. This study uses an interdisciplinary approach, qualitative method, and case study design. Meanwhile, the data is collected by using observation, interview, as well as documentation study techniques; and is validated by using triangulation method which encompasses data source triangulation, researcher triangulation, theory triangulation, as well as methodology triangulation. The collected data is analyzed by employing interactive model which comprises data reduction, data presentation, and data verification. Keywords - intercultural communication; teaching material; speaking Introduction Approach used in teaching English in English as a Foreing Language (EFL) countries, including Indonesia, currently tends to implement communicative approach rather than the classical ones, such as: grammar-translation, direct, or audiolingual method (Bourke, 2006; Efrizal, 2012; Ahmad & Rao, 2013). Here, language is taught as a set of context combined from a group of words or sentences. The development of the approach is in fact followed by the use of culture as one of competence taught for learners. Baker (2012, p.62) explains that the existence of culture as one component in communicative approach had been introduced by Hymes since 1972 through the introduction of sociocultural approach in 268 teaching foreign language to learners. In English itself, the competence of culture has been known as intercultural competence which is the ability in achieving the purpose of intercultural communication. Holliday (2011, p.1) states that the understanding of interculture here opens chances for people to take part in a certain on-going communication between interlocutors from different cultural background. Therefore, it could be understood that cultu