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INVESTIGATED LEARNING-TEACHING METHOD; A CONTENT ANALYSIS OF ENGLISH EDUCATIONAL RESEARCH REPORTS A Thesis Presented to
the Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree Magister Humaniora (M. Hum.) in English Language Studies
AGATHA LISA 156332027
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INVESTIGATED LEARNING-TEACHING METHOD; A CONTENT ANALYSIS OF ENGLISH EDUCATIONAL RESEARCH REPORTS A Thesis Presented to
the Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree Magister Humaniora (M. Hum.) in English Language Studies
AGATHA LISA 156332027
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2017
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“It always seems impossible until it is done.” (Nelson Mandela)
Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.” (Helen Keller)
This research is proudly dedicated to: 1. My adorable parents, Al. Wahyu Bawono and MM. Listiyani Darayanti, and my dearest brother, Fransciscus Buwana, who have given endless love, support and affection in my life. 2. All KBI 2015.
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ACKNOWLEDGEMENTS Foremost, all praises are forwarded to Allah, Jesus Christ and Mary, the most Gracious and the most Merciful who have given the writer inspiration, strength, blessing, spirit, hopes and guidance in accomplishing this thesis. First of all, I would like to extend my deepest gratitude and appreciation to the best advisor Bapak Dr. J. Bismoko. His guidance, suggestions, corrections, comments, and criticism can become the improvement of this research. Moreover, his support and inspiration make me struggle with all the obstacles during the completion. I would like to thank Bapak Dr. B. B. Dwijatmoko, M. A., Bapak F.X. Mukarto, Ph. D., as Thesis reviewers, and Bapak Dr. E. Sunarto, M. Hum., as my thesis examiner. Thank you for all suggestions which encourage me in completing or revising my thesis. I thank Bapak Paulus Sarwoto, Ph.D., as the chairperson of English Language Studies. For everything, I thank Babe Drs. Al. Wahyu Bawono, B.Sc., mami Maria Magdalena Listiyani Darmayanti, S.Pd., and kakak dr. Fransciscus Buwana. As my family, they have done their best to me. They always support me emotionally and materially with effort, prayer, love, and patience. I would like thank my cousins Agnees Dyah R., S. Pd., Clara Rusdiana Dwi, W., S.Pd, and Ega Bima P., S. Kom., Msi, my boarding housemate Agata Endang S., Titis Sekar P., Intan, Elma Palimbong, Josephine Fanny D., S. Pd., Dian Indita, S. Pd., Maria Diah W., Karina Krisnadia., S. E, Vina, and Ensa Puspitasari, my beloved friends, Sonia Alexandra P., S. Pd, Nadia Gitya Y., S. Pd., Arum Galih R, Vitha Ama M., S. Pd., Paskalia Siwi., M. Pd, Ni Luh Enita M., S. Pd., Natalia Sulistya. A., S. Pd., Yoanna, Maria Dea Wrestiningtyas., S. Pd., M. Hum., bapak Rosipani for helping me finding data in UAJ Jakarta, and my thesis team Supriyani, S. Pd., M. Hum., and Monica Sindhi Galih S., S. Pd., M. Hum. I also thank all my friends of KBI batch 2015. Finally, the researcher thanks all people whom the researcher could not mention for their unforgotten contribution during the thesis writing process. Hopefully this thesis will be beneficial for everyone.
Agatha Lisa vii
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TABLE OF CONTENT Pages TITLE PAGE .............................................................................................. i APPROVAL PAGE .................................................................................... ii THESIS DEFENSE APPROVAL PAGE ................................................... iii DEDICATION PAGE ................................................................................. iv STATEMENT OF ORIGINALITY ........................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ......................... vi ACKNOWLEDGEMENTS ........................................................................ vii TABLE OF CONTENTS ............................................................................ viii LIST OF TABLES ...................................................................................... x LIST OF FIGURES .................................................................................... xi LIST OF ABBREVIATIONS ..................................................................... xii ABSTRACT ................................................................................................ xiii ABSTRAK .................................................................................................... xiv CHAPTER I INTRODUCTION ................................................................ A. RESEARCH BACKGROUND ........................................................... B. SCOPE OF THE STUDY .................................................................... C. PROBLEM FORMULATION ............................................................. D. RESEARCH GOALS .......................................................................... E. RESEARCH BENEFITS .....................................................................
1 1 9 10 10 11
CHAPTER II LITERATURE REVIEW ................................................... A. THEORETICAL REVIEW .................................................................. 1. Educational Research Reports ....................................................... 2. Approaches and Methods in Language Teaching ........................... a. Approach ............................................................................... 1) Communicative Language Teaching ................................ 2) Cooperative Language Learning ...................................... 3) Task-based Language Teaching ....................................... 4) Project-based Learning .................................................... 5) CALL .............................................................................. b. Design.................................................................................... 1) Learning-Teaching Materials ........................................... 2) Learning-Teaching Media ............................................... 3) Learning-Teaching Assessment ....................................... 4) Learner roles ................................................................... 5) Teacher roles ................................................................... 2) Procedure ............................................................................... 3. Classification Area of English ....................................................... a. Inner-Circle Countries ............................................................ b. Outer-Circle Countries ........................................................... c. Expanding-Circle Countries ................................................... d. Asia ....................................................................................... e. Indonesia ................................................................................ 4. Content Analysis ...........................................................................
13 13 13 21 27 28 29 30 32 33 34 34 36 38 40 41 42 44 45 46 46 47 48 49
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a. Definition of Content Analysis ............................................... b. Purposes of Content Analysis ................................................. c. Types of Content Analysis ..................................................... d. Procedures of Content Analysis .............................................. B. THEORETICAL FRAMEWORK ......................................................
49 51 52 53 56
CHAPTER III METHODOLOGY ......................................................... A. RESEARCH GOALS AND METHOD ......................................... B. NATURE AND DATA SOURCES OF DATA ............................. C. INSTRUMENTS .......................................................................... D. DATA GATHERING ................................................................... E. DATA ANALYSIS AND PRESENTATION ................................ F. VALIDITY ...................................................................................
59 59 61 63 67 72 73
CHAPTER IV ANALYSIS RESULTS AND DISCUSSION..................... A. ANALYSIS RESULTS .......................................................................... 1. Origin and Year of Publication ...................................................... 2. Investigated Topic ......................................................................... 3. Related Topic ................................................................................ 4. Research Goal ............................................................................... 5. Research Design and Method ........................................................ 6. Data Gathering Instruments........................................................... 7. Participants ................................................................................... 8. Sample Sizes ................................................................................. 9. Sampling Technique ..................................................................... 10. Validity ......................................................................................... 11. Data Analysis Technique .............................................................. 12. Research Results ........................................................................... 13. Implication or Suggestion ............................................................. 14. Not Available or Not-Reported ..................................................... B. DISCUSSION ........................................................................................
75 75 76 78 85 88 89 91 92 95 96 97 97 98 100 101 102
CHAPTER V CONCLUSIONS.................................................................. A. CONCLUSION...................................................................................... B. IMPLICATIONS ................................................................................... C. SUGGESTIONS ....................................................................................
110 110 113 114
BIBLIOGRAPHY ....................................................................................... APPENDICES ............................................................................................. Appendix 1: Data Sources ..................................................................... Appendix 2: Concept Clarification Table............................................... Appendix 3: Quantitative Data .............................................................. Appendix 4: Qualitative Data ................................................................
116 123 123 130 156 168
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LIST OF TABLES Table 3.1 Data Sources ................................................................................. 64 Table 3.2 Quantitative Table ......................................................................... 65 Table 3.3 Qualitative Table ........................................................................... 65 Table 3.4 Concept Clarification..................................................................... 66 Table 3.5 Master Table ................................................................................. 67 Table 4.1 Year of Publication ........................................................................ 78 Table 4.2 Learning-Teaching Approach/Method ........................................... 80 Table 4.3 Learning-Teaching Media ............................................................. 81 Table 4.4 Learning-Teaching Assessment ..................................................... 83 Table 4.5 Learning-Teaching Materials ......................................................... 83 Table 4.6 Learning-Teaching Techniques/Strategies ..................................... 84 Table 4.7 Investigated Skills and Knowledge ................................................ 86 Table 4.8 Investigated Attitude and Related Learning Factors ....................... 87 Table 4.9 Research Goal ............................................................................... 88 Table 4.10 Research Design and Method ...................................................... 89 Table 4.11 Data Gathering Instruments ......................................................... 91 Table 4.12 Participants .................................................................................. 93 Table 4.13 Sampling Technique .................................................................... 96 Table 4.14 Validity ....................................................................................... 97 Table 4.15 Research Results ......................................................................... 98 Table 4.16 Suggestion/Implication ................................................................ 100 Table 4.17 Not Available/Not-Reported ........................................................ 101
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LIST OF FIGURES
Figure 1.1 Three Competences of the 2013 Curriculum ................................. 5 Figure 2.1 Typical Research Article Structure ............................................... 16 Figure 2.2 Summary of Elements and Sub-Elements of Method .................... 26 Figure 2.3 Basic Elements of an Inquiry Process ........................................... 42 Figure 2.4 Asia within Three Circles ............................................................. 48 Figure 2.5 A Framework for Content Analysis .............................................. 54 Figure 2.6 Framework of Pre-Understanding................................................. 58 Figure 3.1 Open Sources ............................................................................... 63 Figure 3.2 Google Search .............................................................................. 68 Figure 3.3 – Figure 3.7 Chosen Page Link ..................................................... 71 Figure 4.1 Origin .......................................................................................... 77 Figure 4.2 Learning-Teaching Method .......................................................... 79 Figure 4.3 Sampling Sizes ............................................................................. 95 Figure 4.3 Data Analysis Technique .............................................................. 97
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LIST OF ABBREVIATIONS ADP
Approach, Design, and Procedure
ELT
English Language Teaching
CLT
Communicative Language Teaching
CLL
Cooperative Language Learning
TBLT
Task-Based Language Teaching
PBL
Project-Based Learning
CALL
Computer Assisted Language Learning
ECC
Expanding-Circle Countries
OCC
Outer-Circle Countries
ICC
Inner-Circle Countries
CA
Content Analysis
ICT
Information Communications Technology
F
Frequency (Number of Data)
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ABSTRACT Lisa, Agatha. (2017). Investigated Learning-Teaching Method; A Content Analysis of English Educational Research Reports. Yogyakarta: The Graduate Program, English Language Studies, Sanata Dharma University. English language teaching has undergone many changes. Various teaching methods have come into vogue and then some still exist but some disappeared. In Indonesia, Competence Based Learning (CBL) has been introduced for more than ten years at the school level and more than fifteen at the university level. The goal is for students to acquire three competencies; knowledge, skill, and attitude. Hence, the implementation of CBL leads to the emergence of various teaching learning methods and practices which are relating with the three competencies. There have been a lot of research reports discovering learning-teaching method in the field of English Language Teaching (ELT). Therefore, this research aims to discover the trends of English educational research on learning-teaching method. The term method within this research is divided into three elements; approach, design (learning-teaching materials, media and assessments), and procedures (learning-teaching techniques or strategies). The value of examining research trends is that to see the status of academic discipline periodically looks at for the purpose of learning where it has been, where it is currently, and where it tends to be in the future. It can help ELT academics, researchers, policy makers, or university managers to see research studies that were mostly as well as rarely explored. A content analysis method, both quantitative and qualitative, are used in this study. A total of 110 education research reports published were examined. The data were English educational research reports from Indonesia, Asia, inner circle countries (ICC) and outer circle countries (OCC) published within the last ten years, 2007-2016. The research reports were from open sources by using keywords. The results of the analysis were presented in the forms of tables, charts showing the frequencies, percentages of the findings and description. The findings revealed that researches in English educational learningteaching method were mostly conducted in learning-teaching media (45.45%), and the most frequently studied was the innovation in emerging uses of ICT, for instance YouTube, twitter, Facebook, edmodo, podcast, interactive weblogs, and etc. For the studied sample, these studies were mostly conducted on university students which are from English Department (48.9%). The reasons for investigating learning-teaching method is to examining the effectiveness of learning-teaching method on students’ achievement or performance (70.91%), examining participants’ perception (14.55%), and examining the comparison of the usage one learning-teaching method and the other method (9.09%). Moreover, there was a tendency to employ quantitative research design (36.36%). In line with this finding, tests and questionnaire were found as the most common instrument to collect the data (22.73%). For the research results, almost all research report results are good and effective. Only one research report which concluded that the impact of learningteaching method on students’ achievement or performance is not effective. Therefore, for future researchers should conduct another holistic research which the results are not easy to be predicted as effective or good. Keywords: learning-teaching method, research reports, content analysis xiii
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ABSTRAK Lisa, Agatha. (2017). Investigated Learning-Teaching Method; A Content Analysis of English Educational Research Reports. Yogyakarta: Kajian Bahasa Inggris, Universitas Sanata Dharma Pengajaran Bahasa Inggris telah banyak mengalami perubahan. Berbagai metode pembelajaran ditemukan, ada beberapa metode yang masih ada dan populer, namun ada beberapa yang sudah tidak dipakai lagi. Sementara itu, pembelajaran berbasis kompetensi telah diterapkan dalam dunia pendidikan di Indonesia selama lebih dari sepuluh tahun di tingkat sekolah dan lebih dari lima belas di tingkat universitas. Tujuan dari pembelajaran tersebut adalah menekankan siswa untuk mencapai kompetensi pengetahuan, keterampilan, dan sikap. Terdapat banyak penelitian yang meneliti tentang metode belajar mengajar Bahasa Inggris. Tujuan dari penelitian tersebut adalah untuk memberikan kontribusi dalam upaya meningkatkan kualitas pembelajaran di kelas. Oleh karena itu, penelitian ini mempunyai satu rumusan masalah yang bertujuan untuk mengetahui seperti apa penelitian-penelitian tentang metode pembelajaran dalam bidang pendidikan bahasa Inggris tersebut. Penelitian ini merupakan kuantitatif dan kualitatif analisis isi. Penelitian ini menganalisa 110 laporan penelitian dalam bidang pendidikan Bahasa Inggris yang telah dipublikasin. Data laporan penelitian di pendidikan Bahasa Inggris diambil dari berbagai Negara, antara lain adalah Indonesia, Asia, Inner Circle Countries (ICC) dan Outer Circle Countries (OCC) yang diterbitkan dalam sepuluh tahun terakhir, mulai dari tahun 2007 sampai 2016. Instrumen yang digunakan dalam penelitian ini adalah kata kunci dan tabel. Hasil analisis ditampilkan dalam bentuk persentase dan deskripsi. Hasil analis menunjukkan bahwa penelitian dalam metode pembelajaran bahasa Inggris sebagian besar dilakukan pada media pembelajaran (45.45%), dan yang paling sering diteliti adalah inovasi pembelajaran Bahasa Inggris dengan memanfaatkan Teknologi Informasi dan Komunikasi (TIK), seperti contoh dengan menggunakan YouTube, twitter, Facebook, edmodo, podcast, interactive weblogs, dan lain-lain. Mayoritas dari penelitian dilakukan terhadap mahasiswa yang berasal dari Jurusan Bahasa Inggris (48.9%). Sedangkan alasan untuk menyelidiki metode belajar mengajar adalah untuk menguji efektivitas penerapan metode pembelajaran terhadap pencapaian prestasi siswa (70.91%), menguji persepsi siswa (14.55%), dan membandingkan suatu metode pembelajaran dengan metode pembelajaran yang lain (9.09%). Peneliti cenderung menggunakan metode kuantitatif (36.36%), dengan menggunakan tes dan kuesioner sebagai instrumen untuk mengumpulkan data (22.73%). Untuk hasil penelitian, hampir semuanya baik dan efektif. Hanya satu laporan penelitian yang menyimpulkan bahwa suatu metode pembelajaran tidak efektif dalam meningkatkan pencapaian prestasi siswa. Oleh karenanya, sangat disarankan untuk melakukan penelitian yang lebih holistik dimana hasilnya tidak mudah diprediksi sebagai efektif atau bagus. Kata Kunci: Metode Pembelajaran, laporan penelitian, analisis isi.
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CHAPTER I INTRODUCTION This chapter consists of five sections which is intended to present the purpose and background of this study. This chapter contains research background, scope of the study, problem formulation, research goals, and research benefits. The explanation of each section is presented as follows.
A. RESEARCH BACKGROUND Teaching
and
learning
are
causally
tightly
bound
activities.
Kumaravadivelu (2003: 5) say “Educators say that teaching is both an art and a science. It is basically a subjective activity carried out in an organized way. While, learning is about how we perceive and understand the world, about making meaning. Marton and Booth (1997) say “but ‘learning’ is not a single thing, it is about change. It may involves mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behavior appropriate to specific situations” (as cited from Fry, Ketteridge, & Marshall, 2009: 8). What is the cause effect relationship between teaching and learning? The question is based on the assumption that teaching actually causes learning to occur. Does it, really? We know by experiential knowledge that teaching does not have to automatically lead to learning; conversely, learning can very well take place in the absence of teaching. Kumaravadivelu (2003: 7) answer “the entire edifice of education, however, is constructed on the foundation that teaching can contribute to accelerated and accomplished learning”. Therefore, learning-teaching is very 1
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complex. It is not easy to translate theoretical knowledge, beliefs or assumptions into practical implications for teaching. As educators, the have to understand students’ learning. Moreover, they have been working to better prepare today’s graduates for a world in which academic content mastery and skills such as critical thinking, problem solving, creativity, innovation, communication, selfconfidence, self-efficacy, technology literacy, and collaboration. There are no simple answers to the questions “How as educators can we bring about learning?” “Which method is best?” This is partly because education deals with specific purposes and contexts that differ from each other and with students as people, who are diverse in all respects, and ever changing. Not everyone learns in the same way, equally or readily about all types of material. The discipline and level of material to be learnt have an influence. Students bring different backgrounds and expectations to learning. English language teaching has become very important because of the global status of English and people all over the world are learning this language. In Indonesia, there are many problems that foreign language learners have when they deal with those communication problems in teaching and learning process. As a result, ideal subjects are not practical and failing to realize what has been expected. Some factors are behind the failure of the application. For instance in teaching pronunciation, the students are varied and they are all influenced by their own mother tongues. Hence, generally “How to motivate students to learn?” “How to make the students understood?” Those questions lead an educator to make such a great innovation in order that all students can be motivated and
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understood. A teacher should choose the proper method according to the concrete aim and problem in the learning-teaching process. In learning-teaching process, approaches and methods reflect particular assumptions and beliefs about how learners should learn. The assumptions are reviewed based on the roles of autonomous learning, learning strategies, learning style preference, students’ feelings and technology-mediated learning. Approaches and methods also prescribe how teacher should teach. Those reflect assumptions about the nature of good teaching, the teaching-learning process characteristics, the practice and technique, teacher’s goals, teacher’s role, language skills, culture, resources, grouping, arrangement, evaluation and interaction. English language teaching in the post-method era invites the educators to become creative, innovative and autonomous in terms of teaching methodologies, designing materials, and teaching technique which can make the enjoyable and lively teaching and learning atmosphere process. Therefore, innovation in language teaching should provide an appropriate balance of opportunities for learning and should cover four equal strands which are proposed by Paul Nation in 2007. The principle of the four strands consist of four equal strands – meaning focused input, meaning focused output, language focused learning, and fluency development. Each strand should receive a roughly equal amount of time in a course (Nation, 2007: 167). Hence, the four strands of language learning is a succinct balanced approach of looking at language learning. Richards and Renandya (2002: 11) say “An approach to language pedagogy is not just a set of static principles “set in stone.” It is, in fact, a dynamic composite of energies within a teacher that changes (or should change, if one is a growing teacher) with
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continued experience in learning and teaching”. Hence, Kumaravadivelu (1994: 27) say “the post method condition can also reshape the character and content of L2 teaching, teacher education, and classroom research. in practical terms, it motivates a search for an open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that will enable teachers to theorize from practice and practice what they theorize. Therefore, the new paradigm of teaching approaches and methods give a chance for teachers to look for unconventional teaching techniques to facilitate students’ learning process. Social media includes social networks, wikis, blogs, podcasts, forums, content communities, and microblogging. Among this media, social networks seem to be the most widely accessed and used and they have been the new trend of today’s communication. The techniques in teaching and learning process cannot be separated from the changing curriculum since it will define what to be learnt and actions on how to attain the expected outcomes. Tanner (1980: 13) defines “curriculum is the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under auspices of the school, for the learners’ continuous and willful growth in personal social competence.” In Indonesia, the curriculum has been renewing 11 times started from curricula 1947, 1952, 1964, 1968, 1975, 1984, 1994, 1999, 2004, 2006 until the most updated curriculum which is 2013. The English Language Teaching pedagogies in curricula 2013 are focusing on developing learners’ communicative competence and autonomy in language classrooms have two key concepts of the learner-centered classrooms: placing more responsibility in the
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hands of the students to manage their own learning, and providing teachers with the role as facilitators of knowledge to help learners learn. As the 2013 Curriculum is implemented in schools, the teaching and learning stages should involve the students to actively participate through observing, questioning, exploring, associating and communicating. Those stages are designed in order to reach the goal of the 2013 Curriculum – to create Indonesians who are competent, religious, productive, innovative, and affective, and are able to contribute to the society, country, and the global civilization (Law No. 69, 2013, Ministry of Education and Culture). Three competencies of the 2013 Curriculum can be seen in Figure 1.1.
Figure 1.1. Three competencies of the 2013 Curriculum (The Ministry of Education and Culture, Implemeted Kurikulum 2013) From the Figure above, it can be interpreted that English teaching and learning process should be adjusted by emphasizing skills, knowledge and attitude. Therefore, the revised curriculum is also clear that approaches to teaching can and must be varied to complement learning and take into account the differences in students, their interests and motivation, their varied personalities
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and the many ways in which they learn. It is stated in the curriculum that the teacher needs to adopt innovative approaches to teaching and to be aware of changes and developments in educational theory and practice. Nowadays, teachers can choose their textbooks and other supplementary materials; they can also choose methods or activities they want to use in their lessons. It is a big advantage but also a big challenge. Learning-teaching method can be incorporated as an aspect which influences students’ performance. In fact, the students will learn effectively if teachers present an appropriate teaching method to stimulate the learning process and towards the end it will improve the students’ achievement. However, it is not easy to find a suitable approach for all learners. Therefore, in order to discover, evaluate and know whether learning-teaching method is effective, suitable and appropriate related to students’ skills and knowledge, students’ attitude, motivation, belief, or perception toward the learning-teaching method, some educators conducted an educational research. Some researchers, educators and practitioners conducted an educational research in some purposes. For instance they want to discover, evaluate and know whether learning-teaching method is effective, suitable and appropriate related to students’ skills and knowledge, students’ attitude, motivation, belief, or perception toward the learning-teaching method. In Indonesia, different people do some research with different purposes. They are not only teachers and lecturers but also scholars, students, and researchers. One of purposes in conducting some researches is that the credit system in Indonesia which demands the students to do a research as the requirement to obtain a degree. Rajasekar, Philominathan and Chinnathambi
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(2013: 3) say that “No person would like to do research unless there are some motivating factors.” They presents ten motivations about what makes people do research. One of them is “to get a research degree and then to get a teaching position in a college or university or become a scientist in a research institution”. Relating to the fact about the credit system in Indonesia, it can be proved that some people do a research at the end of their study in university as the partial fulfillment of the requirements to obtain their degrees. The thesis is the end product and record of students’ years of academic training and research efforts. The students will be considered to pass or fail from their study depending on this research paper. The Directorate of Higher Education (DIKTI), every year, also always offers many kinds of grants for students in order to develop students’ ability in expressing their ideas and the results of their scientific activity in the form of scientific article based on the criteria or standard of writing scientific journal (Ditlitabmas Dirjen Dikti, 2014: 24). Therefore, it can be implied that writing a research is compulsory for the students who study in the university since most university programs require the completion of a mid-level to senior-level of research project. Moreover, the students will be considered “pass or fail” from their study depending on their research which is written in the process or in end of their study in university. Therefore, as a result, many types of researches have been conducted in English education field. One of them is learning-teaching method, as one of nonlearners components in English education. There are some methods which can be used in learning and teaching process. They are expected to give some significant contributions to improve the quality of teaching and learning success in English
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education. Therefore, this research aimed to discover how far English educational research on learning and teaching method which has been investigated in the last ten years. The value of examining research trends is that to see the status of academic discipline periodically looks at for the purpose of learning where it has been, where it is currently, and where it tends to be in the future. Lee, Wu, and Tsai (2009) say that “information about the current status and trends of research in their fields is helpful for their career and academic publications (as cited from Cavas, 2015: 575). Similarly, being aware of publications in important academic journals for novice researchers helps them to understand the field of science education more broadly. Tsai and Wen, (2005) say that “It will help to minimize the replication study. Moreover, a systematic analysis of publications in academic journals may assist researchers to explore the current status and future trends of researches (as cited from Cavas, 2015: 575). Therefore, it can be said that investigating the trends of those research can provide information on the progress and current status of English education. Studies which have looked at research trends and progresses can be found in several disciplines in English education. They are Choi and Lee (2008) who had analyzed the trends and issues of English language education in Asia. It is then followed by Renandya et al. (2014) who also investigated the current ELT trends and practices in Southeast Asia. Meanwhile Abilasha and Ilankumaran (2014) had examined the trends of English Language teaching in the entire world with specific reference to the trends prevalent during the previous decades. From the review of these previous three studies, this study is valuable and different from previous studies. Firstly, the present study indicates discovering not only manifest
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content but also latent content. Secondly, this study was scrutinized the research reports on learning-teaching method in terms of different variables unlike similar researches. Last, this study provides a systematic review to cover recent trends through analyzing the research reports published up to 2016. Hence, the trends in English language teaching and learning will have been giving tremendous significance advantages in education systems. It has undergone numerous innovations and changes in language education include new pedagogic approaches, such as task-based language teaching; changes to teaching materials; technological developments, such as computer-assisted language learning; and alternative assessment methods, such as the use of portfolios. Therefore, related to the phenomena, this research will focus to discover the trends from some published educational researches on one of external factors in language teaching, English teaching and learning method. This research is collaborative with other two researchers, Supriyani and Monica Sindhi Galih Susanti. Supriyani’s research focuses on investigating skills and knowledge in English education. Meanwhile, Supriyani’s research focuses on investigating attitude and related learning factors in English education.
B. SCOPE OF THE STUDY English educational research on learning and teaching method should be done thoroughly. However, due to the time and place constraint, the researcher considered some limitations. First, this study is limited to the topic of research reports being analyzed. This research focuses only on analyzing research reports which deal with learning and teaching method; approach, design, and procedure.
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Second, the limitation is related to the number of the learning-teaching method in English educational research. This study only examines 110 education research reports which are published from Expanding-Circle Countries (ECC), Inner-Circle Countries (ICC) and Outer-Circle Countries (OCC). The research reports are written by practitioners, teachers, lecturers, or university students (both the graduate and post-graduate) which were published between the years 2007-2016. Third, the analysis of the research reports is only intended to the method of teaching and the content of each research reports. However, the researcher will analyze 110 research reports in which 90 research reports are originated from Indonesia, 10 of them are from Asia, and 5 are from each of OCC and ICC. Therefore, due to the limited data acquisition, the results of this study may not represent the general reality or condition in the world.
C. PROBLEM FORMULATION Considering the background of the study, the problem of this study is formulated in a research question. The research question is: what are the trends of research on learning-teaching method in English education?
D. RESEARCH GOALS The main purpose of this study is to discover the trends of research on learning-teaching method in English education. This goal of research can be achieved through finding out the elements of research reports which covers investigated topic, concept of clarification of the topic being analyzed, related topic, origin, participant, goal, method, data gathering instrument, data analysis
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technique, sampling technique, validation technique, results, and recommendation or suggestion. Moreover, this information leads to discover the existence of learning-teaching method and various learning-teaching practices in post-method era.
E. RESEARCH BENEFITS This study is intended to explore the trends of English educational research on learning and teaching method in the last ten years in Indonesia. Therefore, it is expected to give some significant contributions to the following; scientific benefits and practical benefits. The scientific benefit contributes on researchers, especially for English Language Studies knowledge regarding to English educational research on learning-teaching method since this research offers a description of each learning-teaching method; approach, design, and procedure. It also offers the findings about developmental path to what extend the English educational researches on teaching and learning are develop in the ten years. Another benefit is related to practical benefit. This study is expected to be beneficial to students, educators, practitioners, researchers, or policy makers. It might possible to guide for the next researchers who makes studies and researches on this issue. They can use the results of this study to conduct an extended research about teaching and learning method as their references since this study find out the significant scientific discoveries of the investigated learning-teaching methods. Specifically, the attributes will be described through the types of method teaching and the content of the research reports. Those information will present a big picture and provide numerical-based summary about which learning-teaching
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methods in English educational research are discovered and frequently discovered. In addition, this study can offer insight and benefit for the English practitioners and policy maker who want to conduct research, as well as to see the aspects of the research that still need to be improved and it can be used for evaluation. Also, it can reach efficiency in English education research, particularly in teaching and learning method research and contribute greatly to the advancement of humanity since understanding each method allow us to see some salient differences among the methods presented in the research reports.
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CHAPTER II LITERATURE REVIEW This chapter includes two parts, namely theoretical review and theoretical framework. The theoretical review presents some important concepts which are related to the research. The theoretical framework consists of summary from the theories that will be used to solve the research problems.
A. THEORETICAL REVIEW The theoretical description presents some important concepts which are related to the research. The concepts are: (1) Educational Research Report, (2) Approaches and Methods in Language Teaching, (3) Classification Area of English, and (4) Content Analysis. The description of each concept will be discussed as follow.
1. Educational Research Reports Research is a process in which the researchers engage in a small set of logical steps (Creswell, 2012: 2). Educational research report is a brief information and description of the research work done by the researcher. It can be in a form of theses, dissertations, journal article and proceedings. It is one of the means by which we seek to discover the logical and empirical truth in the field of education. Rajasekar, Philominathan and Chinnathambi (2013: 2) say “It is an investigation of finding solutions to scientific and social problems through objective and systematic analysis. It is a search for knowledge, that is, a discovery of hidden truths. Here knowledge means information about matters. The information might be collected from different sources like experience, human 13
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beings, books, journals, nature, etc.” It can be interpreted that academic educational research reflects the interests, issues, and concerns of the teachers, educators, and researchers. They are meant for knowledge development in which individuals evaluate different aspects of education including, student learning, teaching methods, teacher training, and classroom dynamics. Therefore, they are expected to give some significant contributions to improve the quality of teaching and learning success in English education. Rajasekar, Philominathan and Chinnathambi (2013: 2) say “A research can lead to new contributions to the existing knowledge. Only through research is it possible to make progress in a field”. In the different term, Carrol and Morrell (2010: 2) say “educational research is important in proposing theories, testing theories, increasing our understanding, and improving teaching and learning. Therefore, it can be said that educational research is not just a way to come up with new ideas about teaching and learning, but most often it is a way to convince us that the ideas we already have are worth exploring. Hence, conducting research is not something easy to do as it is composed of several steps. Creswell (2012: 7) proposes six steps of how to conduct research namely: (1) Identifying a research problem, (2) Reviewing the literature, (3) Specifying a purpose for research, (4) Collecting data, (5) Analyzing and interpreting the data, and (6) Reporting and evaluating research. These steps are considered as the foundation for conducting educational research. A key feature of reports is that they are formally structured in sections. The use of sections makes it easy for the reader to jump straight to the information they need. Therefore, as proposed by Yates (2004: 16-17), the criteria of good research report can be roughly measured based on three aspects. First, they can be
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defined as good research reports technically. It means that the researches were conducted systematically. In other words, they follow the procedure properly. Second, they are good if they made contribution to knowledge. The result of the research should establish a breakthrough of science which is not previously known. They can prove something which is vague so that better understanding can be made. Third, they should achieve something that mattered. It can be universally or specifically for a particular context. For example: a research on the implementation of certain teaching technique in English education which aimed at improving the students’ proficiency. Therefore, generally, in reporting an educational research, there are several parts to be presented in the report, namely abstract, introduction, literature review, methodology, results or findings, analysis results and interpretation, conclusion, implication and recommendation or suggestion. The structure of research report can be seen in the following Figure 2.1.
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Figure 2.1. Typical Research Article Structure (as cited from https://csumb.edu/library/structure-typical-research-article) Abstract is the summary of the research or study in which will help the readers easily to identify what, why, how and the result or summary of main findings. In introduction, the researcher outlines context, background and purpose. It exposes what the researcher researched and why. Literature review which sometimes may be combined and included in the introduction refers to other relevant research. Methodology explains what the researcher did, how research
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was done and outlines how the data was collected. Results or findings which sometimes may be combined with discussion presents the findings of the research. In this part, the researcher should write and present the facts only without interpretation by using graphic form, for instance, tables or graphs. Analyses results which may be combined with interpretation presents the findings which refers to literature review. It also presents an interpretation and evaluation of the results. Conclusion which may be combined with recommendations and suggestion is a brief statement of what was found. Recommendations is about suggestion about suitable changes or solutions. References is regarding to all references used in your report or referred to for background information. Sometimes, an educational research reports provides appendix. Appendix is any additional material which will add to researcher’s report. The judgment of the education research can be done through looking at the elements research reports. Judgments about education research involve judgments about research and about education since they involve some consideration both of the methodological (how well it was done) and of the substance (what it achieved). Therefore, examining the elements of research reports are necessary as it provides information which can be used to see what elements are absent and still need to be improved. Hence, such this exploration is necessary to discover how much the education has improved within a specific period of time in term of learning-teaching method. To assist researchers examining the research reports, especially for those who obtained large data, a table consisting research attributes can be employed.
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The table should cover the attributes of research. Sozbilir (2016: 1651) has developed paper classification form (PCF) which consists of five sections: subject of the paper, research design or methods, data collection tools, sample, and data analysis methods. The researcher within this research has adjusted the paper classification form so that it becomes more adaptive. As the results, eleven main categories are formulated. Those are (1) origin, (2) investigated issue, (3) related issue, (4) participant, (5) research problem/goal, (6) research design and method, (7) data gathering instrument, (8) data analysis instrument, (9) sampling technique, (10) validation, and (11) results, (12) conclusion, and (13) additional information. First, the classification of origin is based on the classification area of English discussed in the previous part which is proposed by Kachru (1985). There are three areas namely Inner-Circle Countries (ICC), Outer-Circle countries (OCC) and Expanding-Circle countries (ECC) in which the majority of countries in Asia belong to this area. But, as the researcher wanted to focus more on Indonesia, she adjusted the classification into four, namely ICC, OCC, Asia and Indonesia. Second, in terms of investigated issue, the researcher has used the theories of learning-teaching method in determining the classification. They are approach, design and procedure. However, to get richer results, the researcher also put other related issue as the third category. The classification will be based on what the researcher found in the studied research reports. Fourth category is participant as the studied sample. It can be high school students, university students, English teachers, lecturers, etc. The classification of
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this category will also be based on what have been found within the studied research reports. Fifth category is about the goal of the research. Considering the various goals that will be found within the studied research reports, therefore the researcher will make generalization to classify them so that it will be easier to interpret. Firstly, she will read each research report and make a list on the goal. Then, she will classify the similar goal under one classification as the generalization. Sixth category is research design and method which can be broadly categorized into quantitative, qualitative and mixed (the combination of both quantitative and qualitative). Creswell (2012: 12) mention that experimental, correlation, and survey belong to quantitative designs. While, grounded theory, ethnography, and narrative belong to qualitative designs. Mixed methods and action research designs belong to combine designs. Furthermore, Fraenkel and Wallen (2009) also proposes that experimental, correlation and survey belong to quantitative. While content analysis, ethnography, and historical research belong to qualitative. They also mention mixed method and action research. In the different term, Ary et al. (2010: vii) make a clear distinction between the two. The quantitative is composed of experimental and non-experimental. While the qualitative consists of case study, content analysis, ethnography, grounded theory, historical, narrative, and phenomenological. The research design and method, therefore, are formulated based on the classification of those experts and what have been found in the research reports.
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Seventh, the data gathering instrument consists of several tools which are commonly used to obtain data for both quantitative and qualitative research. Ary et al. (2010: 527) have defined various data gathering instruments such as field note, observation, interview, written response (questionnaire), performance measures on and student’s information which can be in the form of portfolio or work samples, test, and many others. They also point out two instruments used in educational research which aims at measuring the value, namely achievement test and aptitude test (Ary et al., 2010: 201). Creswell (2012: 212) mention that qualitative data can be collected through several instruments such as observation, interview, document and audiovisual materials. Considering the use of these instruments, the researcher will put them in classification if the researcher finds at least two or more than twice. Eighth, data analysis instrument is formulated based on three types of research, quantitative, qualitative and mixed. Data analysis instrument in Sozbilir’s (2016: 1651) paper classification form also consists of quantitative and qualitative. The researcher involves mixed instrument since several researches in English education also employ both quantitative and qualitative within the analysis. Ninth, sampling technique is determined based on two types of sampling, probability and nonprobability. Ary et al. (2010) differentiate between the two types of sampling. They mention that random sampling, stratified sampling and cluster sampling are the examples of probability sampling. While nonprobability sampling involves convenience sampling, purposive sampling and quota sampling. Furthermore, Creswell (2012: 143) describe about sampling strategies
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in quantitative research. Probability sampling consists of random sampling, stratified sampling and cluster sampling. Meanwhile, nonprobability sampling is composed of convenience sampling and snowball sampling. Therefore, the researcher has determined random sampling, stratified sampling, cluster sampling, purposive sampling, convenience sampling and quota sampling as the sampling techniques to be put in the research reports classification. Tenth, validation is significant in both quantitative and qualitative research. Validity and reliability are commonly used for quantitative research as it always depends on measurement. As stated by Ary et al. (2010: 225) both validity and reliability are essential in developing and evaluating instruments. In qualitative research, the researchers can use credibility, transferability, trustworthiness and confirmability (Ary et al., 2010: 498). The researcher within this category has chosen validity, reliability, trustworthiness and credibility as the sub-categories of validation. The last category is result. In determining the classification, the researcher will do the same procedure as in defining the classification of goal. She will make a list of result from each research report and then the similar results will be put under one classification. By doing so, it will assist the researcher in interpreting the results of large number of research reports.
2. Approaches and Methods in Language Teaching People talk about approaches, methods, techniques, procedures or models into the practice of English teaching since in the middle age to 17th century. In that century, John Locke, Basedow and Comenius devised new method of teaching based on the principles of imitation, repetition, and practice in both reading and
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speaking form. It also was happened as the influence of Latin 500 years ago before the foundation of Roman Empire in which Romans studied Greek as their second language. The process of second language acquisition was similar to be the acquisition of the first language such as repetition, imitation, and reproduction of words, phrases or sentences. Mackey (1950) also believes that all teaching, whether good or bad, must include some sort of repetition, presentation, selection, and gradation. Therefore, in the reform movement, about four decades ago Edward Anthony (1963) identified three levels of conceptualization and organization, which he termed approach, method, and technique. An approach, according to Anthony was a set of assumptions dealing with the nature of language, learning and teaching. Method was described as an overall plan for systematic presentation of language based upon a selected approach. An approach is axiomatic and a method is procedural. Technique is the implementation of specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well (as cited in Richards & Rodgers, 2014: 21). Therefore, a couple of decades later, Richards and Rodgers (1982, 1986, and 2001) proposed a reformulation of the concept of “method”. Anthony’s approach, method, and technique were renamed, respectively, approach, design, and procedure, with a super ordinate term to describe this three-step process, now called method. Kumaravadivelu (1994: 29) defines method as “a single set of theoretical principles derived from feeder disciplines and a single set of classroom procedures directed at classroom teachers”. While, Bell (2003: 326) defines method (with a lowercase m) as “a grab bag of classroom practices” and Method
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(with an uppercase M) as “a fixed set of classroom practices that serve as a prescription and therefore do not allow variation”. Prabhu (1990: 162), on the other hand, uses the term ‘method’ to refer “both to a set of activities to be carried out in the classroom and to the theory, belief, or plausible concept that informs those activities”. Pennycook (1989: 610) argued that methods actually serve the dominant power structures in society, leading to “a de-skilling of the role of teachers, and greater institutional control over classroom practice”. Therefore, as a consequences of repeatedly articulated dissatisfaction with the limitation of the concept method and the transmission model of teacher education, the L2 profession is faced with an imperative need to construct a postmethod. The term postmethod was first coined by Pennycook in 1989 and was later studied by many other scholars like N.S. Prabhu, R.L. Allwright, H. H. Stern, etc. The concept of postmethod condition was officially firstly introduced by Kumaravadivelu (1994). Kumaravadivelu (1994, 2001, 2003b) who is information currents of thought: One emphasizes the need to go beyond the limitations of the concept of method with a call to find an alternative way of designing effective teaching strategies (Clarke, 1994; Kumaravadivelu, 1994; Prabhu, 1990), and another emphasizes the need to go beyond the limitations of the transmission model of teacher education with a call to find an alternative way of creating efficient teaching professionals (Freeman & Johnson, 1998; Johnson, 2000; Woods, 1996). Kumaravadivelu (1994, pp. 43-44) adds that “the postmethod condition can potentially reshape the character and content of L2 teaching, teacher education, and classroom research. It can empower teachers with the knowledge, skill, attitude, and autonomy necessary to devise for themselves a systematic,
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coherent, and relevant alternative to method”. However, the source of inspiration for philosophizing postmethod is postmodernism. So before dealing with the postmethod pedagogy, it would be helpful to take a glance at the concept of postmodernism (Hashemi, 2011). However, despite the widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, Islam (2017: 545) gives an opinion in his research that the focus of ELT should not center on discussing methodological issues in a sporadic way, but on the ways how teachers can implement those issues in classroom practices or how they can go beyond the prevailing methods. In fact, postmethod pedagogy does not “imply the end of methods but rather an understanding of the limitations of the notion of method as it is narrowly defined and a desire to transcend those limitations” (Bell, 2007: 143) by empowering educators towards developing a standardized system of language teaching. Efforts in developing a standard method of teaching were very much apparent during the method era but they were sporadic and ultimately resulted in failures. But postmethod pedagogy has tried to string together these diverse, piecemeal efforts in a harmonious way so that it can overcome the limitations of method. From the different point of views which some experts talk about method and postmethod, it can be concluded that as educators, they should be exposed to all methods so that they themselves can choose from the existing methods or even construct what principles they will use in their teaching. Moreover, method still retains a place in postmethod and postmethod makes a newer type of method in the name of eclecticism and principled pragmatism. Electicism is related to conceptual approach which holds multiple theories, various teaching styles or ideas to gain deep and clear understanding. While, principle pragmatism is related to teacher’s plausibility which connotes the involvement of both teacher and students in the learning activity. In addition, following a method and a blend of
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methods give benefit for teacher especially for those who have recently started their teaching. They can get pack of suggestions including a set presciptions on what teachers and learners should do in the classroom. Moreover, there are losts of limitations and challenges in postmethod pedagogy. Akbari (2008: 645) The big problem is that, in postmethod pedagogy, teachers’ responsibilities are much broader and other than their academic duties, they are also assigned with “extra roles of social reformer and cultural critic” thus taking “language teaching beyond the realms of possibility and practice”. Shohamy (2004: 101-106) gives opinion that in many circumstances, most teachers are viewed as “servants of the system” who prepare students for a specific exam or test by just “implementing the testing policies of central agencies with no power and authority to resist”. They are not only teaching but also assigning their academic or administrative duties. In this matter, the teacher does not have enough time and energy to have kind of reflection regarding to their own teaching to overcome the language classroom problems in an era when there is not any method anymore. In line with what Islam (2017: 545) says that though the postmethod pedagogy encourages teachers’ autonomy and freedom of will in language classrooms, the set up acts the opposite. And teachers’ lack of competence and confidence does not allow them to be bold enough to exercise freedom. It is also certain that very few postmethod teachers have the time, resources, or the willingness to shoulder responsibilities. Therefore, the term method in this research will follow Richards and Rodgers (2014, p. 22) who say “method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure”. Hence, it can be said that method is like an umbrella which term for the
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specification and interrelation of theory and practice. An approach defines assumption, beliefs, and theories about the nature of language and language learning which the sources of the way things are done in the classroom and which provide the reasons for doing them. Design is the level of method analysis in which included the objective of method, the types of learning tasks, teaching activities, learners’ role, teachers’ role and the role of instructional materials. Designs specify the relationship of those theories to classroom materials and activities. Procedures are an ordered techniques and practices that are derived from one’s approach and design. A procedure is a sequence which can be described in terms such as first you do this, then you do that.... It is smaller than a method, it is bigger than technique. The relationship between approach, design, and procedure, the final step in implementing a method can be demonstrated in the Figure2.2.
Figure 2.2. Summary of elements and sub elements that constitute a method (Richards & Rodgers, 2014: 36)
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The Figure 2.2 presents information that Approach, Design, and Procedure are related each other. Different theories about the nature of language and how languages are learned (the approach) imply different ways of teaching language (the method) and different methods make use of different kinds of classroom activities (the techniques). The description of elements and sub elements that constitute method will be presented as follow.
a. Approach In the nineteenth century, Grammar-translation method emerged and brought foreign-language learning into school curriculums. In this method, the students were given explanations of individual points of grammar, and then they were given sentences which exemplified these points. These sentences had to be translated from the target language (L1) back to the students’ first language (L1) and vice versa. At the end of nineteenth century, the direct method arrived as the product of a reform movement which was reacting to the restrictions of Grammartranslation. Translation was abandoned in favor of the teacher and the students speaking together, relating the grammatical forms they were studying to objects and pictures. In the 1920s and 1930s, the direct method morphed into the Audiolingual method. The method attempted through a continuous process of such positive reinforcement, to engender good habits in language learners by using the stimulus-response-reinforcement model. Audiolingualism relied heavily on drills to form habits. Therefore, the purpose was habit-formation through constant repetition of correct utterances. A variation on the method is the procedure most often referred to as PPP (Presentation-Practice-Production). The PPP procedure emerged in the middle of the 1960s onwards. Then, four methods, developed in
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the 1970s and 1980s, such as Community Language Learning, Suggestopedia, Total Physical Response (TPR), and Silent Way. The emergence of Communicative Language Teaching (CLT) was in the 1980s. The general principles of CLT are today widely accepted around the world. Therefore, some approaches also emerged, such as Cooperative Language Learning, Content-based Teaching (CBT), Task-based Teaching, and Participatory Approach. Those can be regarded as a logical development of some core principles of Communicative Language Teaching.
1) Communicative Language Teaching Communicative Language Teaching (CLT), rooted in the multidiscipline, the initiation of communicative approach, came up at the beginning of the nineteenth century, and formalized in the late 1960s, when language studies and foreign language teaching ideas made big changes in America, Britain and Europe. Communicative Language Teaching (CLT) refers to a diverse set of principles that perfect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures. Richards and Rodgers (2014: 87) have mentioned that CLT in language teaching starts form a theory of language as communication. The goal of language teaching itself is to develop communicative competence. Furthermore, Widdowson (1978) said that CLT focuses on the communicative acts underlying the ability to use language for different purposes. Briefly, it can be inferred that CLT focuses the language teaching on communicative proficiency rather than on mere mastery of structures. Richards and Rodgers (2014) also proposed some principles in Communicative Language Teaching. The principles are (1) Learners learn a language through
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using it to communicate, (2) Authentic and meaningful communication should be the goal of classroom activities, (3) Fluency is an important dimension of communication, (4) Communication involves the integration of different language skills, and (5) Learning is a process of creative construction and involves trial and error. Common activity types in CLT include Jig-saw activities, Task-completion activities,
Information-gathering
activities,
Opinion-sharing
activities,
Information-transfer activities, reasoning gap activities, and Role plays. One of description examples of CLL types is in Jig-saw activities. In this activities, the class is divided into groups and each group has part of the information needed to complete an activity. The class must fit the pieces together to complete the whole.
2) Cooperative Language Learning Cooperative learning has been proved to be an effective teaching strategy to both the teachers and learners. The focus in cooperative language learning moves from teacher-centered to student-centered. The students will not perceive to be empty vessels awaiting the teachers’ knowledge like a traditional methods, but in cooperative learning, it recognizes the importance of students’ existing knowledge and puts that knowledge to work. Slavin (1995: 2) defines it: Cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content. In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to assess each other’s current knowledge and fill in gaps in each other’s understanding. In other words, cooperative learning should boost interpersonal relationship. Moreover, it should assist learners to develop high appreciation of collaborating with others. In the different term, Richards and Rodgers (2014: 246) point out that the word cooperative in Cooperative Learning emphasizes another important
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dimension of CLL: it seeks to develop classrooms that foster cooperation rather than competition in learning. Therefore, the idea of CLL is that it helps students to benefit from collaboration with peers in their learning (Jacob & Hannah, 2004). In applying this approach, there are some principles which teachers should acknowledge before implementing in their classes. The principles are proposed by some experts (Kagan 1994; Slavin 1995; Johnson et al.) They are positive interdependence, individual accountability, interaction, equal participation, equal opportunity for success, and group processing. Al-Yaseen (2014: 93) summarizes the aims of cooperative learning from some experts. The aims of Cooperative learning can be summarized as it help students to learn academically, learn listen to each other and to solve problems together (social-affective learning), and help students strengthen the confidence in their abilities and motivate them to apply themselves more in the learning process (personality development). Olsen and Kagan (1992: 88) gives several examples and also procedures of CLL activities such as Three-step interview, Roundtable, Think-Pair-Share, Solve-Pair-Share, and Numbered heads.
3) Task-based Language Teaching Task-Based Language Teaching (TBLT) is one of approaches in CLT. It refers to the use of tasks as the core unit of planning and instruction in language teaching. It also becomes the basic guidelines to design the classroom activities. Nunan (2004: 216) states, “task-based language teaching is an approach to language teaching organized around tasks rather than language structures”. While, Branden (2006) defined it as “an approach to language education in which students are given functional tasks that invite them to focus primarily on meaning
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exchange and to use language for real-world, non-linguistic purposes” (as cited in Richards and Rodgers, 2014: 174). Willis (1996, p. 26) classifies tasks into six types, which are listing tasks, sorting and ordering, comparing, problem-solving, sharing personal experience, and creative tasks. Whereas, according to Nunan (2004: 59), there are five categories of task: cognitive, interpersonal, linguistic, affective and creative tasks”. Whereas, there are some tasks in each category. Cognitive tasks consist of classifying, predicting, inducing, taking notes, concept mapping, inferencing, discriminating, and diagramming. Interpersonal tasks contain co-operating and role playing. Linguistic tasks consist of conversational patterns, practicing, using context, summarizing, selective listening, and skimming. Affective tasks consist of personalizing, self-evaluating, and reflecting. Whereas, creative task is only brainstorming. In designing the classroom activities, the learners follow three phases in task-based learning. According to Willis (1996: 42), “the framework of task-based learning consists of three phases: pre-task, task cycle, and language focus”. Moreover, Willis (1996) proposes six task types such as Jigsaw tasks, Information gap tasks, Problme-solving tasks, Decision-making tasks, and Opinion exchange tasks. Then, Astika (2004:8) provides the real example of this approach. Two major tasks, for instance; the first task is taking tourists to the hotel for check in and taking tourists on a day tour. The subtasks for the first task will be (1) meeting tourists at the airport, (2) giving information on the way to the hotel, and (3) helping tourists with registration. While, the subtasks for the second task will be (1) meeting tourists at the hotel lobby, (2) beginning the tour, (3) describing the itinerary, (4) describing objects on the way to the destination, (5)
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describing religious objects, (6) describing processes, (7) taking tourists to restaurants, and (8) describing sites.
4) Project-based Learning Project is defined as complex tasks based on problems encountered by students, conducted in certain periods of time and culminated in realistic products that might be in form of presentation, exhibition, publication, etc. (Thomas, 2000). The project is supposed to be long-term, requires teamwork among students, and results in a substantial final product (Thompson & Beak, 2007, as cited in Cruz & Vik, 2007). It can be interpreted that not every assignment can be considered as project. Project-based Learning (PBL) is one of teaching and learning method which engages students in active learning. Patton (2012: 13) gives brief explanation that Project-based learning refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation. PBL is different from traditional teaching method because it is an instructional method centered on the learner (Grant, 2002: 1). In traditional approach, the teacher becomes the source of knowledge and handles all the activities in classroom. While, the students will listen to the teacher’s explanation, take a note, and do the exercises without having a chance to develop their creativity. Therefore, the purpose of Projectbased Learning helps students develop skills through completing authentic activities (project-work) for living in a knowledge-based and highly technological society. Thus, the students have the opportunity to use the language in relatively natural context (Haines, 1989, as cited in Fragoulis, 2009) and participate in meaningful activities which require authentic language use. The project work in
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PBL results an end product. The product can be presentation, storytelling, role play, artwork, drama, etc.
5) CALL As the development and changes in education world, technological revolution realized that the implementation of the Internet, and the rise of network-based teaching in the increasing use of computers for learning. Those as medium for communication have created possibility for students to foster and develop their language proficiency in their target language. Developing effective language teaching materials based on second language acquisition principles is a priority which needs to be addressed in all language teaching areas. Therefore, as autonomous and professional teachers or educators, they should be creative to use their ideas concerning the methods and techniques or media used in teaching and learning process. They should be aware not only of the changing characteristics of students, the changing environment or procedures but also the changing resources and the development of technology. CALL which stands for Computer Assisted Language Learning) can be used for teachers to make electronic teaching and learning material, for instance by using PowerPoint, blog, email, or videoconferencing for presentation and practice. CALL approach emphasizes on student-centered materials which allow learners to work on their own. In other words, CALL actually is essentially tools that helps teacher to facilitate the learning process. Kern & Warschauer (2000) define CALL activities may be based in a network, such as the Internet, presenting several advantages: rapid global access at any time from any computer with Internet access; integration of graphics, audio, and text; and ease and low cost of
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publication (as cited in Lloret, 2003, p. 87). It can be implied that as English educators, they can develop computer-based and web-based language learning for teaching materials and exercises to make them various and interesting. Types of CALL activities are multiple-choice and true/false quizzes, gap-filling exercise/cloze, matching, re-ordering/sequencing, crossword puzzles, games, and online communication.
b.
Design It is necessary to develop a design for an instructional system in order for
an approach to lead to a method. Design is the level of method analysis which draws plan for achieving the learning-teaching goals. The design consist of learning-teaching instructional materials, learning-teaching media, and learningteaching assessment. The explanation can be seen in the following paragraphs. 1) Learning-Teaching Materials Every teacher needs supplies and resources in order to have a successful classroom. Instructional materials can be reincarnated into materials which are a means of influencing the quality of classroom interaction and language use. In other words, instructional materials are any resource or tools used in educational lessons, which teacher uses to teach their students and engage them in active learning. According to Tomlinson (2011) as cited by Asadi (2015: 21) instructional materials are anything that is used to teach language learners. Materials can be in the form of a textbook, a workbook, a cassette, a CD-ROM, a video, a newspaper a hand out. It is anything that presents or informs about the language being learned. In the different term, Kibe (2011) defines that
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instructional materials are integral components of teaching-learning situations; it is not just to supplement learning but to complement its process. It then shows that, if there must be an effective teaching-learning activity, utilization of instructional materials will be necessary (as cited in Wambui, 2013: 10). Instructional materials are made up of objects such as printed, audio, visual that aid in the successful delivery of lesson Chuba (2000). In addition, Richards and Rodgers (2014: 34) point out that instructional materials also define or imply the day-to-day learning objectives that collectively constitute the goals of the syllabus. To this end, to conclude from working definition of some experts, instructional materials are said to be objects or things the teacher can use in the classroom while teaching in order to ease off his teaching activities. However, instructional materials cannot address all the teaching-learning problems but it can go a long way in solving them, simply because, they are additional apparatus that can influence the reality of teaching and learning activities. According to Richards (2001: 251), instructional materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared materials, or his or her own materials, instructional materials generally serve as the basis for much of the language input that learners receive and the language practice that occurs in the classroom. Dudley-Evans and St John (2000, p. 170) as cited by Asadi, M., et al. (2016) offer four main reasons for using materials in the classroom: “as a source of language, as a learning support, for motivation and stimulation, and for reference.” While in the different term, Richards and Rodgers (2014: 34-35) say that the role of instructional materials within a method or instructional system will reflect decision concerning
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the primary goal of materials, the form of materials, the relation of materials to other sources of input, and the abilities of teachers.
2) Learning-Teaching Media A medium (plural media) is a channel of communication, derived from the Latin word meaning “between”. The term refers to anything that carries information between a source and a receiver. The other working definition of media proposed by Jacobs et al (2002: 240) who say that media can be seen as a medium, broadly conceived, any person, material, or event that establishes conditions which enable the learner to acquire knowledge, skills and attitudes. While, a teaching-learning medium can be defined as an object the teacher uses, or which is given to the learners to use, to achieve specific teaching and learning outcomes. It is not only apparatus or pictures, but include many other types of learning experience (Jacobs et al., 2002: 240). Learning-teaching media can therefore be defined as any medium a teacher uses to present a lesson effectively. There is so many different media that can be used, that the classification of media by different experts will be looked into. The different experts (Borich, 2002, Brown, Lewis, Harcleroad, 1998, Kemp, 1998, Mehra, 1992, Chandra, 1989, McArtney, 1973) give classifications of media in different ways on the basis of those classifications a common grouping/types of media may be made as: Print Media i.e. News Paper, Magazines, Digest, Journals, Bulletins, Handouts, poster etc. Graphic Media i.e. Overhead transparencies Charts, graphs Models, dioramas, Maps, globes
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Photographic Media i.e. Still Pictures, Slides, Filmstrips, Motion pictures, Multiimages etc. Audio
Media
i.e.
Audiotape,
Audiocassettes,
Records,
Radio,
Telecommunication etc. Television/Video i.e. broadcast television, Cable television, (Videotape Video cassettes, Videodiscs, Tele-text, and Videotext. Computers i.e. Minicomputer, Microcomputer etc. Simulations and Games i.e. Boards, Written, Human, interaction, Machine etc. (as cited in Naz & Akbar, 2008, pp. 36-37). Since media can be a components for active learning and engage learners powerfully in the learning process, therefore, media can be used to support some instructional activities. Romiszowski (1998) as cited by Taiwo (2009: 75-76) has classified the roles of media into two. In the first media are used as instructional tool, which are used exclusively to enhance or enrich the teacher’s presentation. Media used in this way are basically one-way transmitters and quite incapable of interpreting any messages that the learner may receive. Secondly, media are used as instructional systems. They are used to promote individualization of instruction in both conventional and non-conventional setting. According to Morris (1962) as cited by Taiwo the function of technological media is to support the teacher through enhancing his effectiveness in the classroom. Educational media are both tools for teaching and avenues for learning, and their function is to serve these two processes by enhancing clarity in communication, diversity in method, and forcefulness in appeal (p. 76). Related to the roles of media as proposed by Romiszowski (1998), Taiwo (2009) explains teachers generally have preferable in
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utilizing the role of media. They used media as instructional tools than as instructional systems since teachers’ role do not want to be replaced by the media.
3) Learning-Teaching Assessment Teachers have an obligation to help the students in achieving the goal of the learning process. One way to help the students in achieving the goal is by giving assessment. Nitho and Brookhart (2011: 3) state that assessment is also defined as a process for obtaining information that is used for making a particular education decision. Brown (2004: 4) says, “Assessment is an ongoing process that encompasses a much wider domain.” Whenever the student responds to a question, offers a comment, or tries out a new word or structure, the teacher subconsciously makes an assessment of the student’s performance. Chatterji (2003),” Educational assessment deals with the measurement of characteristics integral to the educational process.” Assessment is the way people give an estimate of a value by measuring. From the working definition of assessment proposed by some experts above, it can be concluded that assessment of student achievement is an essential part of the teaching and learning process. It is important since it can help teachers to know and monitor the students’ progress in the learning process. Moreover, assessment can help teacher to find out students current quality of performance, skills, knowledge, or attitudes through some procedures as a problem analysis and problem-solving. Therefore, it will gives certain space for students to restore and improve their performance. There are two major types of assessment; based on the process and procedure. In learning process, there are two types of assessment. Brown (2004: 5) says that assessment can be distinguished into two types, those are formal
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assessment and informal assessment. According to Brown (2004), “Informal assessment can take a number of forms, starting with incidental, unplanned comments and responses, along with coaching and other impromptu feedback to the student.” The example of this assessment is while the teacher gives compliment to the students after answering the questions by saying “Nice job!” While formal assessments are exercises or procedures specifically designed to tap into a storehouse. The example of this kind of assessment is testing, students’ journal and so on. While, based on the procedure, there are two types, namely formative assessment and summative assessment. The use depends on the aim of the assessment itself. If it is used to help the students in achieving the goal, it is important to be done in the process of the learning, which is called formative assessment. The goal of formative assessment itself help teachers know where to begin and/ or identify areas of remediation that must be addressed. Frequent assessments during the course help teachers and students to see the progress of learning and help identify problematic areas where students need more help or time. In the other hand, if it is used to see the overall achievement it can be done at the end of the process which is called summative assessment. Given at the completion of instruction, summative assessment aims to tell teachers how much has been learned by the end of a unit, by mid-semester, or by the end of the term. In other words, summative assessment is about looking back and taking stock of what has been accomplished. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
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In the different term, Chatterji (2003: 87-93) states that there are five types of assessment models. They are written assessment, behavior-based assessment, product-based assessment, interview-based assessment, and portfolio-based assessment. (1) Written assessment is one kind of assessment instrument that usually used by teachers in measuring the students’ performance. The examples of this type are essay, multiple choice, or fill-in the blank tests. (2) Behavior-based assessment requires respondents to demonstrate behaviors or processes that must be directly observed. The examples of this type are structured observations or naturalistic observations. (3) Product-based assessment requires the respondents to create or construct a product, which then serves as the basis for measurement. The examples of this type are journals, term papers, laboratory reports, science projects, books, or artwork. (4) Interview-based assessments require the respondents to make spoken responses in an interview situation. The example of this type is spoken responses in an interview situation, and (5) Portfolio-based assessments are purposeful collections of work or behavioral records that together provide a comprehensive picture of proficiencies in a broad area. The example of this type is behavioral records.
4) Learner roles Learners occupy a prominent role in approaches and methods. Richard and Rodgers (2014: 341) say that approaches and methods generally contain defined roles for learners and reflect specific assumptions about the strategies and processes learners should make use of it in language learning. In addition, learners’ contributions to language learning should not be constrained by the practices of a particular teaching approaches and methods. Therefore, language
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learning is not simply about teaching language. Educators have to expand their understanding of the role of learners in language learning; learner autonomy, learning strategies, learning styles, and the opportunities for learner-focused learning provided by technology.
5) Teacher role Richards and Rodgers (2014: 346) say that approaches and methods reflect particular assumptions and beliefs about how learners should learn which the assumptions that may need to be reviewed based on the roles of autonomous learning, learning strategies, learning style preferences, and technology-mediated learning. Larsen-Freeman and Anderson (2011: xi-xii) also state that “a study of methods is invaluable in teacher education since methods serve as a foil for reflection that can aid teachers in bringing to conscious awareness the thinking that underlies their actions. Moreover, a knowledge of methods helps to expand a teacher’s repertoire of technique. In the different term, Clarke (2003) points out that studying methods make clear on where the teachers stand since “the teachers can choose to teach differently from the way they were taught. They are able to see why they are attracted to certain methods and repelled by others. Therefore, it can be concluded that having knowledge about approaches and methods is important to help us as educators to prescribe how educators should teach, how to match our teaching to the method, how to adapt the method to local needs or teaching context, and how to develop a personal approach or method.
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c.
Procedure (Technique/Strategy) The last level of conceptualization and organization within a method is
called procedure. Richards and Rodgers (2014: 35) define procedure as the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according a particular approach or method. Teaching strategies refer to the structure, system, methods, techniques, procedures and processes that a teacher uses during instruction. While, learning activities refer to the teacher guided instructional tasks or assignments for students. As teachers, they can help to enhance students’ skill, knowledge and attitude by using simple strategies that can form part of their day to day teaching. The basic elements of an inquiry process of teaching strategies can be seen in the following Figure 2.3.
Figure. 2.3. Basic elements of an inquiry process (SDERA,n.d: 291) The learning activities and strategies have been organized under the basic elements of an inquiry process. The first element is ‘Turning in’ strategies. They provide the opportunity for students to explore their current knowledge, attitudes and value towards some issues. While working independently or collaboratively, students can use suggested graphic organizers to record and share information.
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The example of this strategies are Before and after, Card clusters, Graffiti, KWL, One minute challenge, and Question partners. The second element is ‘Finding out’ strategies. They provide the opportunity for students to develop and demonstrate knowledge and understandings and interpersonal skills outcomes. They can identify gaps in their existing knowledge and understanding, and work collaboratively to gather information through self-directed investigation. The example are Circle talk, Head talk, Jigsaw, Placemat, Rip and review, Surveys, and Viewing. ‘Sorting out’ strategies are the third element. They provide the opportunity for students to sort, analyze, prioritize, compare and contrast information to further develop and consolidate their knowledge, skills and attitudes. Summarizing key information and clarifying relationships or associations between information and ideas will assist students to draw conclusions and apply their understanding. The example are Mind maps and written responses. The fourth is ‘developing values’ strategies. The ‘developing values’ strategies will assist students to develop an awareness of their own attitudes towards particular outcomes and ideals that are associated with a healthy, active lifestyle. The example is debate. The next element is ‘making decision’ strategies. They provide the opportunity for students to develop, practice and demonstrate the interpersonal skills and self-management skills outcomes. They can examine self-talk and how it impacts on decision making; examine alternatives; record and analyze information; use different decision-making models; select a course of action and reflect on the consequences of their actions. The example are Decision-making model and role-play. ‘Speaking out’ strategies are the next element. ‘Speaking out’ strategies provide the opportunity for
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students to develop, practice and demonstrate interpersonal skills, selfmanagement skills and knowledge and understanding outcomes. They can refine the skills of active listening, assertive communication and negotiation. The example are Chook house speeches, Think-pair-share, Toss a die, and Vox pop interviews. The last element is ‘reflecting’ strategies. They provide the opportunity for students to reflect individually on their learning in relation to understandings, skills, attitudes and values. The example are Reflective questions, Thought shapes, 3-2-1 reflect, and Unfinished sentences (as cited in SDERA,n.d., pp. 293-327). In addition, Richards and Rodgers (2014: 35) propose that there are three dimensions to a method at the level of procedure: (a) the use of teaching activities (drills, dialogue, information gap activities, etc) to present new language and to clarify and demonstrate formal, communicative, or other aspects of the target language; (b) the ways in which particular teaching activities are used for practicing language, and (c) the procedures and techniques used in giving feedback to learners concerning the form or content of their utterances or sentences.
3. Classification Area of English English as a global lingua franca is used as the main means of communication. It serves as a “link” language among people of diverse linguistic backgrounds around the world. The diversity of the English language has actually been reflected by the grouping of English speakers, which is divided by Kachru (1985: 29-30) into three circles: “inner circle”, “outer circle”, and “expanding circle.” Kachru’s stated goal in the creation of his model is to illustrate the
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unprecedented diversity in the spread of English, and to challenge the ‘traditional notions of codification, standardization, models and methods’ as well as the native speaker’s ‘prerogative to control its standardization’. The following quote that Kachru refers to the ESL/EFL classification can be seen as follow. The current sociolinguistic profile of English may be viewed in terms of three concentric circles . . . The Inner Circle refers to the traditional cultural and linguistic bases of English. The Outer Circle represents the institutionalized non-native varieties (ESL) in the regions that have passed through extended periods of colonization . . . The Expanding Circle includes the regions where the performance varieties of the language are used essentially in EFL contexts. (Kachru, 1985: 366-367) From the quote above, it can be interpreted that there are three circles model of English area. Countries in the Inner Circle include the USA and the UK. Countries in the Outer Circle include Bangladesh, Ghana and the Philippines. Countries listed as being in the Expanding Circle include China, Egypt and Korea.
a. Inner-Circle Countries Inner-Circle Countries covers to countries where English is the primary or national language (ENL) used by most of the population. Kirkpatrick (2007: 27) defines “ENL is spoken in countries where English is the primary language of the great majority of the population.” Hence, the example of countries which used English as the national language are Australia, Canada, New Zealand, the United Kingdom and the United States. English within these countries is not only spoken for specific purposes in some specific fields but also it takes part in almost all environments in these countries. They use it for daily conversation since it can be said that the position of English is as their mother tongue.
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b. Outer-Circle Countries In contrast, Outer-Circle Countries refers to countries which English is as the second language (ESL). Kirkpatrick (2007: 27) says “ESL is spoken in countries where English is an important and usually official language, but not the main language of the country.” These countries are typically ex-colonies of the United Kingdom (UK) or the United States (US). Nigeria, India, Malaysia and the Philippines are examples of countries in which English is said to be spoken and used as a second language. Therefore, they have historical role related to the emergence of English in their countries. As a result, Kim (2011: 3) says “speakers in the outer circle tend to add a local element into English and creating its own variety of English as a result of code-switching”. In general, the speakers are adept at using a range of international English language when dealing with people from outside the group. But when dealing with speakers of their own group, they tend to use their own English.
c. Expanding-Circle Countries The final classification for countries is Expanding – Circle Countries where the position of English is as a foreign language (EFL). Kirkpatrick (2007: 27) says “EFL English is not actually used or spoken very much in the normal course of daily life. In these countries, English is typically learned at school, but students have little opportunity to use English outside the classroom and therefore little motivation to learn English.” Therefore, it can be said that the speakers in expanding-circle countries use English only in specific fields (classroom, office). They will not use English within their community (family, country). China, Indonesia, Japan and many countries in the Middle East are countries in which
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English is said to operate as an EFL. Kim (2011: 4) adds “the speakers in an expanding-circle world usually have no local model of English.” Therefore, their English accents and patterns of error may reflect characteristics of their mother tongue (Graddol, 2010: 11). As a consequence, the phenomenon of the formation of a unique variety of English called “creole” also takes place in this third group. The creole is usually formed from a pidgin, or a variety of language that was developed by a group of speakers who do not fully master the language.
d. Asia As English has constantly been spreading around the world as a global language, it is no longer a language restricted to countries where it is spoken as the first language (mother tongue). Its spread is obviously seen in Asia. English dispersals in South-East Asia and the south pacific started in the late 18 th century. The main countries involved were Singapore, Malaysia, Hong Kong, and the Philippines (Chang, 2011: 2). Kachru (1998: 6) had illustrated the position of Asia within the three circles (ICC, OCC, and ECC) in the following figure:
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Figure 2.4. Asia within the Three Circles (populations in thousands) From the Figure 2.4, Asia is a continent where most of the countries belong to Expanding-Circle. The ‘inner circle’ is represented by Australia and New Zealand, where English functions primarily as a first language. The ‘outer circle’ is represented by, for example, India, Singapore, and the Philippines, where English is used as an institutionalized additional language; and the ‘expanding circle’ is represented by, for example, China, Thailand, Taiwan, and Korea, where English is used primarily as a foreign language. All three circles of English present in Asia have certain shared characteristics. e. Indonesia Indonesia is a multilingual country with various local languages and language courses on various foreign languages. Among the foreign languages, English is the prominent one. The teaching of English in Indonesia can be classified chronologically into three major phases. The pre-independence phase covers the period before 1945, and the early independence phase includes the years 1945 to 1950. The third phase, the development period, covers the years from 1950 onwards. Therefore, as a part of ECC which located in Asia, English in
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Indonesia has also developed. The role of English in Indonesia is more or less the same with some countries in Asia which can be seen through its use in society in general and business, politics, education and media in particular (Lauder, 2008: 2). In his study, Lauder (2008: 9) mentions that “currently English is seen as needed for development. It is needed for instrumental reasons, as a tool which provides access to international markers, scientific knowledge and expertise”. For this reason, English education in Indonesia seems to receive distinct attention.
4. Content Analysis (CA) This part presented the definition of content analysis, the purpose of content analysis, types of content analysis and the procedure of content analysis. The description and explanation can be seen as follow.
a. Definition of Content Analysis Content denotes what is contained and content analysis is the analysis of what is contained in a message. A central idea in content analysis is that many words of the text are classified into much fewer content categories. Words, phrases, sentences or other units of text which have similar meanings classified in the same category. Content Analysis is described as the scientific study of content of texts which can be spoken, written or both of them. It is the study of the content with reference to the meanings, contexts and intentions contained in messages. Krippendorff, (2004: 3-18) says that content analysis is “a systematic reading of a body of texts, images, and symbolic matter, not necessary from an author’s or user’s perspective”. The technique of performing this is by “making replicable and valid inferences from texts or other meaningful matters to the context of their
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use”. Meanwhile as defined by Ary et al. (2010: 457) “content or document analysis is a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. The materials analyzed can be
textbooks,
newspapers,
web pages,
speeches,
television programs,
advertisements, musical compositions, or any of a host of other types of documents”. He further mentions that in terms of purpose, content analysis in educational research can be used to identify bias, prejudice or propaganda in textbooks, analyze types of errors in students’ writings, describe prevailing practices, discover the level of difficulty of material in textbooks or other publications and discover the relative importance of, or interest in topics (Ary et al., 2010: 457) Content Analysis can be quantitative, qualitative, or mixed. Generally, quantitative content analysis is a part of educational research which is analyzing the internal content of a text both written and spoken. It is used to find out the occurrences or frequency of the actual and internal features of the content unit by using objective interpretations. Therefore, the results will be in the forms of numbers or percentages. Creswell (2012: 15) describes quantitative technique as a research approach which mathematical procedure, called statistics, is used in analyzing the data. It is also characterized through the use of research questions that are measurable. Indeed, the most striking one is that it involves collecting numeric data from a large number of participants (Creswell, 2012: 13). Hence, it underlay the researcher in applying quantitative technique within this content analysis method. As emphasized by George (2009, cited in LaBelle, 2011: 144): Quantitative content analysis is a statistical technique for obtaining descriptive data on content variables. Its value in this respect is that it offers the possibility of
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obtaining more precise, objective and reliable observations about the frequency with which given content characteristics occur either singly or in conjunction with one another. In other words, the quantitative approach substitutes controlled observation and systematic counting for impressionistic ways of observing frequency of occurrence. On the other hand, qualitative content analysis generally is used to interpret the data results. It does not only include the manifest content but also the contextual information and latent content. Mayring (2000: 2) says that qualitative is “an approach of empirical, methodological controlled analysis of texts within their context of communication, following content analytic rules and step by step models, without rash quantification”. In the different term, Patton (2002: 453) defines that “qualitative content analysis is defined as any qualitative data reduction and sense-making effort that takes a volume of qualitative material and attempts to identify core consistencies and meanings”. Therefore, from the two explanation from experts above, it can be interpreted that qualitative content analysis accommodates the researchers to understand the theme, meaning or pattern of the text both in written or spoken form. It will not deal with numbers computation and validity of the research instruments or data, but it will be dealing with much descriptions.
b. Purpose of Content Analysis There are some purposes of conducting content analysis, one of which is to determine the presence of certain concepts within sets of texts in order that the trend or occurrence of that concept becomes obvious (Colorado State University, 2016). When the trends are known, it can be used for evaluation and therefore planning for future studies. According to Neuendorf (2002), one of the goals of content analysis is to provide numerical-based summary of a chosen message set.
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Therefore, content analysis can be both quantitative and qualitative (Ary, et al., 2010). George (2009) also says that content analysis is to counting for impressionistic ways of observing frequency of occurrence. (p. 144) [in LaBelle (2011: 99-100)]. Saglam and Yuksel (2007) state that content analysis “helps to summarize the content of many research papers and provides reliable and valid generalizations in a particular research field” (as cited in Solak, 2014: 170). However, Marying (2014: 19) says the purpose of content analysis is not only the summarizing of verbal material (description) was important, but also the conclusion (inference) to be drawn from the material on the circumstances of its origin and effects; in the material not only symbol frequencies but also symbol connections are measurable (contingency analyses).
c. Types of Content Analysis Currently, content analysis has three distinct approaches in interpreting meaning from the content of text data; conventional, directed, and summative. Hsieh and Shannon (2005: 1277) explain the major different among the approaches are coding schemes, origins of codes, and threats to trustworthiness. The first approaches is conventional content analysis which is generally used with a study design whose aim is to describe a phenomenon. Therefore, the coding categories in this approach are derived directly from the text data. The second is directed content analysis which aims to validate or extend conceptually a theoretical framework or theory. Hence, the analysis starts with a theory or relevant research findings as guidance for initial codes. The last is summative content analysis which involves counting and comparisons, usually of keywords
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or content, followed by the interpretation of the underlying context. However, the analysis will not stop to count the frequency of specific words or content, rather, interpret the result of manifest content. As stated by Hsieh and Shannon (2005: 1283) that “a summative approach to qualitative content analysis goes beyond mere word counts to include latent content analysis”. Latent content analysis refers to the process of interpretation of content (Holsti, 1969). In this analysis, the focus is on discovering underlying meanings of the words or the content (Babbie, 1992; Catanzaro, 1988; Morse & Field, 1995).
d. Procedure of Content Analysis Different authors have a preferred number of and order for doing a content analysis. Wimmer and Dominick (1994) give ten procedures in doing content analysis which are: 1) formulate the research question/hypothesis, 2) define population, 3) select sample, 4) define unit of analysis, 5) construct categories, 6) establish a quantification system, 7) train coders, 8) code content, 9) analyzing collected data, and 10) draw conclusions. In addition, there are four area to which we need to give careful attention: selecting the unit analysis, constructing categories, drawing sample and testing validity. In the different term, Krippendorff (2004) presents the steps or procedures in conducting content analysis. The steps can be seen in the Figure 2.5.
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Figure 2.5. A framework for Content Analysis (Krippendorff , 2004: 30) The framework has illustrated the procedure of conducting content analysis. The first thing to be considered is the text (the data of the research) to be analyzed. Once the researchers have acknowledged the text, they must formulate the research question that is the purpose of analyzing the text. Through the research question, the instruments to collect the data can be determined. The next step is describing the context. “In a content analysis, the context explains what the analyst does with the texts, it could be considered the analyst’s best hypothesis for how the texts came to be, what they mean, what they can tell or do” (Krippendorff, 2004: 33). The next should be considered is analytical construct. It presents how the researchers have recognized the context. This step demands them to explain how the text relate to the possible answer of the research question. Once the analysis is done, the researchers should make inference based on the result of the analysis. “Any content analysis should be validatable in principle” (Krippendorff, 2004: 39). It explains why the researchers in content analysis should conduct validation within their research. It aims at strengthening the research findings.
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In the different term, Zhang and Wildemuth (2009, pp. 3-5) outlined a specific process for conducting content analysis and suggested an eight-step process which was followed in this study: 1) prepare the data, 2) define the unit of analysis, 3) develop categories and a coding scheme, 4) test the coding scheme on a sample of text, 5) code all the text, 6) assess the coding consistency, 7) draw conclusions from the coded data, and 8) report methods and findings. Another procedure in doing content analysis research is proposed by Mayring (2014: 25). There are 8 steps as the basic procedure for such frequency analyses, also regarded as a model for more complex analyses, is as follows: 1) formulation of issue or problem, 2) determination of the material sample, 3) establishment of a category system, 4) definition of the categories, possibly with examples, 5) determination of analysis units, 6) coding, i.e. working through the material with the help of the category system in order to record the occurrence of categories, 7) computation, i.e. establishing and comparing frequencies, and 8) description and interpretation of the results. Treadwell (2014) say that a content analysis study typically has seven parts: 1) developing a hypothesis or research question about communication content, 2) defining the content to be analyzed, 3) sampling the universe of content, 4) select units for coding, 5) developing a coding scheme, 6) assigning each occurrences of a unit in the sample to a code in the coding scheme, 7) counting occurrences of the coded units and report their frequencies. From the different authors who have a preferred number of and order for doing a content analysis study, it does not mean that they have different steps or procedures in doing content analysis study. Therefore, the researcher concluded
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that like any other research designs, content analysis should begin with research question which is considered to be the objective of the research. This research question determines the researchers in selecting the instruments to collect and analyze the data. Sampling technique is necessary to be employed especially in quantitative content analysis since it will be used to generalize from population. Hence, the researchers should clearly define the population, sample of the data, and sampling technique they use. The following step is coding. It is considered as one of the characteristics that content analysis has. Before analyzing the data, validation should be conducted. Then, it comes to the analysis. After finishing the analysis, the last step the researchers should do is to conclude the result of the analysis.
B. THEORETICAL FRAMEWORK From the discussion stated in the theoretical review, the researcher synthesizes a theoretical framework in this study. It is used for clarifying of all the concepts of learning – teaching methods in English education; Educational research reports, ADP (Approach, Design, and Procedure), and content analysis research. This section would answer the problem formulation by using some theories based on some experts. Therefore, this study will seek to discover one research question which is: what are the trends of research on learning-teaching method in English education? To answer the research question, the researcher adapts some theories proposed by Edward Anthony (1963), Richards and Rodgers (2014), LarsenFreeman and Anderson (2011), Sozbilir (2016), Crewell (2012), Fraenkel and
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Wallen (2009), Ary et al. (2010), and Kachru (1985). Then, the researcher provide framework of pre-understanding map which can be seen in the figure 2.6.
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English Language Learning – Teaching Methods within the Past Ten Years (2007-2016) Journals Research Reports Proceedings From: Open Sources (online); TEFLIN Journal, ASIAN Online Journals (AOJ), ELT Journals Online, and European Journal of Education. The researchers are: Practitioners, Teachers , Lecturers, or University students (the graduate and post-graduate)
Content of the Research: Research Topics Other Learning-Teaching Model Research Design and Method Data collection Instruments Data Analysis Instruments Sampling Techniques Validation Results and Interpretation
Predetermined Categories: Research Topics Other Learning-Teaching Method Research Design and Method 1. Experimental 2. Ex-Post Facto 3. Correlation 4. Content Analysis 5. Case Study 6. Research and Development 7. Action Research 8. Survey Data collection Instruments 1. Observations 2. Interviews 3. Questionnaires 4. Portfolio 5. Achievement Test 6. Assessment
Predetermined Categories (cont.): Data Analysis Instruments 1. Quantitative a. Descriptive Statistics b. Inferential 2. Qualitative 3. Mixed Sampling Techniques 1. Random Sampling 2. Stratified Sampling 3. Cluster Sampling 4. Purposive Sampling 5. Convenience Sampling Validation 1. Validity 2. Reliability 3. Trustworthiness Results and Interpretation
Sozbilir (2016), Crewell (2012), Fraenkel and Wallen (2009), Ary et al. (2010)
Figure 2.6. Framework of Pre-Understanding
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CHAPTER III RESEARCH METHODOLOGY
This chapter provides some methodology and procedure implied in this study. It consists of six sections, namely (a) research goals and method, (b) nature and sources of data, (c) instruments, (d) data gathering, (e) data analysis and presentation, and (f) validity. Research goals and method reveal the purpose and method used in this research. Nature and sources of data describes the detail information of the data being analyzed such as their nature, the source, the instruments and steps to collect them, and the procedure to analyze. Validation deals with the internal and external validity of this research.
A. RESEARCH GOALS AND METHOD The main purpose of this study is to discover the trends of English educational research on learning-teaching method. This goal of research can be achieved through finding out the elements of research reports which covers investigated topic, concept of clarification of the topic being analyzed, related topic, origin, participant, goal, method, data gathering instrument, data analysis technique, sampling technique, validation technique, results, and recommendation or suggestion. In achieving the goal of this research, the researcher had employed both quantitative and qualitative content analysis as the research method. Content analysis is a research method which can be used to determine the presence of certain concepts within sets of texts in order that the trend or occurrence of that concept becomes obvious (Colorado State University, 2016). When the trends are 59
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known, it can be used for evaluation and therefore planning for future studies. Riffe, Lacy and Fico (2005: 170) point out that the essence of content analysis is to examine both the manifest and the latent content. This can be done through employing both the quantitative and qualitative technique. Moreover, Rose, Spinks, and Canhoto (2015) also state that the content analysis also focuses on finding both manifest and latent content of the data. Manifest content refers to the categories in a text which can be seen clearly. Hence, the researcher can easily count the occurence of those categories. Therefore, as it deals with numericalbased summary, quantitative content analysis is applied. While the latent content is discovering the meaning behind the manifest content. Therefore, it deals with descriptive analysis and interpretation in which qualitative content analysis deals with. Wimmer and Dominick (2011: 157) state that the goal of quantitative content analysis is an accurate representation of a large number of meaningful data. While, Mayring (2000: 3) mentions that “qualitative content analysis wants to preserve the advantages of quantitative content analysis for a more qualitative text interpretation”. Qualitative content analysis as highlighted by Krippendorff (2004: 88) emphasizes its focus on text interpretation. It was employed within this research as the researcher wanted to provide richer findings. The results of the analysis using quantitative technique provided the trends of the investigated learning-teaching method in English educational research reports in the form of percentage. This is considered as the manifest content. Then, using the manifest content, the researcher can analyze deeper so that meaningful interpretation (latent
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content) can be drawn. This step involves the qualitative technique. Hence, it explains the roles of qualitative content analysis within this research. In sum, it can be stated that these two techniques (both quantitative and qualitative) are appropriate to be employed together in this content analysis research. They enable the researcher to examine the large number of data systematically and then describe the results of the analysis including the interpretation to grasp the meaning. Through the use of statistical calculation, the results of data analysis are deemed to be more accurate and easier to understand. On the other hand, interpretation can provide underlying meaning of the analysis results. Thus, the learning-teaching method in English education can be best presented through this research method.
B. NATURE AND DATA SOURCES OF DATA Data are considered as one of essential components in a research. Fraenkel and Wallen (2009: 141) define data is a kinds of information in which researchers obtain on the subjects of their research. In this study, the data is quantitative and qualitative. The numerical data in ordinal scale were gathered for quantification. While, the qualitative data were gathered to find underlying meaning of the analysis results. The nature of the data are direct observation. The researcher directly get the data from open sources using some keywords. The keywords, for instance, are teaching writing using, students’ perception on, using weblog to teach, and etc. The data sources of this study were from theses, dissertations, journal articles and proceedings through open sources, such as TEFLIN Journal, ASIAN
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Online Journals (AOJ), ELT Journals Online, and European Journal of Education, and others online Journal sources. Total of 110 education research reports published were examined. They were English educational research from expanding (Indonesia, Asia and other counties), inner circle countries and outer circle countries which are published within the last ten years, 2007-2016. Due to the time constraint and large number of research which have been conducted in English education, the stratified random sampling was employed. According to Krippendorff (2004, p. 115) stratified sampling enables the researchers to stratify the population into several subpopulations. Then, it is followed by carrying out random sampling for each subpopulation. Meanwhile, Creswell (2012, p. 144) highlights that “in stratified random sampling, researchers divide (stratify) the population on some specific characteristic (e.g. gender) and then, using simple random sampling, sample from each subgroup (stratum) of the population (e.g. females and males)”. Through these definitions, it is clear that the data source (research reports) can be collected based on the limitations. The limitations of this research are the origin, year of publication, and topic of the research reports. For the origin, she limited only on those from Indonesia as the main focus and some others from Asia, ICC and OCC. In terms of year of publication, she focused on those which were published within the last ten years. Meanwhile for the topic, she emphasized on those which deal with learningteaching method in English education which may be stratified by approach, design, and procedure as obtain from observation. Therefore, the aim of the stratified random sample is to reduce the potential for human bias in the selection of cases to be included in the sample. As a result, the stratified random sample
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provides us with a sample that is highly representative of the population being studied, assuming that there is limited missing data.
C. INSTRUMENTS Once the researcher formulated a research question, the researcher need to make decisions about what kind of data can collect which will best address the research topic. Observation is the important way in discovering and collecting the data of this study. The researcher used two main research instruments, namely the internet search and research reports classification tables. Internet search is the first instrument used to collect the research reports. Therefore, one of computer program, Google Chrome, is used as research tool since the data are through Internet access.
Figure 3.1. Open source
After getting all the data and sorting them, to make all things clear, the tables were designed to categorize the data and present the data. Generally, all the tables were made in Microsoft Excel which enables the research to directly count and get the percentage of each item. Also, those instruments were used to make the results of the study objective and valid. Research reports classification form
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tables were built based on Paper Classification Form (PCF) proposed by Sozbilir in 2016, Ary et al in 2010, Creswell in 2011 and Fraenkel and Wallen in 2009, and the construct map as the pre-understanding framework (see Chapter II) of the current study. The rows provided the terms which will be used to classify the content of each educational research. While, the columns presented the page number of the research reports. Another instrument was the researcher since the researcher was the one who made the coding and categorization. Ary et al. (2010) defines that “the primary instrument used for content analysis is the researcher himself or herself”. There were five types of tables; data sources, concept clarification, quantitative, qualitative, and master table. The first table presented the data sources. It contains entry code and full identity. In the entry code the researcher will code based on the country, year of publication and the subject matter. While, in the full identity, the researcher will write based on the author, year of publication, research report name, volume and issue. Entry Code
Full Identity
Comments:
Table 3.1 Data Sources
The second table presented all the quantitative result of each items and sub-items found in the research reports. Therefore, there are nineteen tables presented which can be seen in the Appendix 2. They are the table of year of publication in general which summarizes the results of year of publication from Indonesia (Ina), Asia, ICC, and OCC, the table of learning-teaching method in
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general which summarizes the results of learning-teaching method/approach, learning-teaching technique/strategy, learning-teaching media, learning-teaching assessment, and learning-teaching materials, the table of related to skills and knowledge, related to attitude and learning factors, participants, sample sizes, research problems/goal, research method, sampling, validation, data gathering instruments,
data
analysis
techniques,
research
results/discussion,
suggestion/implication, and no-reported or not available. ITEMS
CODE
SUB-ITEMS
TOTAL
N
%
110
100%
Table 3.2. Quantitative Table
The third table presented the qualitative result of all learning-teaching methods found in 110 research reports. It contains summary of each research reports which provide some essential information. Therefore, the English educational research reports were scanned in terms of the numbers of entry code, title
learning-teaching
method,
research
topics,
participants,
research
problems/goal, research method, sampling, validation, data gathering instruments, data analysis techniques, research procedures, research results/discussion, conclusion, and suggestion/implication.
Table 3.3. Qualitative Table
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The fourth table is a table for presenting the description of the meanings of learning-teaching method. It contains entry code, learning-teaching method and topic, and definition. In the entry code the researcher will code based on the country, year of publication and the subject matter. While, in the definition will present the description of teaching-learning method found in the research reports proposed by some experts. The function is to know whether one research reports with same topics have the same concept or meaning. Another function is to enrich knowledge by knowing the working definition and concept clarification of each learning-teaching method and topic found in research reports.
Entry Code
Learning-Teaching Method and Topic
Definition
Table 3.4. Concept Clarification
The fifth table presented the master table which provide all information of each items and sub-items found in the research reports. It was designed by adjusting Sozbilir’s (2016) paper classification form. It would be printed since it is aimed to summarize all the content of each research report. Therefore, the English educational research in master table were scanned in terms of entry code year of publication, reference entry, title, ASI, OCC, ICC, learning-teaching method definition, research topics, related to skills and knowledge, related to attitude and learning factors, participants, research problems/goal, research method, sampling, validation, data gathering instruments, data analysis techniques,
research
procedures,
research
results/discussion,
suggestion/implication, not available, and evaluation.
conclusion,
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Table 3.5. Master Table
D. DATA GATHERING From the different authors who have a preferred number of and order for doing a content analysis which have been discussed in Chapter II, there are some steps in gathering data. Generally, the data were obtained from any relevant journals on the internet, the journals were searched with the keywords of learningteaching method types. The journals with relevant titles provided by the Google search device were downloaded. Then, the articles obtained from the internet search were sorted based on their relevance to the topic of learning-teaching method. The researcher took the consideration from studying the abstract title, the article year, since this study is aiming at studying the trend in the past ten years and the abstract explanation of each article. There were a hundred relevant articles in total as the data for this study. The following discussion will present the steps in gathering the data clearly in which the researcher is firstly defining population. The population is research reports in English education. They were from theses, dissertations, journal articles and proceedings through open sources, such as TEFLIN Journal, ASIAN Online Journals (AOJ), ELT Journals Online, and European Journal of Education, and others online Journal sources. They were randomly selected and collected through open sources by using some keywords related to the topic of the research. The keywords used were related to the types of learning-teaching method. The following figures expose the procedures and descriptions of data
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gathering. Firstly, the researcher turns on a Portable Computer (PC). Then, on the researcher’s PC, open Google Chrome. Then, click google.com. The example can be seen in the figure 3.2.
Figure 3.2. Google Search
In google.com, the researcher enters a word, phrase, sentence, or pattern to search for related words, for instance, “Proceeding TEFLIN 2015”. Google search results provide some links in which the researcher can choose the intended link, for instance click “62nd TEFLIN – TEFLIN Conference”. Google will go directly to a specific page in the search results by clicking a page. It can be seen in Figure 3.3.
Figure 3.3. Chosen Page Link
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In the chosen page link, there are some choices in the TEFLIN Conference website of English Literature Program in Udayana University, such as home, theme-topic, call for papers, proceeding, etc. Since, the researcher wanted to get the proceeding, then click the word “proceeding”. Then, Google will go directly to a specific page. It can be seen in Figure 3.4.
Figure 3.4. Chosen Page Link
The proceeding link presents the page which contains information about the list of proceedings which is listed the title of research journals and the authors. There are some research titles presented, therefore, the researcher can choose the titles which are relevant to the topic of the study, for instance the researcher choose a journal entitled “ The Use of Story Reenactment to Teach English for Young Learners” by Agus Sholeh. Then, the researcher copied the title and the
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author and open new page in Google search engine and paste them. The result can be seen in the Figure 3.5.
Figure 3.5. Chosen Page Link
Google search engine presents some results related to the words or phrases that the researcher paste in the box of Google search engine. Then, click the intended link and it would be automatically downloaded.
Figure 3.6. Chosen Page Link
The figure above exposes the other way to gather the data. Firstly, the researcher open Asian Online Journal (AOJ) website. In the search part of the website, it provides two boxes for typing the keywords that the researcher wanted to search, for instance the search for box for “communicative” and the within box
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for “all journals”. Then, the search results present some tiles and authors in which the researcher can choose them. The website also provide abstract and pdf download file for each title of journal. Therefore, the researcher can click the “Download this PDF file” link.
Figure 3.7. Chosen Page Link
Then, the researcher built a coding scheme in the form of a table derived from the theoretical review about learning-teaching method. Then, the researcher identified the data with the assistance of the designed table which can be seen in the instrumentation. The table provides descriptive explanation of the data so it makes easier to the researcher identifying the trends of learning-teaching method and statistical technique applied within the data as well as the reported result. The table covers the concept clarification, origin, subject matter, related issue, investigated group, research problem or goal, research design or method, data source, data gathering instrument, data analysis instrument, sampling, validation and result. In order to see the trends, the researcher developed another table as the assistance in seeing the total achievement of certain validation type. From seeing the total achievement, the researcher then calculated the percentage of each
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category by using Microsoft Excel. After that, the researcher use mathematical calculation of total sub-items investigated is divided into the total data. The result of the calculation will show the percentage of which country the research concerning on learning-teaching method mostly done, what kind of learningteaching method mostly being the research subject, what statistical technique applied in learning-teaching method the most and how are the implications of the research result.
E. DATA ANALYSIS AND PRESENTATION This study is analyzing the manifest content of the researches through checklist by using classification tables and analyzing the latent content to see the underlying meanings from the research results. Therefore, the quantitative and qualitative analysis were employed. The data then will be computerized and processed in Microsoft Excel to see the distribution of each classification. The data presentation will be in form of tables and figures. To answer the research question, both data from classification tables was employed. Then to analyze the data, codes and categorizations were needed. The codes were all content and attributes related to learning-teaching method in the research reports. Besides, the categories were based on the characteristics of the content and attributes, for instance introduction, literature review, methodology, results, and conclusion. In analyzing the manifest data, the researcher looked calculated the occurrences of each finding using Microsoft Excel. They are origin, investigated issue (subject matter), group investigated, related issue of subject matter, research problems/goals, research design/method, data gathering
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instrument, data analysis instrument, sampling technique, and validation. Then, the latent content of data analyzed were in the form of description.
F. Validity Being reliable, a research should be valid. Generally, “validity” designates that quality which compels one to accept scientific results as evidence. Its closest relative is “empirical truth”· Neuendorf (2002: 113) says “validity is the standard of having a “good” measurement. Validity may be seen as encompassing the criteria of reliability, precision and accuracy which means freedom from bias and nonrandom error”. Validity is defined as “the accuracy of the inferences, interpretations, or actions made” based on a set of data (Johnson & Christensen, 2008: 150). In other words, Krippendorff (2004: 313) defines that validity is that quality of research results that lead us to accept them as true, as speaking about the real world of people, phenomena, events, experiences, and actions. The validity of this study was enhanced by utilizing a specific coding scheme and assessing decisions based on a standard (Hsieh & Shannon, 2005; Potter & Levine-Donnerstein, 1999). In general, validity is considered to be present in an instrument, procedure or research as a whole, when they produce results that reflect what they initially aimed to evaluate or measure. A research can be judged both in terms of internally valid when its conclusions are correct for that sample of studied individuals, as well as externally valid, when its results can be generalized to other contexts and population domains. There are two types of validation used in this study, namely internal validity and external validity. Internal validity includes internal consistency. It concerns the reliability of
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the research reports topic in gathering the data. The research topic of this study is learning teaching method. Therefore, it is used to measure consistency in choosing research reports regarding to learning-teaching method. All the data will be about learning-teaching method (approach, design, and procedure), such as cooperative learning, task-based learning, etc. Internal validation is also used to discover stability and consistency within the data components. Those are the concept, the nature of data, instrument, data analysis technique and interpretation. Hence, the process is unchanging over time. The coding procedure yields the same results on repeated trials. The researcher rereads, re-categorizes, or re-analyzes the same research reports. Neuendorf (2002: 115) defines that external validity is also referred to as generalizability and it relates to whether the results of a measure can be extrapolated to other settings, times, and so on. In this study, the external validity is sampling. Kripendorff (2004: 321) says “sampling validity is the degree to which population is accurately represented in the sample”. Regarding to this study, the sampling principles in collecting the research reports are through keywords, random and representative from population. The researcher used the keywords to find the English education research reports which deal with learningteaching method within the last ten years from open sources. In term of origin, they should be originated from Indonesia, Asia, ICC, and OCC.
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CHAPTER IV ANALYSIS RESULTS AND DISCUSSION
This chapter will expose the research findings and discussion to answer the problem formulation stated in Chapter I. Therefore, it will be presented and discussion in two sections. The first section is analysis result which presents the quantitative analysis thoroughly in the form of chart and table. The second section is discussion which presents the interpretation and analysis results of qualitative data used some related theories.
A. ANALYSIS RESULTS This section presents the results of the analysis which answer the research question. There have been significant developments in the learning-teaching method studied around the world and methodology for doing research in English education area and in the sophistication of the questions being investigated in the world with various results. Therefore, the currently research trend analysis aimed at providing an overview to some researchers in the field of English education research especially in the learning-teaching method. Tables and charts are used to present the results of data analysis. The data of this research were all obtained through direct observation. The researcher observed English educational research reports which were published within the last ten years. The researcher had decided to use 110 research reports. Those research reports were taken from The 57th, 58th, 59th, 60th, 61st, 62nd, 63rd TEFLIN Proceedings, The Asian Conference on Education Proceedings, Asian EFL Journal Research Articles, Research in English and Education (READ), International Journal of Advanced Multidisciplinary 75
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Research (IJAMR), European Journal of Research and Reflection in Educational Sciences, International Journal of Pedagogies and Learning, Participatory Educational Research (PER), The Journal of Language Teaching and Learning (JLTL), and others online sources such as www.academia.edu, http://llt.msu.edu, download.portalgaruda.org, https://core.ac.uk/, and http://citeseerx.ist.psu.edu/ The finding of this study presents several essential information which is drawn from 110 research reports. The following discussion presents the results of quantitative analysis. This part was divided into fourteen parts presenting trends found based on the contents of the studied research reports. The contents are origin countries of the studies and year of publication, investigated topic, related topics; knowledge, skills, and attitude, research goal, research design and methods, data gathering instruments, participants, sample sizes, sampling, validation,
data
analysis
methods
and
techniques,
results/discussion,
suggestion/implication, what is/are not reported (not available) in each research report.
1.
Origin and Year of Publication The first category is origin. The origin refers to the countries which are
published the research reports. It was classified into four categories of countries: INA (Indonesia), ASI (Asia), ICC (Inner-Circle Country/English speaking country), and OCC (Outer-Circle Country/Non-English speaking country). As the countries of research publications may be different from the countries of the scholars conducting the research, therefore, in classifying the countries, the writer considered the name of the countries of the scholars. This is aimed at analyzing
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the scholars’ countries usually as the targets of their researches. The results are shown in Figure 4.1.
ICC OCC 5% 5%
ASI 9%
INA 81%
INA
ASI
OCC
ICC
Figure 4.1. Origin
From the figure above, the research reports are classified into INA (81% = 90 research reports), ASI (9%= 10 research reports), OCC (5% = 5 research reports), and ICC (5% = 5 research reports). It can be said that over half research on learning-teaching method in English education is conducted in Indonesia. Therefore, it has been mentioned in the previous chapter that this study focuses on research reports which were conducted in Indonesia. In a special case in Indonesia category, the name of the universities or schools were inputted. Those who are involved in contributing to the English educational learning-teaching method are from Widya Mandala Catholic University Surabaya, Semarang State University, Malang State University, Indonesia University of Education, University of Sriwijaya, Ganesha University of Education, Semarang State Polytechnic, Muria Kudus University, Smart Ekselensia High School, SMA Negeri 1 Kembangbahu Lamongan, SMAN 1 Welahan Jepara, SMA Negeri 1 Indralaya Utara, SMA N 60
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Jakarta, SMP N 19 Jakarta, and many others. Whereas, the contributing countries in Asia are Malaysia, Philippine, and India. Furthermore, in outer speaking country category, the countries contributed were Colombia, Jordan, Spain, South Africa, and Turkey. In inner speaking country category, the countries contributed are Ghana, United States, New York, Australia, and Utah. The complete classification of the countries can be seen in the Appendix 4. For the detail information related to the trends of research reports found of each year can be seen in Table 4.1 below. Table 4.1. Year of Publication SUB-ITEMS 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 Total
F
%
3 2 14 14 7 14 18 23 15 110
0 2.73 1.82 12.73 12.73 6.36 12.73 16.36 20.91 13.64 100%
Table 4.1 shows the total of research reports found in each year. It shows that the biggest number of the data found was in 2015 (20.91%), then followed by 2014 (16.36%), and 2016 (13.64%). Meanwhile, the year of publication in 2010, 2011, and 2013 have the same percentage (12.73%). Then, they were followed by 2012 (6.36%), 2008 (2.73%), and 2009 (1.82%). Unfortunately, among the 110 journal articles studied, there is no article published in 2007.
2. Investigated Topic Different from the previous figure and table that focuses on the origin and each year of publication, this Figure 4.2 and Table 4.2 – Table 4.6 presents the
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trends of investigated topic overall in the last ten years. The learning-teaching method are classified into four areas; learning-teaching method/approach, learning-teaching
techniques/strategies,
learning-teaching
media,
learning-
teaching assessment, and learning-teaching materials. The classification of the learning-teaching method can be seen in the Figure 4.2. 60 50 40 30 20 10
0
LearningLearningTeaching Teaching LearningMethod/Approa Technique/Strat Teaching Media ch egy N 10 43 50 % 9,09 39,09 45,45 N
LearningTeaching Assessment
LearningTeaching Materials
2 1,82
5 4,55
%
Figure 4.2. Learning-Teaching Method
It is clear that researches in English educational learning-teaching method are mostly conducted in learning teaching media (45.45%). It is then followed by learning-teaching
techniques/strategies
(39.09%),
learning-teaching
method/approach (9.09%), learning-teaching materials (4.55%), and learningteaching assessment (1.82%). As every research has its own purpose, therefore, those who conducted learning-teaching method in English education had also various kinds of subject matters to be studied. Therefore, to provide deeper insights into the subject matter of the studied articles, the listed subject matters that have already been analyzed can be seen in Table 4.2 – Table 4.6 in detail. It aims to provide clear information on the investigated English educational processes within the last ten years.
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80 Table 4.2. Learning-Teaching Approach/Method ENTRY CODE SUB-ITEMS 32INA2012LTM, 40INA2013LTM, Project-Based Learning 65INA2015LTM, 73INA2015LTM 19INA2011LTM, Cooperative Learning 94ASI2016LTM 64INA2015LTM, Total Physical Response 77INA2015LTM 36INA2013LTM Task-Based Language Teaching (TBLT) 09INA2010LTM Whole Language Approach Total
F
%
4
40
2
20
2
20
1 1 10
10 10 100
An approach defines assumption, beliefs, and theories about the nature of language and language learning which the sources of the way things are done in the classroom and which provide the reasons for doing them. From the data above, the studied research reports had applied various types of learning-teaching approach/method. There are 5 types found. Among 5 types, the most frequently investigated subject matters in learning-teaching approach/method category to be studied are Project-Based Learning (40%), then followed by Cooperative Learning (20%) Total Physical Response (20%), Task-Based Language Teaching (10%), and Whole Language Approach (10%). It can be said that Project-Based Learning had become English educational researchers’ preference in conducting research on learning-teaching method. In order for an approach to lead a method, it is necessary to develop for an instructional system. Design is the level of method analysis. In this research, the term design refers to learning-teaching media, learning-teaching materials, and learning-teaching assessment. Firstly, the design category is about learningteaching media. A medium (plural media) is a channel of communication, derived from the Latin word meaning “between”. The term refers to anything that carries information between a source and a receiver. The other working definition of
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media proposed by Jacobs et al (2002: 240) who say that media can be seen as a medium, broadly conceived, any person, material, or event that establishes conditions which enable the learner to acquire knowledge, skills and attitudes. While, a teaching-learning medium can be defined as an object the teacher uses, or which is given to the learners to use, to achieve specific teaching and learning outcomes. Learning-teaching media can therefore be defined as any medium a teacher uses to present a lesson effectively. The Table 4.3 presents the types of learning-teaching media found in the studied research reports.
ENTRY CODE 53INA2014LTME, 96OCC2016LTME, 103ICC2009LTME, 108ICC2008LTME 30INA2012LTME, 44INA2014LTME, 45INA2014LTTSA 42INA2013LTME. 60INA2014LTME 04INA2010LTME
Table 4.3. Learning-Teaching Media SUB-ITEMS
F
%
Podcasts
4
7.84
Facebook
3
5.88
Films
2
3.92
Poems
1
1.96
05INA2010LTME
Comics
1
1.96
10INA2010LTME
Picture Series-Aided Learning Strategy
1
1.96
20INA2011LTME
Songs
1
1.96
25INA2011LTME
Visual Aids
1
1.96
27INA2011LTME
Newspaper and Magazines
1
1.96
28INA2011LTME
English-Medium Comics
1
1.96
29INA2012LTME
Lay-out Pictures on Computer
1
1.96
31INA2012LTME
Online Short Story
1
1.96
34INA2012LTME
Videotaped Children Songs
1
1.96
35INA2013LTME
Video on news item text
1
1.96
41INA2013LTME
Multimedia Presentation
1
1.96
46INA2014LTME
HP - Android Application
1
1.96
47INA2014LTME
Interactive Crossword Puzzle
1
1.96
48INA2014LTME
Tell Me More vs Rosseta Stone
1
1.96
49INA2014LTME
Video-feedback
1
1.96
50INA2014LTME
Audio with scripted songs
1
1.96
51INA2014LTME
Narrative Learning Multimedia (NLM)
1
1.96
52INA2014LTME
Search Engine (ICT)
1
1.96
54INA2014LTME
Edmodo
1
1.96
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82 ENTRY CODE 62INA2015LTME
SUB-ITEMS Caricature Media
F 1
% 1.96
66INA2015LTME
Mindvisualizer
1
1.96
68INA2015LTME
Multimedia Vs Flash Cards
1
1.96
71INA2015LTME
Sandwich Graphic Organizer
1
1.96
72INA2015LTME
Board games
1
1.96
74INA2015LTME
Song-related reading texts
1
1.96
76INA2015LTME
Short Stories
1
1.96
78INA2015LTME
Schoology
1
1.96
81INA2015LTME
YouTube
1
1.96
82INA2015LTME
Social Media
1
1.96
86INA2016LTME
Cartoon Movie
1
1.96
87INA2016LTME
Photographs
1
1.96
88INA2016LTME
Folklore
1
1.96
90INA2016LTME
Facebook Closed Group
1
1.96
91ASI2013LTME
E-mail Dialogue Journal
1
1.96
93ASI2013LTME
Interactive Weblogs
1
1.96
92ASI2013LTME
Time Trap Board Game
1
1.96
97ASI2016LTME
E-mail
1
1.96
99ASI2016LTME
VideoScribe
1
1.96
100OCC2009LTME
On-line Local Newspaper
1
1.96
104OCC2016LTME
Twitter
1
1.96
110ICC2016LTME
Electronic Flashcards
1
1.96
51
100
Total
Table 4.3 shows the types of learning-teaching media found within the studied research reports. As seen in the table, English educational research on learning-teaching media had involved various types of media. There are 45 types of media found. However, among 45 types, the most frequently investigated subject matters are Podcasts (7.84%), Facebook (5.88%), and Films (3.92%). The rest of the subject matters only occurred in one article or two depending on the goals of the research. Another type of design is assessment. As teachers, they have an obligation to help the students in achieving the goal of the learning process. One way to help the students in achieving the goal is by giving assessment. Therefore, assessment
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of student achievement is an essential part of the teaching and learning process. It is important since it can help teachers to know and monitor the students’ progress in the learning process. Moreover, assessment can help teacher to find out students current quality of performance, skills, knowledge, or attitudes through some procedures as a problem analysis and problem-solving. Therefore, it will gives certain space for students to restore and improve their performance. The Table 4.4 presents the types of learning-teaching assessment found in the studied research reports. Table 4.4. Learning-Teaching Assessment ENTRY CODE SUB-ITEMS F 15INA2011LTAS Portfolio-based Writing 1 106OCC2016LTAS Edmodo 1 Total 2
% 50 50 100
Regarding to this study, as seen in the Figure 4.4, the studied research reports only had applied 2 types of learning-teaching assessment. They have the same occurrences. They are Portfolio-based Writing (50%) and Edmodo (50%). The last category is learning-teaching materials. Every teacher needs supplies and resources in order to have a successful classroom. Instructional materials can be reincarnated into materials which are a means of influencing the quality of classroom interaction and language use. In other words, instructional materials are any resource or tools used in educational lessons, which teacher uses to teach their students and engage them in active learning. The Table 4.5 presents the types of learning-teaching materials found in the studied research reports. Table 4.5. Learning-Teaching Materials ENTRY CODE SUB-ITEMS F 06INA2010LTMA Web-based Audio 1 14INA2010LTMA Web-based Model 1 56INA2014LTTMA Web-based Resources 1 85INA2016LTMA Authentic YouTube Videos 1 109ICC2008LTMA Web 1 Total 5
% 20 20 20 20 20 100
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Regarding to this study, as seen in the Figure 4.5, the studied research reports had applied 5 types of learning-teaching materials. They have the same occurrences. They are Web-based Audio (20%), Web-based Model (20%), Webbased Resources (20%), Authentic YouTube Videos (20%), and Web (20%). The last level of conceptualization and organization within a method is called procedure. Richards and Rodgers (2014: 35) define procedure as the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according a particular approach or method. Teaching strategies refer to the structure, system, methods, techniques, procedures and processes that a teacher uses during instruction. The Table 4.6 presents the types of learningteaching techniques/strategies found in the studied research reports. Table 4.6. Learning-Teaching Techniques/Strategies ENTRY CODE SUB-ITEMS 98ASI2016LTTSA, 105OCC2013LTTSA, Digital Storytelling 107ASI2012LTTSA 01INA2008LTTSA, Jigsaw 38INA2014LTTSA 02INA2010OLTTSA “One Stays the Rests Stray” and “Lockstep”
F
%
3
7.14
2
4.76
1
2.38
03INA2010TTSA
Storytelling
1
2.38
07INA2010TTSA
Collaborative Writing
1
2.38
08INA2010TTSA
Text Retteling
1
2.38
11INA2010TTSA
“Crazy Teacher Reading Technique”
1
2.38
12INA2010TTSA
Weblogging
1
2.38
13INA2010TTSA
Dictogloss
1
2.38
16INA2011TTSA
Interpreting and Translating
1
2.38
17INA2011TTSA
“Film Dubbing”
1
2.38
18INA2011TTSA
Drama Parody
1
2.38
21INA2011TTSA
Pair and Group work
1
2.38
22INA2011TTSA
Poster Presentation
1
2.38
23INA2011TTSA
Three Phases
1
2.38
24INA2011TTSA
Mind Mapping
1
2.38
26INA2011TTSA
Improvisations
1
2.38
33INA2012LTTSA
Collaborative Strategic Reading (CSR)
1
2.38
37INA2014LTTSA
Snowballing
1
2.38
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85 ENTRY CODE 39INA2014LTTSA
SUB-ITEMS Speaking activities
F 1
% 2.38
43INA2013LTTSA
Jigsaw and Numbered Heads Together
1
2.38
55INA2014LTTSA
‘Burst the Ballon’ and ‘Talking Chips’
1
2.38
57INA2014LTTSA
Group work
1
2.38
58INA2014LTTSA
Edmodo Based Questioning Technique
1
2.38
59INA2014LTTSA
Two Stray Technique
1
2.38
61INA2014LTTSA
Fishbowl
1
2.38
63INA2015LTTSA
Story Reenactment
1
2.38
67INA2015LTTSA
Personal Dilemma
1
2.38
69INA2015LTTSA
Communicative drills and exercises
1
2.38
70INA2015LTTSA
Debate
1
2.38
75INA2015LTTSA
Weekly Report
1
2.38
79INA2015LTTSA
Number Heads Together
1
2.38
80INA2015LTTSA
1
2.38
1
2.38
84INA2016LTTSA
Cloze Passage Cooperative Integrated Reading and Composition (CIRC) Know, Want, Learned (KWL)
1
2.38
89INA2016LTTSA
Think-Pair-Share
1
2.38
95ICC2015LTTSA
Talking Books Technique
1
2.38
101ASI2010LTTSA
Shadowing
1
2.38
102ASI2013LTTSA
Graphic Organizer
1
2.38
42
100
83INA2015LTTSA
Total
Regarding to this study, as seen in the Figure 4.6, the studied research reports had applied 39 types of learning-teaching techniques/strategies. Among 39 types, the most frequently investigated subject matters in learning-teaching techniques/strategies were Digital Storytelling (7.14%) and Jigsaw (4.65%). The rest have the same occurrences (2.38%).
3.
Related Topic The research reports were categorized with respect to the dependent
variables. In this study, the researcher found two kind of dependent variables related to learning-teaching method. They are related to investigated skills and knowledge and related to investigated attitude and related learning factors. In this part, the dependent variables which would be presented were related to skills and
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knowledge. English language has four skill, they are listening, speaking, reading, and writing. Also, it has three common knowledge, namely grammar, vocabulary, and pronunciation. The classification of the investigated skills and knowledge can be seen in the following Table 4.7. Table 4.7. Investigated Skills and Knowledge SUB-ITEMS F Reading 18 Writing 18 Speaking 17 Listening 12 Vocabulary 9 Integrated Skills 6 Not-reported 6 Grammar 4 Pronunciation 4 Listening and Speaking 4 Reading and Speaking 2 Reading and Writing 2 Speaking and Writing 2 Vocabulary and Grammar 1 Vocabulary and Pronunciation 1 Listening, Vocabulary, and Pronunciation 1 Writing and Listening 1 Vocabulary, Grammar, Reading, and Listening 1 Integrated Skills and Knowledge 1 Total 110
% 16.36 16.36 15.45 10.91 8.18 5.45 5.45 3.64 3.64 3.64 1.82 1.82 1.82 0.91 0.91 0.91 0.91 0.91 0.91 100
Table 4.8 presents the research reports which mostly conducted are Reading and Writing (16.36% = 18 research reports), then followed by Speaking (15.45% = 17 research reports), Listening (10.91% = 12 research reports), Vocabulary (8.18% = 9 research reports). Integrated Skills and Not-reported have the same percentage and number of data (5.45% = 6 research reports). Grammar, Pronunciation, Listening and Speaking also have the same percentage and number of data (3.64% = 4 research reports). Reading and Speaking, Reading and Writing, and Speaking and Writing were the least percentage and the number of data (1.82% = 2 research reports).
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Another dependent variable in research reports found is related to attitude and related learning factors. Attitude is common word for people. It can be described as the way of behaving. Therefore, research has identified the perceptual beliefs of human beings as the major determinants of their practical attitude towards anything. There are nine categorizations which can be seen in the following Table 4.8. Table 4.8. Investigated Attitude and Related Learning Factors SUB-ITEMS F Motivation 27 Self-confidence 4 Perception 3 Motivation and Activeness/Engagement/Participation 3 Motivation and Creativity 3 Participation 2 Collaboration 2 Positive Attitude 1 Positive Interdependence 1 Independence 1 Autonomy 1 Self-esteem 1 Creativity 1 Togetherness 1 Motivation and Self-Reflection 1 Motivation and Attention 1 Motivation and Perception 1 Motivation and Self-Confidence 1 Independence and Cooperation 1 Problem-Solving and Decision-Making 1 Involvement and Self Esteem 1 Motivation, Discipline, and Responsible 1 Self-confidence, Creative, and Responsible 1 Cooperative, Reflective, and Problem Solving 1 Perception, Motivation, and Self-confidence 1 Autonomous, Responsible, and Confidence 1 Collaboration, Problem-Solving, and Participation 1 Discipline, Active, and Self-Assessment 1 Cooperative. Social. Active 1 Awareness, Motivation and Independence 1 Interdependence, Individual Accountability, and Interpersonal 1 Creative, Independence, Logical, Critical, Innovative, Tolerance, Respect, 1 and Self-confidence Respect, Collaboration, Social, Problem-solving, Creative, and Critical 1 Thinking Creative, Collaboration, and Active Participation 1 Motivation, Mood, Affective, and Involvement 1 Motivation, Critical Thinking, Creativity, and Problem Solving 1
% 24.55 3.64 2.73 2.73 2.73 1.82 1.82 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91
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88 Not-reported Total
37 110
33.64 100
According to Table 4.8, when the studies are analyzed with respect to their variables/research interest, the most frequently investigated dependent variable is found to be the variable of Motivation (24.55% = 27 research reports). In the second highest rate is Self-confidence (3.64% = 4 research reports), which is followed by Perception, Motivation and Activeness/Engagement/Participation, Motivation and Creativity (2.73% = 3 research reports) and Participation and Collaboration (1.82% = 2 research reports). In a total of 110 research reports, 29 different variables are used and 37 are not reported related to attitude as dependent variable.
4.
Research Goal In conducting a research, selecting and formulating a problem is one of the
most important aspects of doing research in any field since there is no way to do research until a problem is recognized, thought through, and articulated in a useful way. A research problem is typically an issue which needs to be resolved. If the problem has been found, the research will be able to specify the purpose of the research, formulate the research questions or hypotheses. In this study, there are four categorizations of research goal which can be seen in the following Table 4.9. Table 4.9. Research Goal SUB-ITEMS Examining/describing the impact/effectiveness of learningteaching method on students’ achievement or performance. Examining participants’ perception/responses on learningteaching method. Examining the comparison of the usage one learning-teaching method and the other method. Examining/describing the impact of learning-teaching method on students’ achievement or performance and Examining participants’ perception/responses on learning-teaching method.
F
%
78
70.91
16
14.55
10
9.09
6
5.45
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89 Total
110
100
As seen in Table 4.9, there are four categorizations of goal. Among these four goals, the frequently investigated research problems found is about “Examining/describing the impact/effectiveness of learning-teaching method on students’ achievement or performance” (70.91% = 78 research reports), “Examining participants’ perception/responses on learning-teaching method” (14.55% = 16 research reports), “Examining the comparison of the usage one learning-teaching method and the other method” (9.09% = 10 research reports), and the least percentage of four categorizations was about “Examining/describing the impact of learning-teaching method on students’ achievement or performance and Examining participants’ perception/responses on learning-teaching method” (5.45% = 6 research reports).
5.
Research Design and Method Having method becomes a crucial part in a research as they lead the
researchers to run the study. Like what the other kinds of research have, research methods are classified into quantitative approach, qualitative approach, and mixed approach. The following Table 4.10 will represent the existence of each research design and method utilized in English educational research report.
Quali tative
Quantitative
SUB-ITEMS
Table 4.10. Research Design and Method F Pre-experimental 8 Quasi-experimental 11 Experimental 10 Survey 4 Survey – Self-report 1 Quantitative 4 Content Analysis 1 Descriptive Quantitative 1 Sub-total 40 Descriptive 3 Descriptive Qualitative 13
% 7.27 10.00 9.09 3.64 0.91 3.64 0.91 0.91 36.36 2.73 11.82
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90 SUB-ITEMS
Mixed Not-reported Total
Case Study Phenomenological Library Study Lived-experience Experiential Sub-total Research and Development (RnD) Classroom Action Research Sub-total 13
F 4 1 1 1 1 24 1 32 33 11.82 110
% 3.64 0.91 0.91 0.91 0.91 21.82 0.91 29.09 30.00 100
As can be seen from Table 4.10, it has been found out that quantitative research reports have a significant percentage (36.36% = 40 research reports) in total number of research reports published. This was followed by mixed design (30% = 33 research reports) and some research reports (21.82% = 24 research report) employed qualitative designs as research approach. In addition, there were 13 research reports which were not reported the research design/method (11.82%). It can be implied that English education researchers demonstrated still more interest in qualitative and quantitative research designs than mixed research design. When research reports connected with quantitative research designs in detail, it seems that experimental research designs (36.36% = 29 research reports) have been mostly preferred and non-experimental designs have less percentage (10.01% = 11 research reports) than experimental research designs. With respect to experimental research designs, it has been found that Quasi-experimental (10% = 11 research reports) are the most preferred methods, then followed by Preexperimental (7.27% = 8 research reports), Experimental (9.09% = 10 research reports), Survey (3.64% = 4 research reports), and Content Analysis (0.91% = 1 research report).
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Similarly, when research reports connected with mixed method design, Classroom Action Research (29.09% = 32 research reports) is the most preferred methods in mixed research designs. Then, it is followed by Research and Development (RnD). The last category, qualitative research design, are considerably lower than quantitative and mixed methods. It seems that descriptive qualitative research designs is (48.18% = 53 research reports) the most preferred method in qualitative design. Other research methods in qualitative design, such as Descriptive, Descriptive Qualitative, Case Study, Phenomenological, Library Study, Livedexperience, and Experiential have used very little.
6.
Data Gathering Instruments Researchers are collecting data by using instruments. An instrument is a
tool for measuring, observing, or documenting qualitative and quantitative data. Therefore, it is common to use more than one instruments in collecting data. Relating to the previous section, research design and method of studied research reports which present various types of them, the type of data gathering instrument varies as well. The findings are presented in the Table 4.11. Table 4.11. Data Gathering Instruments SUB-ITEMS Tests and Questionnaire Tests Questionnaire Tests and Interview Document/Project Tests, Questionnaires and Interview Questionnaire and Interview Interview Assessment Interview and Document Interview and Focus Group Discussion Questionnaire and Assignments Focus Group Discussion
F 25 22 10 9 7 7 4 3 2 2 2 2 1
% 22.73 20 9.09 8.18 6.36 6.36 3.64 2.73 1.82 1.82 1.82 1.82 0.91
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92 SUB-ITEMS Test and Assessments Questionnaire and Self-Assessment Questionnaire and Essay Questionnaire and Document Questionnaire and Focus Group Discussion Questionnaire, Focus Group Discussion (FGD), and Document Questionnaire, Interview, and Document Questionnaire, Interview, and Project Questionnaire, Interview and Portfolio Questionnaire, Interview, Document and Test Test and Document Tests, Questionnaire and Assessment Interview and Self-Assessment Focus Group Interview and Project Total
F 1 1 1 1 1 1 1 1 1 1 1 1 1 1 110
% 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 100
The Table 4.11 presents the use of data gathering instrument within 110 research reports. From the table above, there are several types of instruments found from the studied research reports. However, it found out that Tests and Questionnaire (22.73% = 25 research reports) are widely used unlike other tools. As much as 20% or 22 researches are found to use tests. Also, 9.09% or 9 researches are found to use questionnaire. Tests and questionnaire are known to be used in quantitative research. In line with the previous section which found out that the majority of research method and design investigated is quantitative research.
7.
Participants In this study, participant groups are another element to be analyzed from
the data research reports. One of steps in conducting a research is selecting participants and sites. In this step, the researcher is identifying the people and places the researcher plan to study. This involves whether the researcher select either individuals or entire organizations (e.g., schools) or some combination. Who can supply information that the researcher will use to answer the research
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questions or hypotheses? Some possibilities might be students, teachers, parents, adults, some combination of these individuals, or entire school. Therefore, in this step, the researcher have to decide the participants at what level as the unit of analysis to specify the population and sample. Understanding the groups participating in research is crucial for future researchers as this could be their reference in determining further groups or samplings when undertaking a research. There are 7 categorizations of studied sample (participants) found in the research reports which can be seen in detail in the following Table 4.12. Table 4.12. Participants SUB-ITEMS University Students – English Department University Students – Non-English Department: (sub-total) University students – Polytechnics University Students – Literature University Students – Nursing University Students – Architecture Program of Science and Technology University Students – Urban and Regional Planning University Students – Management University Students – Accounting University Students – International Relation University Students – Accountancy, Business Management, Costume Administration. Multimedia Arts. Psychology and International Relation University Students – Technology University Students – Civic Education University Students – Business Administration University Students – Engineering University Students – Math. Biology and Chemistry University Students – Language Centre students University Students – Pre-TESL Programme University Students – Arts and Sciences University Students – Expatriate Japanese University Students – Education and Social Sciences University Students – Intensive Course for Overseas Students (ELICOS)
F 37 21 1 1 1 1 1 1 1 1
% 33.64 19.11 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91
1
0.91
1 1 1 1 1 2 1 1 1 1
0.91 0.91 0.91 0.91 0.91 1.82 0.91 0.91 0.91 0.91
1
0.91
Senior High School Students Junior High School Students Elementary Students Vocational School Students
19 15 10 1
17.27 13.64 9.09 0.91
Others: (sub-total) English Teachers and Elementary students English Teachers
7 2 2
6.37 1.82 1.82
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94 Researchers School Students Language School Students Total
1 1 1 110
0.91 0.91 0.91 100
Table 4.12 exposes that university students of English department make up the biggest group that participated in the researches, with the percentage of 33.64%. The second place was occupied by University Students from non-English department, which make up 19.11% of the most-studied participant groups. The, it was followed Senior High School Students, (17.27%), Junior High School Students (13.64%), and Elementary Students (9.09%). The least frequent groups participating in learning-teaching method research reports were Vocational School Students, Language School Students, English Teachers and Elementary students, English Teachers, Researchers, and School Students (0.91%).
8. Sample Sizes When selecting the participants of the study, it is important to determine the size of the sample the researchers will need. A general rule is to select as large a sample as possible from the population. The larger the sample, the less potential error is that the sample will be different from the population. The classification of sample sizes was presented in Figure 4.3.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Not-reported
Between 301-1000 Between 101-300 Between 31-100 Between 11-30 Between 1-10 0 Between 1-10 % F
3,64 4
5
10
15
20
25
30
35
40
45
Between 11- Between 31- Between 101- Between 301Not-reported 30 100 300 1000 34,55 37,27 6,36 0,91 17,27 38 41 7 1 19 %
F
Figure 4.3. Sample Sizes
According to the findings from Figure 4.3, the main sampling range used in the English education research reports is 31-100 samples (37.27%), which are followed by 11-30 samples (34.55%), 101-300 samples (6.36%), and 1-10 (3.64%) respectively. According to the results of the present study, the number of research reports conducted with the participation of 301-1000 samples is (0.91%) lower than the others. There are 19 research reports which are not reported the sample sizes (17.27%).
9. Sampling Technique In determining the number of people in population as the subjects selected, a research needs to select characteristics of the population which are represented in the sampling technique. In qualitative approach, the aim of sampling is not to generalize to a population, but to develop an in depth exploration of a central phenomenon. While, in quantitative approach, the aim is to generalize from individuals selected to a population. Therefore, the trends of the classification of the sampling techniques can be seen from the following Table 4.13.
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96 Table 4.13. Sampling Technique SUB-ITEMS Not-reported Purposive Sampling Random Sampling Cluster Sampling Non – Probability Sampling (Volunteer) Non – Random Sampling Convenience Sampling Random – Purposive Sampling Cluster – Random Sampling Representative Sampling Total
F 71 19 10 2 2 2 1 1 1 1 110
% 64.55 17.27 9.09 1.82 1.82 1.82 0.91 0.91 0.91 0.91 100
Table 4.13 presents the number and percentages of the sampling techniques used in the research reports. The most frequent investigated sampling technique is Purposive Sampling (17.27%= 19 research reports). Random Sampling (9.09%= 10 research reports) is in the second most frequently investigated. Cluster Sampling and Non-Probability Sampling (Volunteer) has a balance distribution (1.82% = 2 research reports). The least percentage are Convenience Sampling, Random – Purposive Sampling, Cluster – Random Sampling, and Representative Sampling ( 0.91% = 1 research report). Accordingly, there are 71 research reports which are not presented the sampling techniques.
10. Validity During the process of collecting and analyzing data, the findings and the interpretation of the research should be accurate. Therefore, researchers needs validating findings to determine the accuracy or credibility of the findings through some strategies in validation techniques. The Table 4.14 would represent the variety of the validation types occurred.
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97 Table 4.14. Validity SUB-ITEMS Content Validity Face Validity, Content Validity, and Construct Validity Trustworthiness Internal Validity Validity Not-reported Total
F 4 2 2 1 1 100 110
% 3.64 1.82 1.82 0.91 0.91 90.91 100
Table 4.14 depicts the trends of the validation used in English educational research within the last ten years. Six categories are found in all 110 research reports. In relation to the findings of the validation above, the most frequently validation used is Content Validity (3.64% = 4 research reports). The next rate belongs to Face Validity, Content Validity, and Construct Validity and Trustworthiness (1.82% = 2 research reports). On the other hand, the least frequently validation used are Internal validity and validity (0.91% = 1 research report). They have the same distribution. In addition, 100 out of 110 research reports do not report the validation technique.
11.
Data Analysis Technique During or immediately after collecting data, analyzing the data is the next
step which consists of “taking the data apart” to determine individual responses and then “putting it together” to summarize it. The classification of data analysis is presented in Figure 4.4. Mixed Method (Qualitative and Quantitative) 35%
Qualitative
Quantitative
Qualitative 18%
Quantitative 47% Mixed Method (Qualitative and Quantitative)
Figure 4.4. Data Analysis Technique
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Referring to the Figure 4.4, quantitative (47% = 52research reports) is the most preferred data analysis technique, and this is followed by mixed method; qualitative and quantitative (35% = 38 research reports), and qualitative (18% = 20 research reports).
12.
Research Results The next step in conducting a research after collecting the data is
presenting the results. The results of the research is the main section of the report where the researchers try to report or present the findings of their study based on the data and methodology applied to gather information. The research results should simply state the findings of the research arranged in a logical sequence without bias or interpretation. If the researchers used qualitative methods, they could include quotes or vignettes (short descriptions and scenarios). If the researchers used quantitative methods, they could include: charts, graphs or tables and diagrams. In this study, the writer found five different research results which can be seen in the following Table 4.15. Table 4.15. Research Results SUB-ITEMS The impact of learning-teaching method on students' achievement or performance is good/effective. Participants give positive perception on learning-teaching method investigated. The usage one learning-teaching method is better than the other method. The impact of learning-teaching method on students' achievement or performance is good/achieved and Participants give positive perception on learning-teaching method investigated. The impact of learning-teaching method on students' achievement or performance is not effective. Total
F
%
77
70.00
16
14.55
10
9.09
6
5.45
1
0.91
110
100
Table 4.15 depicts the most frequently investigated research results found is about “The impact of learning-teaching method on students’ achievement or
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performance is good/effective” (70% = 77 research reports), followed by “Participants give positive perception on learning-teaching method investigated” (14.55% = 16 research reports), “The usage one learning-teaching method is better than the other method” (9.09% = 10 research reports), and “The impact of learning-teaching
method on students’ achievement
or performance is
good/achieved and Participants give positive perception on learning-teaching method investigated” (5.45% = 6 research reports). The least frequently research results found is “The impact of learning-teaching method on students' achievement or performance is not effective” (0.91% = 1 research report). From the findings above, it can be said that almost all research report results are good and effective. Only one research report which concludes that the impact of learning-teaching method on students’ achievement or performance is not effective. However, since mostly the research results are effective and good, for future researchers should conduct another holistic research which the results are not easy to be predicted as effective or good.
13.
Implication or Suggestion Results of a research often indicate certain implication. Implication in a
research is about a possible future effect or result. Therefore, the ‘Implications for research’ should comment on the need for further research. Sometimes, it is clearly stated in the research reports. However, some authors preferred to focus more on presenting the results of the research without defining the implication or suggestion. Determining the implication of a research can provide the readers with better
understanding.
Therefore,
the
writer
had
classified
the
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suggestion/implication of each studied research report into eleven categories which can be seen in the following Table 4.16. Table 4.16. Suggestion/Implication SUB-ITEMS Future Researchers/Further Studies ESL/EFL Teachers Teachers and Future Researchers/Further Studies Lecturers and Future Researchers/Further Studies Lecturers Students/Learners Lecturers and Students/Learners EFL Readers Teachers and Students/Learners Others English Teachers and School Management English teachers, Students, and Researchers Lecturers, Students, and Researchers Teachers, Students, Administrative Staff, and Curriculum Maker Teachers, Lecturers, or Education Practitioners Teachers, Future Researchers and The Ministry of Education Teachers, Educators, and Curriculum Designer Educators, Curriculum Designers, Students, and Future Researchers/Further Studies Not-reported Total
F 20 19 12 5 4 4 2 1 1 8
% 18.18 17.27 10.91 4.55 3.64 3.64 1.82 0.91 0.91 7.27
34 110
30.91 100
1 1 1 1 1 1 1 1
As seen in Table 4.16, mostly the research reports do not provide the implications or the implications are not reported (30.91% = 34 research reports). In the second highest rate is the suggestion for Future Researchers/Further Studies (18.18% = 20 research reports). The, it is followed by the suggestion/implications for ESL/EFL Teachers (17.27% = 19 research reports), Teachers and Future Researchers/Further Studies (10.91% = 12 research reports), and Lecturers and Future Researchers/Further Studies (4.55% = 5 research reports). The suggestion/implication for Lecturers and Students/Learners have the same percentage and the number of research reports (3.64% = 4 research reports). The rest of the suggestion/implication only occurred in one research reports or two depending on the goals of the research.
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14. Not Available or Not-Reported Generally, in reporting an educational research, there are several parts to be presented in the report, namely abstract, introduction, literature review, methodology, results or findings, analysis results and interpretation, conclusion, implication and recommendation or suggestion. However, in the reality, the researcher found part(s) which is/are not presented in the studied research reports. Hence, the following table will present it. Table 4.17. Not Available/Not-Reported SUB-ITEMS Research Method Sampling Validation Suggestion/Implication Sampling and Validation Sampling and Suggestion/Implication Validation and Suggestion/Implication Research Method and Validation Abstract, Sampling, and Validation Sampling, Validation and Results Research Method, Sampling, and Validation Sampling, Validation, and Suggestion/Implication Research Method, Sampling, Validation and Suggestion/Implication All-reported
F 2 5 21 2 36 1 9 1 1 1 6 18 4
% 1.82 4.55 19.09 1.82 32.73 0.91 8.18 0.91 0.91 0.91 5.45 16.36
3
2.73
3.64
Table 3.17 presents the frequently not available/not-reported found in each the research report. Most of research reports do not report Sampling and Validation (32.73% = 36 research reports), then followed by Validation (19.09% = 21 research reports), Sampling, Validation, and Suggestion/Implication (16.36% = 18 research reports), Validation and Suggestion/Implication (8.18% = 9 research reports), Research Method, Sampling, and Validation (5.45% = 6 research reports), Sampling (4.55% = 5 research reports), Research Method, Sampling, Validation and Suggestion/Implication (3.64% = 4 research reports), All-reported (2.73% = 3 research reports), Research Method and Suggestion/Implication
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(1.82% = 2 research reports), Sampling and Suggestion/Implication, Research Method and Validation, Abstract, Sampling, and Validation, and Sampling, Validation and, Results (0.91% = 1 research report).
B. DISCUSSION This part discusses the interpretation of the analysis results presented in the previous section. From the results of the first phase which is about the concept of clarification of learning-teaching method found in the research reports, it can be said that almost all the research reports presented the working definition or concept clarification of learning-teaching method. Only 7 research report which do not give the definition of investigated learning-teaching method. They are the working definition of Web-Based Audio, Poster Presentation, Films, Facebook, Tell Me More (TMM) and Rosetta Stone (RS), and E-mail, Online Local Newspaper. However, Creswell (2012: 105) highlights the important of presenting review of the literature: Literature review describes the past and current state of knowledge about topic. This review serves the purpose of providing a need for a study and demonstrating that other studies have not addressed the same topic in exactly the same way. It also indicate to audiences that the researcher is knowledgeable about studies related to a topic. A literature review therefore helps readers to understand the knowledge of investigated research’s topic. Moreover, it helps the researcher in shaping their framework of understanding about what they see and how they see it theoretically (abstract). Hence, it will link the abstract to concrete (theoretically to empirically). Therefore, if the research reports do not provide the working definition or concept clarification if their topic of the research, the readers might be questioning the
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topic, for instance, what actually Tell Me More (TMM) and Rosetta Stone (RS) like, what are they, how they work, or how to implement that two teaching strategies. Cooper (1989, p. 34) says that generally, review of literature provides in-depth understanding and explanation on the findings and previous research work. The results of the second research question point out that there is a tendency for the researchers to examine about learning-teaching media. Then, it was followed by learning-teaching techniques/strategies, and learning teaching method/approach. On the other hand, both learning-teaching materials and learning-teaching assessment seem to receive little attention as the researcher found it difficult to obtain articles dealing with these issues. Regarding to the findings which the most frequent learning-teaching media investigated is related with the innovation in emerging uses of ICT, it can be interpreted that the massive use of it has contributed to the many new possibilities of using technology in learning and teaching English, for instance YouTube, twitter, Facebook, edmodo, podcast, interactive weblog, electronic flashcard, on-line local newspaper, online short story, and etc. From the findings, it can be referred to English foreign Learning in the 21st century. In that era, education is integrated with technology. NYSUT (2011: 1) says that “Education in the 21st century means preparing students to use an ever-expanding array of technological tools to enhance intellectual development, career opportunities, as well as local, national and global connections”. It can be interpreted that traditional classroom experience should be deconstructed with the new teaching style which meets the demand of education in the 21st century. The conventional “I lecture, you listen” teaching method will
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be inappropriate to use for today’s students because they will easily get uninterested with this one-way kind of learning. Teachers may find it hard to believe that students today are able to focus on different things at a time, unlike how they used to learn. Hence, technology as the innovation in teaching and learning process will be the most appropriate. As teachers and educators, they play a crucial role for the success of their students’ learning so that they can survive in the 21st century competition. Palfrey and Garret (2008: 239) say that “Educators have a responsibility to familiarize themselves with the fast changing learning process that their digital native students are doing”. Dudeney and Hockly (2007: 5-9) explain that “today’s children are digital natives who grow up with technology and feel comfortable and confident with it”. Almost all the students are familiar with technologies, such as PC, laptop, smartphone, and internet access. In the different term, Prensky (2012: 27) states that “today’s students have spent their entire lives surrounded by and using computers, video games, DVD players, camera video, eBay, cell phones, iPods, and all the other toys and tools of the digital age”, students have been familiarized themselves with English, because almost all instructions of the toys and tools of the digital age are in English. Therefore, engaging students in learning English with technology is appropriate choice. They can use their PC, laptop, smartphone, or internet access to support their studies. E-learning, defined by (Lamb & Callison, 2005) is the accessing of information, instruction, and/or interaction through the Internet or Intranet using instructional materials and tools such as web-based resources, e-mail, discussion boards, blogs, chat or video (as cited in Pacific Policy Research Center, 2010: 10). Moreover, students’ digital world can
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be an effective way to make English learning more alive. Not only because technology has been a part of students’ everyday lives, but also because it offers many ways to develop students’ skills to compete in the 21st century. This is supported by the report written by Saavedra & Opfer (2012: 16) that says: “Technology offers the potential to provide students with new ways to develop their problem solving, critical thinking, and communication skills; transfer them to different contexts; reflect on their thinking and that of their peers; practice addressing their misunderstandings; and collaborate with peers—all on topics relevant to their lives and using engaging tools”. Regarding
to
the
results
of
the
investigated
learning-teaching
techniques/strategies, they are mostly used techniques/strategies/activities which emphasize on the implementation of cooperative learning and collaborative learning. They are One Stays the Rests Stray, Lockstep, Collaborative Writing, Collaborative Strategic Reading (SCR), Drama Parody, Snowballing, Jigsaw, Group Work, Numbered Heads Together, etc. From the results of this category, it can be interpreted that there is a tendency to conduct research related to cooperative learning. Regarding to the emerging of dissatisfaction of postmethod era which try to go beyond methods and more about “classroom-oriented” rather than “knowledge-oriented” like what Kumaravadivelu (1994, 2001, 2003b) say about the two concept of postmethod: one emphasizes the need to go beyond the limitations of the concept of method with a call to find an alternative way of designing effective teaching strategies (Clarke, 1994; Kumaravadivelu, 1994; Prabhu, 1990), and another emphasizes the need to go beyond the limitations of
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the transmission model of teacher education with a call to find an alternative way of creating efficient teaching professionals (Freeman & Johnson, 1998; Johnson, 2000; Woods, 1996). However, in fact, the term ‘method’ is still used in some research report that I found around 110 research reports. They are Whole Language Approach, Cooperative Learning, Project-Based Learning, Task-Based Language Teaching (TBLT), and Total Physical Response. Therefore, Islam (2017: 545) gives an opinion in his research that the focus of ELT should not centre on discussing methodological issues in a sporadic way, but on the ways how teachers can implement those issues in classroom practices or how they can go beyond the prevailing methods. He further gives explanation that in fact, postmethod pedagogy does not “imply the end of methods but rather an understanding of the limitations of the notion of method as it is narrowly defined and a desire to transcend those limitations” (Bell, 2007: 143) by empowering educators towards developing a standardized system of language teaching. Efforts in developing a standard method of teaching were very much apparent during the method era but they were sporadic and ultimately resulted in failures. But postmethod pedagogy has tried to string together these diverse, piecemeal efforts in a harmonious way so that it can overcome the limitations of method. Richards and Rodgers (2014: ix) highlight “and despite the belief that contemporary approaches to language teaching rely less on standard approaches and methods and more on post-method conception of teaching – new teaching proposals continue to appear (such as Content and Language Integrated Learning, text- and task- based teaching as wheel as the Common European Framework of Reference).” Therefore, familiarity with the new teaching proposals as well as
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with the earlier language teaching principles of mention by Richards and Rodgers, it can be interpreted that these are important components of professional knowledge expected of today’s language teachers. Related to the research finding, there is a research report which use task-based language teaching as the way to improve students’ mastery of English tenses (36INA2013LTM). In relation to the participant, most of the researchers within the 110 research reports had conducted their studies on university students; both from English department (33.64%) and non-English department (19.11%). Vocational school students as studied sample is the least percentage (0.91%). Therefore, these findings indicate that there is an unbalanced investigation occurred in English education field, especially those which focused on learning-teaching and such related issues. In order to provide more reliable information on the current status and the development of English education regarding learning-teaching, the research should cover participants (i.e. teachers, lecturers, students from various level) as many as it is possible. While, in relation to the sample size, the result indicates that the main range used is 31-100 samples (37.27%). The least frequent sample sizes used by researchers is 1-10 samples respectively (3.64%). Creswell (2012: 146) provides a rough good estimation for selecting a sufficient number of participants in quantitative and qualitative research; in quantitative research, approximately 15 participants in each group in experiment, approximately 30 participants for a correlational study that relates variables, and approximately 350 individuals for a survey study, but this size will vary depending on several factors. However, Creswell (2012: 209) adds that researchers may have limited number of participants who are conveniently available since there are many factors influence
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the size of samples, such as access, funding, time limitation, etc. In qualitative research, researchers can study a few individuals, ranging from 1 to 40. Moreover, it might be a single individual. This reason is because the overall ability of researchers to provide in-depth picture diminishes with the addition of each new individual. The results of next category indicate that the majority of research reports share the similar reason for investigating the issues related to learning-teaching method. Therefore, some generalizations can be made. Most of the research tend to find out the effectiveness of learning-teaching method. Another tendency occurred on the research design or method used within the studied research reports. The majority of the research reports employed quantitative method (36.36%), i.e. Experimental (26.36%), meanwhile the remaining articles belonged to mixed method, i.e. Classroom Action Research (29.09%) and qualitative in nature, i.e. Case Study (3.64%). This is may be due to the fact that quantitative method with its statistical technique is able to provide results which are easier to understand rather than mixed method or qualitative one which is generally very complex. As pointed out by Harry, Sturges, and Klinger (2005) that quantitative method entails established steps to follow, unlike qualitative which requires judgment decisions that is quite hard for some inexperienced researchers to do so. In parallel with the findings on the method, questionnaire and tests (22.73%) was found to be the most common data gathering instrument to apply. De Joung (2007, in Gul and Sozbilir, 2016) mentions that the use of questionnaire enables the researchers to obtain large number of data in quite fast period. However, the weakness of this instrument is
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that it cannot provide richer and deeper information about the participants, compared to other instruments usually used in qualitative studies (i.e. interview). Still, the discussion on method also leads to the data analysis instrument used in the studied articles. Due to the fact that the researchers among the 110 research reports preferred employing quantitative for data analysis were frequently used (47.27%). Other components involved in method is sampling technique and validation technique. This research reveals that the most common sampling technique used among the articles is purposive sampling (17.27%). Meanwhile, content validity (3.64%) was found to be the top validation technique. Indeed, these two techniques are used quantitative study mostly. However, the number of research reports implementing these two components are so limited. It indicates that they are not widely used in English education research, especially those which dealing with learning-teaching and such related issues. It may be connected with lack of researchers’ knowledge and skills on the basis of conducting research (Gul and Sozbilir, 2016). The results of the last category are in line with the findings on goal in which mostly to discover the effectiveness of learning-teaching method towards English language teaching and learning, a generalization can be made. It is revealed that almost all method are effective or good. Moreover, the majority of the investigated groups hold positive perception, towards English language teaching and learning method. Only one research report result is not effective. These results indicate that in the end of the researches were conducted, the results was almost effective and good.
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CHAPTER V CONCLUSIONS This chapter consists of three parts. First part is about research results which is also drawing conclusions from the research questions stated in problem formulation of this study. The second is giving the implementation of this study. Then, the third part is about the suggestions for several parties who are related to this study.
A. CONCLUSION This collaborative research was attempted to investigate learning-teaching in English education. The researcher had decided to use 110 research reports as the data sources of this research. They were published in journals, for instance, Journal of ASIA TEFL, Journal of English and Education, Asian EFL Journal Research Articles, Research in English and Education (READ), International Journal of Advanced Multidisciplinary Research (IJAMR), Participatory Educational Research (PER), The Journal of Language Teaching and Learning (JLTL), and etc. All the data were all obtained through direct observation through keywords. Therefore, the researcher observed English educational research reports which were published within the last ten years. She choose the educational research reports which are discussing about learning-teaching method and other related issues. To be more specific, she used the terms learning-teaching approach or method, media, assessment, material, technique or strategy as the keywords in collecting and observing the research reports from open sources. These terms were the determined through reviewing the learning-teaching method theories. In 110
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terms of origin, she focused on those originated from Indonesia. Nevertheless, she also observed several research reports from Asia, OCC, and ICC for comparison purpose. After that, she read the collected research reports one by one. Then, the content of each research report was put into the tables as the data in Microsoft Excel. The tables were used to list and interpret the content of the research reports. There were four types of tables used in this research; concept clarification table, quantitative table, qualitative table, and master table. First, this study presented the meanings of learning-teaching based on the concept clarification found from each research report. Mostly the research reports presented the working definition of some issues related to learning-teaching method in English definition. Second, the investigations of learning-teaching method reveal some issues related to learning-teaching method which are commonly investigated. They are learning-teaching method/approach, techniques/strategies/activities, materials, and assessment. It was clear that researches in English educational learning-teaching method were mostly conducted in learning teaching media (45.45%). It was then followed by learning-teaching techniques/strategies/activities (39.09%), learningteaching method/approach (9.09%), learning-teaching materials (4.55%), and learning-teaching assessment (1.82%). Most of these issues were investigated together with other variables such as attitude (motivation the most frequently studied, 24.55%), language skills (reading and writing dominates among the four skills, 16.36%), and language knowledge (vocabulary dominates among the three common language knowledge, 8.18%).
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In terms of participant, the majority of the articles were conducted on university students of English Department (33.64%), followed by university students from non-English department (19.11%), Senior High School students (17.27%), Junior High School students (13.64%), Elementary students (9.09%), and Vocational School students (0.91%). The unbalanced types of studied sample indicate the tendency of the researchers in choosing the participants. The main sampling range used was 31-100 samples (37.27%). In addition, as this research was focused on analyzing the development of research in Indonesia, therefore, the majority of the articles and research papers was originated from Indonesia (80%). In short, it can be said that these results illustrate the trends of learning-teaching method research in Indonesia. Third, the reason for investigating attitude in English education is commonly to discover the impact or effectiveness of learning-teaching method on students’ achievement or performance (70.91%), examining participants’ perception (14.55%), and examining the comparison of the usage one learningteaching method and the other method (9.09%). However, to be more specific, the investigations were conducted towards attitude, and participants’ skills and knowledge in the context of English language teaching and learning. Fourth, most of the studied articles and research papers employed quantitative design (36.36%) in which tests and questionnaire (22.73%) were found as the majority instrument. Indeed, the analysis technique was also conducted quantitatively (47.27%). More than 50 of the studied research reports employed this quantitative method. However, there were only some of them which used sampling technique and validation.
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Fifth, the results of the learning-teaching method investigations reveal that most frequently research results found was about “The impact of learningteaching method on students’ achievement or performance is good/effective” (70%), followed by “Participants give positive perception on learning-teaching method investigated” (14.55%), “The usage one learning-teaching method is better than the other method” (9.09%), and “The impact of learning-teaching method on students’ achievement or performance is good/achieved and Participants give positive perception on learning-teaching method investigated” (5.45%). The least frequently research results found was “The impact of learningteaching method on students’ achievement or performance is not effective” (0.91%). In short, it can be concluded that, research on learning-teaching method in English education so far had been significant developments and explored many areas around the world in which they also involved various types of participants. Despite some tendencies, these researches had yielded various findings. They had discovered that learning-teaching and other related issues (attitude, skill, and knowledge) were crucial and influenced English language teaching and learning not only in Indonesia but also in other area such as Asia, ICC and OCC.
B. IMPLICATIONS Finally, it is believed that these findings have several significant implications for encouraging educators and teachers who want to teach students since this study provide some possible learning-teaching method or technique which can be applied and used in teaching learning process. This study also
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illustrates the current trends on foreign language teaching and learning area especially about method in learning-teaching and shed light on future studies for authors and policy makers. The findings of this study also have important implications for further research opportunities in the ESL or other L2 contexts. It is expected that the findings will be used as starting points to conduct another research. There are many components which can be used to do the other research, for instance curriculum, materials, teaching media, etc. Moreover, the findings will also help the researchers and future researcher explore the current status of researches and trends in learning-teaching method. In addition, this study also have important implications for educators, curriculum designers, students and those conducting research in ESL context.
C. SUGGESTIONS By looking at some trends and interesting facts above, however, those remain limited in several aspects. Therefore, as suggestions for further researches, the studies will be more comprehensive if the studied years are extended to previous years and the number of research reports scanned is increased. Also, future researches may be included in more research report from inner-circle countries and outer-circle countries. Moreover, it is suggested for future researchers to conduct research with more complex data triangulation in order to recognize the results from different perspectives and to make data more valid. Whereas, in a university context, the lecturers are also suggested to help their students to find the topic and to direct them to choose unfamiliar topic in learning-
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teaching method. However, a similar research may be repeated in others topics, such as curriculum, materials, or textbooks.
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Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94 (1), 57-72. Fraenkel, J. C., & Wallen, W. (2009). How to design and evaluate research in education (7th ed.). New York: The McGraw-Hill Companies, Inc Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice. English Language Teaching, Vol. 2, No. 3, 113-119. Fry, H., Ketteridge, S., & Marshall, S. (2009). A handbook for teaching and learning in higher education (3rd ed.). New York: Routledge. Garret, T. (2008). Student-centered and teacher-centered classroom management: A case study of three elementary teachers. Journal of Classroom Interaction, Vol 43.1, 34 – 47. Graddol, D. (2000). The future of English? London: British Council. Greben, J.M. A theory of quantitative trend analysis and its application to South African general elections. South African Journal of Science 103, 232-238. Hsieh, H.F., & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, Vol. 15, No. 9, 1277-1288, doi: 10.1177/1049732305276687 Islam, A.B.M.S. (2017). Deconstruction of method-postmethod dialectics in english language teaching. Journal of Language Teaching and Research, Vol. 8, No. 3, 539-547, doi: http://dx.doi.org/10.17507/jltr.0803.12. Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.). Thousand Oaks, CA: Sage Publications. Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In R. Quirk, & H. G. Widdowson (Eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 11-30). Cambridge: Cambridge University Press. Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning. Kerangka dasar dan struktur kurikulum 2013. (2013). Jakarta: Kementerian Pendidikan dan Kebudayaan.
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Kirkpatrick, A. (2007) World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press. Krippendorf, K. (1980). Content analysis. California: SAGE Publications Inc. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Thousand Oaks: SAGE Publications. Kumaravadivelu, B. (1994). The postmethod condition: (e)merging strategies for second/foreign language teaching. TESOL Quarterly, Vol. 28, No. 1. (Spring, 1994), 27-48. Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for Language Teaching. Yale University: Yale University Press. LaBelle, J. (2011). Selecting ELL Textbooks: A Content Analysis of LanguageTeaching Models. Education Faculty Research and Publications. Bilingual Research Journal, Vol. 34, No. 1. Retrieved in February 13, 2016 from epublications.marquette.edu/cgi/viewcontent.cgi?article=1146&context=edu_ fac Larsen-Freeman, D., & Anderson, M. (2011). Technique & principles in language teaching. New York: Oxford University Press. Lauder, A. (2008). The status and function of English in Indonesia: A review of key factors. Makara, Social Humaniora, 12(1), pp. 9-20. Lee, M. H., Wu, Y. T., & Tsai, C. C. (2009). Research trends in science education from 2003 to 2007: A content analysis of publications in selected journals. International Journal of Science Education, 31(15). doi: 10.1080/09500690802314876 Liddicoat, A.J., & Scarino, A. (2009). Teaching and Learning Languages. Australia: A Guide was funded by the Australian Government Department of Education, Employment and Workplace Relations. Lloret-Gonzales, M. (2003). Designing task-based call to promote interaction: en busca de esmeraldas. Language Learning & Technology, Vol. 7, No. 1, 86104. Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2). Retrieved in November 22, 2016 from http://217.160.35.246/fqs-texte/2-00/2-00mayring-e.pdf. Mayring, P. (2014). Qualitative content analysis-theoretical foundation, basic procedures and software solution. Klagenfurt. Retrieved on December 1 st, 2016 from http://psychopen.eu/books/qualitative-content-analysis/.
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Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching, Vol. 1, No. 1, 1-12. Nation, I. S. P., & Macalister, J (2010). Language curriculum design. New York: Routledge. Naz, A.A., & Akbar, R.A. (2008). Use of Media for Effective Instruction its Importance: Some Consideration. Journal of Elementary Education, Vol. 18(1-2), 35-40. Neuendorf, K.A. (2002). The Content Analysis Guidebook. London: SAGE Publications. Neuman, W. L. (2006). Social research methods, qualitative and quantitative approaches. USA: Pearson. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. Boston: Pearson. NYSUT. (2011). Education in the 21st century: technology integration. NYSUT’s journal of best practices in education Volume IV, Spring 2011, 1-78. Pacific Policy Research Center. (2010). 21st century skills for students and teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division. Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books. Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: SAGE Publications Inc. Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23(4), 589-618. Prabhu, N. S. (1990). There is no best method-why? TESOL Quarterly, 24(2), 161-176. Prensky, M. (2012). From digital natives to digital wisdom. From digital natives to digital wisdom: hopeful essays for 21st century education. Thousand Oaks, California: Corwin Press. Rajasekar, S., Philominathan, P., & Chinnathambi, V. (2013). Research methodology. Retrieved on Monday, December 5, 2016 from arXiv:physics/0601009 [physics.gen-ph]
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Randolph, Justus J.; Gaiek, Lura S.; White, Torian A.; Slappey, Lisa A.; Chastain, Andrea; Prejean-Harris, Rose; and Hansard, Cole (2012) “A Quantitative Content Analysis of Mercer University,” Georgia Educational Researcher: Vol. 9: Iss. 1, Article 6. doi: 10.20429/ger.2012.090106. Renandya, W. A., Lee L. W., Wah C. L. K., & Jacobs, G. M. (2014). A survey of English language teaching trends and practices in Southeast Asia. Asian Englishes, 2(1), pp. 37-65. London: Routledge. Richards, J.C., & Renandya, W.A. (2002). Methodology in language teaching. New York: Cambridge University Press. Richards, J. C., & Rodgers, T.S. (2001). Approach and methods in language teaching. New York: Cambridge University Press. Richards, J. C., & Rodgers, T.S. (2014). Approach and methods in language teaching. New York: Cambridge University Press. Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press. Riffe, D., Lacy, S. & Fico, F. G. (2005). Analyzing media messages: Using quantitative content analysis in research (2nd Ed.). London: Lawrence Erlbaum Associates Publishers. Rose, S., Spinks, N., & Canhoto, A. I. (2015). Qualitative content analysis. In Rose, S., Spinks, N., & Canhoto, A. I. (Eds). Management Research: Applying the principles. New York: Routledge. Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. Retrieved from http://asiasociety.org/files/rand-1012report.pdf Solak, E. (2014). The Content Analysis of the Research Papers on Foreign Language Education in Turkey. International Journal of English and Education, Vol. 3. Retrieved in February 13 from http://www.academia.edu/20911472/The_Content_Analysis_of_the_Research _Papers_on_Foreign_Language_Education_in_Turkey. Sozbilir, M., & Gul, S. (2016). International trends in biology education research from 1997 to 2014: A content analysis of papers in selected journals. Eurasia Journal of Mathematics, Science & Technology Education, 12(6). 1631-1651, doi: 10.12973/eurasia.2015.1363a Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice (4th ed.). Boston, MA: Allyn and Bacon.
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APPENDICES Appendix 1: Data Sources Entry Code 01INA2008LTTSA
02INA2010OLTTSA 03INA2010TTSA 04INA2010LTME 05INA2010LTME 06INA2010LTMA 07INA2010TTSA
08INA2010TTSA 09INA2010LTM 10INA2010LTME
11INA2010TTSA
12INA2010TTSA 13INA2010TTSA 14INA2010LTMA 15INA2011LTAS 16INA2011TTSA 17INA2011TTSA 18INA2011TTSA 19INA2011LTM 20INA2011LTME 21INA2011TTSA
Full Identity Tamah, S. M. (2008). Role Assigning in Jigsaw Classroom: An Asian Classroom Reality Revealed. The Journal of ASIA TEFL Vol. 5, No. 4, pp. 107-140, Winter 2008. Surjosuseno, T.T. (2010). The Effects of “One Stays the Rests Stray” and “Lockstep” on the Enhancement of Reading Achievements. The 57th TEFLIN International Conference Proceedings. Setyarini, S. (2010). Storytelling: An Innovative Language Learning for English Young Learners. Asmaruddin, S. (2010). The Effect of Teaching EFL through Poems Exposure on Fifth Graders’ Reading Habit and Reading Achievement. The 57th TEFLIN International Conference Proceedings. Pusparini, R., & Kurniasih, E. (2010). The Understanding of English Text Types (Genres) through Comics for Junior High School Students Suarcaya, P. (2010). The Use of Web-based Audio Materials for Listening Class. Aryanti, N., & Syahri, I. (2010). The Use of Collaborative Writing in Teaching Business Correspondence to the Students of State Polytechnics of Sriwijaya. Rini, N., & Silitonga, L.M. (2010). Improving Speaking Skills of Papuan Students through Text Retelling Using Authentic Materials from Freeport Intranet. Rosaline, L. (2010). Applying Whole Language Approach and Public Speaking Activity in Smart Ekselensia High School. Sa’diyah, H. (2010). Improving Students’ Ability in Writing Descriptive Text Through Picture Series- Aided Learning Strategy at Grade Ten in SMA Negeri 1 Kembangbahu Lamongan. Rozi, F. (2010). Improving Students’ Reading Comprehension Competence by Using the Implementation of “Crazy Teacher Reading Technique” in a Whole Brain Teaching Classroom at SMAN 1 Welahan Jepara in the 2010/2011 Academic Year. Wulyani, A. N. (2010). Improving Students’ Writing Compositions Through Weblogging. Darmayanti, A. (2010). Improving Grammar Achievement of the Eleventh Grade Students of SMA Negeri 1 Muara Kuang through Dictogloss. Jati, A.G. (2010). A Web-based Model for TEFL and its Effectiveness in Developing Students’ Learning. Permana, S. (2011). Empowering EFL Learners Through Portfolio-based Writing instruction: A Tertiary Experience. Rido, A. (2011). Language Learning Through Interpreting and Translation Highlighting Students’ Experiences. Nurcahyo, A. D. (2011). “Film Dubbing” as an Alternative of ICT Based Teaching in Translation Class. EWK, E. N. (2011). Teaching Speaking By Drama Parody for English Literature Students. Palar, M. F. (2011). Improving Students’ Motivation in the EFL Classroom Through Cooperative Learning. Idris, N. (2011). Using Songs To Improve The Speaking Skills of Year 11 Students of SMAN 60 Jakarta. Yuliastuti, E. (2011). The Use of Pair and Group Work in The Teaching of Speaking Skill To Acceleration Class Students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124 Entry Code 22INA2011TTSA 23INA2011TTSA 24INA2011TTSA 25INA2011LTME 26INA2011TTSA 27INA2011LTME
28INA2011LTME
29INA2012LTME 30INA2012LTME 31INA2012LTME 32INA2012LTM 33INA2012LTTSA 34INA2012LTME 35INA2013LTME
36INA2013LTM
37INA2014LTTSA
38INA2014LTTSA
39INA2014LTTSA
40INA2013LTM
Full Identity Yamin, H. M. A. (2011). Poster Presentations: A Collaborative Listening Speaking‐Project for Building Students’ Characters. Kurniasih, E., & Ririn, P. (2011). Building Students’ Character Through the Use of Three Phase Technique in Teaching Descriptive Writing. Pusparini, R. (2011). Mind Mapping as a Strategy to Build Students' Characters in Speaking Teaching and Learning Process. Syaifullah. (2011). Improving Students' Speaking Skill by Using Visual Aids at the Second Year Students English Education Department Lancang Kuning University. Fauzan, U. (2011). Improving Speaking Ability of EFL Students Through Improvisations Technique. Sukhriani, Y. (2011). The Use of English Newspaper and Magazines to Improve Reading Comprehension Skills of Year 12 Science Students of SMA N 60 Jakarta. Myartawan, I. P. N. W., & Parianingsih, G. A.A. P. (2011). Fostering Junior High School Students' Reading Comprehension of Narrative Texts Through the Use of English-Medium Comics. International Conference on English Across Culture, 21-22 October 2011, Ganesha University of Education, Singaraja-Bali, Indonesia. Ariyanti. (2012). Improving Descriptive Writing Skill Through Lay Out Pictures on Computer as An Interactive Media for the Seventh Graders at SMP Negeri 1 Balikpapan. Rokhayani, A. (2012). The Use of Facebook as an Alternative Media in Learning English. Masruddin. (2012). The Effectiveness of Reading Online English Short Story in Teaching Vocabulary. Kurniasih, E. (2012). The Implementation of Project-Based Learning Approach in Speaking Class. Rozak, R.R. (2012). Improving Students’ Content Area Reading Comprehension Through Collaborative Strategic Reading (CSR). Wulandari, T. T. (2012). Increasing English Vocabulary of the Fifth Grade Through Videotaped Children Songs. Sulistyanto, I. (2013). Teaching Listening at the Second Grade of SMA N 1 Karangrejo. Retrieved on Sunday, February 12, 2017 from www.academia.edu/15059753/Teaching_Listening_Journal. Yunita, W. (2013). Using Task-Based Language Teaching (TBLT) to improve students' mastery of English tenses at the English Education Study Program of Universitas Bengkulu. Retrieved on Saturday, February 18, 2017 from https://core.ac.uk/display/35336582. Wahyuni, S. (2013). The Use of Snowballing Strategy in Teaching Reading Literary Texts (Short Stories). Retrieved on Saturday, February 18, 2017 from download.portalgaruda.org/article.php?article=136952&val=5680. Aimah, S. (2013). Jigsaw: A Technique to Improve Students’ Comprehension in Reading Skill. Retrieved on Saturday, February 18, 2017 from http://digilib.unimus.ac.id/files/disk1/151/jtptunimus-gdl-sitiaimahs7520-1-teflin_j-h.pdf. Fitria, S. (2013). Speaking Activities in Young Learners Classroom: The Implementation of Project-Based Learning Approach. Retrieved on Tuesday, January 31, 2017 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1011.9805&rep =rep1&type=pdf. Maulany, D. B. (2013). The Use of Project-Based Learning in Improving the Students’ Speaking Skill. Journal of English and Education 2013, 1(1), 3042.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
125 Entry Code 41INA2013LTME
42INA2013LTME
43INA2013LTTSA
44INA2014LTME
45INA2014LTTSA
46INA2014LTME
47INA2014LTME
48INA2014LTME
49INA2014LTME
50INA2014LTME
51INA2014LTME
52INA2014LTME
53INA2014LTME
Full Identity Mulyadi, D. (2013). The Effectiveness of Multimedia Presentation in Improving Students' Speaking Skills (Student Nurse of UNIMUS). Second ELTLT International Conference Proceedings December 2013, pp. 152-159. Sukmaningrum, R., & Ardini, S.N. (2013). Helping ESL Students Become Motivated Listener: Using Films to Develop Learners’ Motivation in Listening Classroom. Second ELTLT International Conference Proceedings December 2013, pp. 438-449. Aimah, S. (2013). The Application of Jigsaw and Numbered Heads Together Techniques in Improving Students' Ability in Speaking Skill. Second ELTLT International Conference Proceedings December 2013, pp. 475481. Hanip, A., & Sa'adah, L. (2014). The Effectiveness of Teaching Reading Comprehension Recount Text by Using Facebook. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 895-899. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Kusciati, K.P., & Nuraeni, A. (2014). A New Face Of Teaching Technique By Making Use Of A Popular Social Medium Facebook: Effective Or Not? The 61 TEFLIN International Conference, UNS Solo 2014, pp. 955-959. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Muslimin, A. I. Improving Students' TOEFL Scores Using TOEFL IBT Practice Android. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 906-910. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Tohari, A. Improving Vocabulary Achievement of the XI Graders of SMK 1 Pakong - Pamekasan through Interactive Crossword Puzzle. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 915-918. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Zainnuri, H. (2014). The Effectiveness of Using Tell Me More to Assist Teaching Pronunciation of English Viewed from Students' Self-Confidence. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 942-945. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Myartawan, I. P. N. W., & Adnyani, L. D. S. (2014). Integrating Video in the Corrective Feedback Practice: Voices from Indonesia. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 951-954. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Ratminingsih, N.M. (2014). Developing an Audio Media with Scripted Songs and Its Effect: A Way Out for Fun Learning for TEYL. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 976-978. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Cahyono, S.P. (2014). Listening to Write: Writing Narrative Using Narrative Learning Multimedia (NLM). The 61 TEFLIN International Conference, UNS Solo 2014, pp. 987-991. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Sudiran. (2014). Students’ Perception of the Use of Search Engine (ICT) as Teaching Media in Reading Course. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 999-1002. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Suparjan. (2014). Students' Attitudes to Podcast as a Supporting Media for Enhancing Listening Skill: A Study of Tanjungpura University Students. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1003-1005.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
126 Entry Code
54INA2014LTME
55INA2014LTTSA
56INA2014LTTMA
57INA2014LTTSA
58INA2014LTTSA
59INA2014LTTSA
60INA2014LTME
61INA2014LTTSA
62INA2015LTME
63INA2015LTTSA
64INA2015LTTSA
65INA2015LTME 66INA2015LTM 67INA2015LTME 68INA2015LTTSA
Full Identity Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Komara, U. (2014). Motivating Students Through Edmodo. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1016-1019. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Arapah, E. (2014). Teaching English to Large Multilevel Classes Majoring in Math, Biology and Chemistry by Using ‘Burst the Ballon’ and ‘Talking Chips’ Technique. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1034-1038. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Ratih, M. (2014). The Use of Web-Based Resources Technique to Improve Students’ Reading Skill of Expository Text. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1083-1087. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Muamaroh. (2014). The Students’ Experience on Group Work in the Conversational English Class. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1088-1091. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Giyatno. (2014). Optimizing the Use of Edmodo Based Questioning Technique to Improve Students’ Creativity and Writing Achievement. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1286-1289. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Sukriawati, N.H. (2014). Improving Reading Comprehension of XI Social Science 2 Students of SMA N 7 Malang Through Two Stray Technique. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 1377-1379. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Hasanah, A. (2014). Using Films as Media to Teach Literature. The 61 TEFLIN International Conference, UNS Solo 2014, pp. 911-914. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Yabarmase, D. (2014). Fishbowl Strategy: An Effective Way to Improve Students' Speaking Ability. The 61 TEFLIN International Conference, UNS Solo 2014. Retrieved on Monday, September 26, 2016 from https://eprints.uns.ac.id/26072/ Imaniah, I. (2015). The Effectiveness of Using Caricature Media in Teaching Argumentative Writing at Second Year Students of SMA PGRI 109 Tangerang: A Classroom Action Research. The 62 TEFLIN International Conference, Udayana University 2015, pp. 1-9. Sholeh, A. (2015). The Use of Story Reenactment to Teach English for Young Learners. The 62 TEFLIN International Conference, Udayana University 2015, pp. 10-18. Astri, Z. (2015). The Use Total Physical Response Method for Different Learning Style in English Vocabulary Development. The 62 TEFLIN International Conference, Udayana University 2015, pp. 66-76. Okada, T., Ogane, E., Miliner, B., et al. (2015). Assessing EFL Proficiency in Project-Based Learning. The 62 TEFLIN International Conference, Udayana University 2015, pp. 202-210. Salasiah. (2015). Mindvisualizer Application in Class of Speaking. The 62 TEFLIN International Conference, Udayana University 2015, pp. 221-227. Asrobi, M. (2015). The Effectiveness of Personal Dilemma Technique on Teaching Speaking Skill for EFL Learners. The 62 TEFLIN International Conference, Udayana University 2015, pp. 228-232. Sevrika, H., & Riza, A. (2015). A Comparative Study of Using Multimedia Vs Flash Cards on Students’ Vocabulary at Fourth Grade Elementary School
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
127 Entry Code
69INA2015LTME
70INA2015LTM
71INA2015LTME
72INA2015LTME 73INA2015LTTSA 74INA2015LTTSA
75INA2015LTME
76INA2015LTTSA
77INA2015LTME
78INA2015LTM
79INA2015LTM
80INA2015LTTSA
81INA2015LTME
82INA2015LTME
83INA2015LTTSA
Full Identity Students of 15 Ulu Gadut Padang. The 62 TEFLIN International Conference, Udayana University 2015, pp. 249-257. Mujiyanto, Y. (2015). Fulfilling Freshment’s Expectations for Better English Performance Through Communicative Drills and Exercises. The 62 TEFLIN International Conference, Udayana University 2015, pp. 258-264. Agustina, L. (2015). Exploring Debate as a Tool to Develop English Communication Skill in Esp Classroom at Accounting Department State Polytechnic of Malang. The 62 TEFLIN International Conference, Udayana University 2015, pp. 265-269. Lestari, S. (2015). Activate Students’ Prior Knowledge in Writing by Implementating Sandwich Graphic Organizer. The 62 TEFLIN International Conference, Udayana University 2015, pp. 326-331. Syahria, N. (2015). Boosting Speaking Skills Through Board Games for the 2nd Semester Students of Adi Buana University Surabaya. The 62 TEFLIN International Conference, Udayana University 2015, pp. 337-343. Fatmasari, F. (2015). Promoting Project for Enhancing Students’ Skill. The 62 TEFLIN International Conference, Udayana University 2015, pp. 394-343. Wahyudi. (2015). Increasing Vocabulary by Using Song-Related Reading Texts to Children Aged Six to Twelve. The 62 TEFLIN International Conference, Udayana University 2015, pp. 454-361. Wardah & Nurwahida. (2015). Stimulating Students’ Autonomy in Writing Through Weekly Report. The 62 TEFLIN International Conference, Udayana University 2015, pp. 508-515. Iman, J. N. (2015). A Quasi-Experimental Study on Using Short Stories to Improve the Speaking and Writing Achievements of the Undergraduate Students of Urban and Regional Planning Study Program of Indo Global Mandiri University. The 62 TEFLIN International Conference, Udayana University 2015, pp. 572-580. Maming, K., & Nur, R. (2015). Enhancing the Vocabulary Mastery of Young Learners by Applying Total Physical Response (TPR) Method Integrated with Picture. The 62 TEFLIN International Conference, Udayana University 2015, pp. 586-597. Adnyani, L. D. S. (2015). Blended Learning Through Schoology in Writing Class: Students’ Attitude. The 62 TEFLIN International Conference, Udayana University 2015, pp. 598-604. Rasyidah, U. (2015). Setting Up Number Heads Together to Assist Students in Reading Comprehension of Spoof Text. The 62 TEFLIN International Conference, Udayana University 2015, pp. 722-733. Sukma, D. (2015). The Effect of Using Cloze Passage Technique Toward Students' Reading Comprehention on Narrative Text at the Second Year of SMA N 1 Rambah Hilir. The 62 TEFLIN International Conference, Udayana University 2015, pp. 747-757. Angraini, N., Sitinjak, M. D., & Syahri, I. (2015). The Use of YouTube Videos with Retelling Technique to Improve Speaking and Writing Achievements. The 62 TEFLIN International Conference, Udayana University 2015, pp. 950-960. Inayati, N. (2015). English Language Teachers’ Use of Social Media Technology in Indonesia Higher Education Context. Asian EFL Journal Research Articles. Vol. 17 No.4 December 2015 Zainuddin. (2015). The Effect of Cooperative Integrated Reading and Composition Technique on Students’ Reading Descriptive Text Achievement. Canadian Center of Science and Education, English Language Teaching; Vol. 8, No. 5; 2015, pp. 11-21.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
128 Entry Code 84INA2016LTTSA
85INA2016LTMA 86INA2016LTME 87INA2016LTME
88INA2016LTME
89INA2016LTTSA
90INA2016LTME
91ASI2013LTME 92ASI2013LTME 93ASI2013LTME
94ASI2016LTM
95ICC2015LTTSA 96OCC2016LTME 97ASI2016LTME
98ASI2016LTTSA
99ASI2016LTME
100OCC2009LTME
101ASI2010LTTSA
102ASI2013LTTSA
Full Identity Maulida, C.I. & Gani, S.A. (2016). KWL: Strategy on Improving Reading Comprehension. Research in English and Education (READ), 1 (1), 53-61, August 2016. Ayu, L. P. (2016). YouTube Videos in Teaching Listening: The benefits in Experts’ Views. Research in English and Education (READ), 1 (1), 152160, December 2016. Rasyid, S. (2016). Using Cartoon Movie to Improve Speaking Skill. Research in English and Education (READ), 1 (1), 161-168, December 2016. Mawaddah, Gani, S. A., & Sari, D. F. (2016). A Study on Photographs in Teaching Writing Recount. Research in English and Education (READ), 1 (1), 81-88, August 2016. Kaltsum, H. U. M., & Utami, R. D. (2016). The Effectiveness of Folklore Media Against Students’ Motivation in Learning English. The Asian EFL Journal, December 2016, Vol. 3, pp. 20-36. Septiany, L. (2016). The Effect of Using Think-Pair-Share Strategy on Students’ motivation and their Speaking Ability. Asian EFL Journal, December 2016, Vol. 3, pp. 195-199. Rodliyah, R. S. (2016). Using Facebook Closed Group to Improve EFL Students' Writing. TEFLIN Journal, Volume 27, Number 1, January 2016, pp. 82100. Retrieved from http://dx.doi.org/10.15639/teflinjournal.v27i1/82-100 Foroutan, M., Noordin, N., & Hamzah, M. S. G. Use of E-mail Dialogue Journal in Enhancing Writing Performance. Asian Social Science; Vol. 9, No. 7; 2013. Paris, T. N. S. D., Yussof, R. L. (2013). Use of ‘Time Board Game’ to Teach Grammar. Social and Behavioral Sciences 105 (2013) 398 – 409. Manzanilla, S. M. (2013). Interactive Weblogs: Breaking Barriers in L2 Writing in the Philippines. Lucena, R.J., & Jose, A. E.S. (2016). Co-Operative learning in enhancing the speaking skills of students: A Phenomenological approach. International Journal of Advanced Multidisciplinary Research (IJAMR) (2016). 3(2): 67-71. Acheampong, P., & Acquaah, E. (2015). Talking Books Technique: A Strategy to Improve Pupils’ Reading and Comprehension Skills. European Journal of Research and Reflection in Educational Sciences Vol. 3 No. 2, 2015. Noriega, H. S. R. (2016). Mobile Learning to Improve Writing ESL Teaching. TEFLIN Journal, Volume 27, Number 2, July 2016. Mabuan, R., & Ebron, G. (2016). Blended Learning Approach to Teaching Writing: Using E-mail in the ESL Classroom. DLSU Research Congress 2016 De La Salle University, Manila, Philippines March 7-9, 2016 Jessica, C., & Yunus, M. (2016). Digital Storytelling Production as a Learning Tool in Improving ESL Learners’ Verbal Proficiency. Asian EFL Journal, December 2016, Vol. 3, pp. 101-112 SiRicord, T.S., & Yunus, M. (2016). Learners’ Perceptions on the Effectiveness of VideoScribe on Improving Listening and Speaking in Rural School of Sarawak. Asian EFL Journal, December 2016, Vol. 6, pp. 50-61. Abu-Al-Sha’r, A. (2009). Effect of Reading On-line Local Newspapers Headlines on Developing University Students’ Reading Skills in English. The Journal of ASIA TEFL Vol. 6, No. 4, pp. 87-108, Winter 2009. Omar, H., & Umehara, M. (2010). Using ‘A Shadowing’ Technique’ to Improve English Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese Adult Learners. The Journal of ASIA TEFL Vol. 7, No. 2, pp. 199-230, Summer 2010. Sam, P., & Rajan, P. (2013). Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students. Canadian
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129 Entry Code
103ICC2009LTME
104OCC2016LTME
105OCC2013LTTSA
106OCC2016LTAS
107ASI2012LTTSA
108ICC2008LTME
109ICC2008LTMA
110ICC2016LTME
Full Identity Center of Science and Education, English Language Teaching; Vol. 6, No. 2; 2013. Ducate, L., & Lomicka, L. (2009). Podcasting: An Effective Tool for Honing Language Students’ Pronunciation? Language Learning & Technology, October 2009, Volume 13, Number 3, pp. 66–86. Retrieved on Wednesday, October 26, 2016 from http://llt.msu.edu/vol13num3/ducatelomicka.pdf. Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL Pronunciation Instruction. Language Learning & Technology, 20(1), 166–190. Retrieved on Sunday, October 9, 2016 from http://llt.msu.edu/issues/february2016/mompeanfouzgonzalez.pdf Ivala, E., Gachago, D., Condy, J., & Chigona, A. (2013). Enhancing Student Engagement with Their Studies: A Digital Storytelling Approach. Creative Education 2013. Vol.4, No.10A, 82-89. Retrieved from http://dx.doi.org/10.4236/ce.2013.410A012. Ekmekci, E. (2016). Integrating Edmodo into Foreign Language Classes as an Assessment Tool. Participatory Educational Research (PER), Special Issue 2016-I, pp., 1-11; 01 January, 2016. Retrieved from http://dx.doi.org/10.17275/per.16.spi.1.1 Somdee, M., & Suppasetseree, S. (2012). Developing English Speaking Skills of Thai Undergraduate Students by Digital Storytelling through Websites. Retrieved on Tuesday, April 25, 2017 from www.litu.tu.ac.th/journal/FLLTCP/Proceeding/166.pdf Kao, Imin. (2008). Using Video Podcast to Enhance Students’ Learning Experience in Engineering. Retrieved on Saturday, September 24, 2016 from https://www.asee.org/documents/sections/middle-atlantic/spring2008/02-Using-Video-Podcast-to-Enhance-Students LearningExperience-in-Engineering.pdf. Son, J-B. (2008). Using Web-Based Language Learning Activities in the ESL Classroom. International Journal of Pedagogies and Learning, 4(4), pp. 3443. August 2008. Byrd, D. R., & Lansing, B. (2016). Electronic Flashcards inside the Classroom: Practical and Effective. The Journal of Language Teaching and Learning, 6(2), 1-13.
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Appendix 2: Concept Clarification Table CONCEPT CLARIFICATION TABLE (INA, 2008) Learning-Teaching Method No. Entry Code and Topic
1.
01INA2008LTTSA
Learning-Teaching Technique Jigsaw
CONCEPT CLARIFICATION TABLE (INA, 2010) Learning-Teaching Models No. Entry Code and Topic
1.
02INA2010OLTTSA
Learning-Teaching Technique “One Stays the Rests Stray” and “Lockstep”
2.
03INA2010TTSA
Learning-Teaching Technique Storytelling
3.
04INA2010LTME
Learning-Teaching Media Poems
Definition Jigsaw, initially introduced by Aronson in 1978, is one of the cooperative learning techniques (Slavin, 1985 uses the word ‘techniques’ and ‘methods’ interchangeably; meanwhile Clarke (1994) uses ‘method’, ‘approach’, ‘activity’, and ‘process’ interchangeably). It is a more systematic group work. Groups of 4 – 5 students are formed. Each group member is assigned a subpart of material to learn and to teach to his group members. To assist in the learning, students working on the same sub-part of the material get together to decide what is important and how to teach it. After learning together in these ‘expert’ groups, the original groups – the home teams – reform and students teach one another.
Definition In “one stays the rests stray”, the members are not limited such as in “one stays two stray”. The members of the group can be the same as the amount of the paragraphs in a text (p. 7). Cameron (2001) asserts that storytelling is oral activity that is designed not only to be listened to but also be involved in. Intense eye contact between the teacher and the students is a unique asset in storytelling because such behavior is a real and natural behavior in communication, in this case between the teacher as a storyteller and students as the listeners. (p. 2) According to Tiedt (2002), poem is a short form of literature which people can enjoy. Poetry is special, elusive and personal. Tiedt also stated the positive elements that poetry has. Firstly, it conveys a love of language and introduces new vocabulary. Secondly, it adds the creative component of humor to the learning process. Thirdly, it helps students become aware of ways of knowing through different senses. Next, it provides the element of musicality to students’ lives. Finally, it supports students’ development of a sense of self-worth. (p. 6)
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4.
05INA2010LTME
Learning-Teaching Media Comics
5.
06INA2010LTMA
Learning-Teaching Materials Web-based Audio
Sudjana and Ahmad (1991: 64) defined comics as a kind of cartoons that have characters who play a story in series, connected with pictures and designed to give entertainment to the readers. (p. 3) Not Available Brufee (1995) and Myers (1991) state that compared to cooperative learning, in which the fundamental approach is teacher centered, collaborative learning is more student centered.
6.
07INA2010TTSA
Learning-Teaching Technique Collaborative Writing
7.
08INA2010TTSA
Learning-Teaching Technique Text Retelling
8.
09INA2010LTM
Learning-Teaching Approach Whole Language Approach
9.
10INA2010LTME
Learning-Teaching Media Picture Series-Aided Learning Strategy
10.
11INA2010TTSA
Learning-Teaching Technique Collaborative Strategic Reading (SCR) Teaching Technique
11.
12INA2010TTSA
Learning-Teaching Technique Weblogging
Tintzman et al (1990) states that collaborative learning affords students’ enormous advantages not available from more traditional instruction because a group can accomplish meaningful learning and solve problems better than any individual can do alone. (p. 2) O’Malley and Pierce (1996:12) state that text retelling is one type of authentic assessments. Text Retellings involve having students retell text selections they have read. Language functions most likely used in text retelling are describing, giving information, and summarizing. (p. 5) Goodman (1986) described whole language as a “top-to-bottom,” rather than a “bottomup,” view of language learning, a view that does not break language into bits and pieces. Whole Language Approach (WLA) is the approach to learn language that focus on the real communication, reading and writing in the fun learning environment context. (Richard and Rodgers, 2001). (p. 2) Harmer (2004) says that pictures are often used to present situation to help students work with grammar and vocabulary. But their potential to bring students to different worlds means that they can be used to encourage students to fly among their creative imagination. Collaborative Strategic Reading (CSR) is a teaching method on reading comprehension that has become the topic of discussion among English Teachers. This method is developed by Sharon Vaughn and Janette Kettman Klinger (Vaughn & Klinger : 1999). This is a collaborative reading that is elaborated into Preview, Click and Clunk, Get the Gist and Wrap Up. (p. 2) Weblogging is seen as a beneficial tool for the teaching and learning of English,
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12.
13INA2010TTSA
Teaching Activity Dictogloss
13.
14INA2010LTMA
Learning-Teaching Materials Web-based Model
especially in teaching and learning writing skills. To name but a few, the advantages of blogging in language classes include: instant publishing online, having a readership, providing reading practice, creating online portfolio of student written work (Kavaliauskiene et al. 2006 a & b, Kavaliauskiene et al. 2007), serving as an academic practice reflection (Freeman et. Al 2006; Mynard 2007 and Zhang 2009), supporting for active and collaborative learning and reinforcing individual accountability (Du and Wagner 2005). (p. 1) Dictogloss or grammar dictation is one of activities in teaching grammar that can raise students’ consciousness of the form and function of targeted grammatical items. In practice, grammar dictation works quite differently from traditional dictation. (p. 1) More recent approaches to CALL have favored a learner centered, explorative approach rather than a teacher-centered, drill based approach to CALL (Cameron, 1998). The explorative approach is widely used today, including the use of Web concordance and other Web-based CALL activities. (p. 4) A Web-based Model for TEFL at junior high school was developed based on behaviorism, cognitive, social learning theories and theory of language as communication. (p. 10)
CONCEPT CLARIFICATION TABLE (INA, 2011) Learning-Teaching Models No. Entry Code and Topic
1.
15INA2011LTAS
Learning-Teaching Assessment Portfolio-based Writing
2.
16INA2011TTSA
Learning-Teaching Technique Interpreting and Translation
Definition Hyland points out: Portfolios in ESL writing contexts are a response to testing situations which ask students to produce a single piece of timed writing with no choice of topic and no opportunities for revision, seriously disadvantaging L2 writers who often require much longer to perform such tasks. In contrast, portfolio evaluation reflects the practice of most writing courses where students use readings and other sources of information as a basis for writing and revise and resubmit their assignments after receiving feedback from teachers or peers (2003: 233). (p. 5) Translation has been utilized for long time as a means of second language teaching (Fotos, 2005). If properly designed,
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133 translation activities can give a lot of benefits, particularly to enhance the four language skills and develop accuracy, clarity and flexibility, further, foster communicative confidence and skills of students (Duff, 1989; Pariente-Beltran, 2006; Cook, 2007). (p. 1) Interpreting activities are mainly (but not exclusively) related to the development of learners’ speaking and listening, while translation is utilized primarily for both reading and writing. Students translate documents in various forms/texts such as certificates, letters, agreements, memorandum of understanding, books, etc. Students also do interpretation activities which cover consecutive and simultaneous interpretations such as interview, speech, and presentation. (p. 3) The widespread use of computer in language teaching and learning is signed by the development of CALL approach as pointed out by Warschauer (1996) that there are three phases of CALL development, i.e. behavioristic CALL, communicative CALL, and integrative CALL.
3.
4.
17INA2011TTSA
18INA2011TTSA
Learning-Teaching Activity CALL ( “Film Dubbing”)
Learning-Teaching Technique Drama Parody
Moreover, the use of computer is in some ways related to the development of autonomous learning model as what is embedded in the philosophy of CALL which puts a strong emphasis on studentcentered materials that allow learners to work on their own. Poorman (2002) states, “true learning cannot take place when students are passive observers of the teaching process”. (p. 1) Webster’s College Dictionary defines parody as “a numerous or satirical imitation of a serious piece of literature or writing” (1995). Helitzer (1984) describes parody as a form of humor that privileges irony, sarcasm, exaggeration, and incongruity. Dentith also voices that parody mimics something serious for comedic effect, and its use should not be limited simply to serious writing. Parody is one of the many forms of intertextuality allusion out of which texts are produced. In this sense, parody forms part of a range of cultural practices, which allude, with deliberate evaluative intonation, to precursor texts. Parody works just as well in making fun of
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134 other form, such as song, drama, poetry, prose and other. (p. 2) Cooperative Learning is the instructional use of small group so that students work together to maximize their own and each other’s learning (Johnson, Johnson, &Holubec, 1993). (p. 3).
5.
19INA2011LTM
Learning-Teaching Method Cooperative Learning
6.
20INA2011LTME
Learning-Teaching Media Songs
7.
21INA2011TTSA
Learning-Teaching Activity Pair and group work
8.
22INA2011TTSA
Learning-Teaching Strategy
9.
23INA2011TTSA
Learning-Teaching Technique Three Phases
Cooperative Learning is an enjoyable method in motivating teen students to speak English in class. Furthermore, it creates an atmosphere in which each student will make an effort to reach success (Slavin, 2001:16). Cooperative Learning focuses on the achievement of the whole group. Therefore, the Cooperative Learning is goal oriented, encouraging every member in a learning group to contribute to the group’s success. Consequently, while learning how to develop the learning skill,teenage students also learn how to be responsible, accountable, active, and cooperative. (p. 2) Using interesting appropriate songs with attractive learning techniques encourages students’ interest and motivation for learning in EFL/E Classroom. Students were usually very excited to come to my class and were unhappy when they needed to miss class because other engagements. These experiences made believe that teacher’s ability to be sympathetic, and willingness to act the best interest of others, has a positive impact on student’ success (Cooper and Simonds, 2003). (p. 5) Some investigations have been conducted by the experts. Cooperative is working together to accomplish shared goal. (Johnson and Johnson, 1991). Similarly, (Tan, 1999) stated that Cooperative is a range of concepts and techniques for enhancing the value of student-student interaction. (p. 4) The main goal of work pair and group pair is to eliminate discrepancy or bridge the gap among the students. Moreover, there are some aspects of implementing cooperative learning. The first is forming groups, functioning as a group, cooperative learning principles and group activity and the last is teacher collaboration. (p. 5) NA Three Phases Technique As implied from its name, this technique covers pre-writing, drafting (writing draft), and revising stage.
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10.
24INA2011TTSA
Learning-Teaching Strategy Mind Mapping
11.
25INA2011LTME
Learning-Teaching Media Visual Aids
12.
26INA2011TTSA
Learning-Teaching Technique Improvisations
13.
27INA2011LTME
Learning-Teaching Media English Newspaper and Magazines
14.
28INA2011LTME
Learning-Teaching Media English-Medium Comics
In each stage/phase, there are some activities that should be done by the students (p. 4). De Porter and Henarchi in Pringgowidagda (2002: 56) says that the information is not saved in brain in well arrangements of lines or table, but it is saved in branches in the form of delicate thread in brain as a tree. On the other word, brain works nonlinear. Moreover DePorter and Henarchi in Pringgowidagda (2002: 56) say that “Don’t take a note, Make Mind Mapping! Make in tree form, draw it, and color it! (p. 2). Verderber (1979:46) defines that: “Visual aid is a form of speech development that allows audience to see as well as to hear about the material.” From the expert definition, writer can imply that visual aid is a progression of speech performance. It uses a media in delivering the material (p. 6). Improvisations technique as one of the types of drama can be chosen because it provides a useful springboard for real-life language use (Thornbury, 2005:96). According to Gonzalez (O’Malley and Pierce 1996:85), improvisations call for students to generate language given an oral or written cue called a prompt. Students interact following the directions on cue cards provided by the teacher. Students typically get no time to prepare what they are going to say. They must speak English spontaneously, without thinking so hard first, and without preparing the words or sentences they want to use. (p. 2). Grundy in Juana (2007) stated that one main reason to introduce newspapers in English class that is newspapers, not only as authentic material but also a response to the information provided is authentic. Yonghong Gao (2009) conveys that authentic materials in the form of newspapers and magazines provide benefits for several reasons, that is, presents a vast vocabulary, exposed to new vocabulary that day, provide an open gateway to the world, improve student’s reading skills and comprehension, enable them to learn more socio‐cultural and natural science. (P. 2) A comic commonly presents a story so that it can be used to teach narrative texts (Combs, 2003 in Drolet, 2009). Csabay (2006), comics have some advantages if used as an instructional medium in the teaching of English. (p. 3)
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136 CONCEPT CLARIFICATION TABLE (INA, 2012) Learning-Teaching Models No. Entry Code and Topic
1.
29INA2012LTME
Learning-Teaching Media (CALL) Lay-out Pictures on Computer
2.
30INA2012LTME
Learning-Teaching Media Facebook
3.
31INA2012LTME
Learning-Teaching Media Reading Online English Short Story
4.
32INA2012LTM
Learning-Teaching Approach Project-Based Learning
5.
33INA2012LTTSA
Learning-Teaching Technique Collaborative Strategic Reading (CSR)
6.
34INA2012LTME
Learning-Teaching Media Videotaped Children Songs
Definition Lay-out Pictures on Computer is part of CALL. It provides educators with a framework for teaching and learning with technology (computer). The implementation of CALL in the classroom offers students to interact and negotiate meaning. They are involved in authentic tasks, they are exposed to and encouraged to produce varied and creative language. They have enough time and feedback, student work in an atmosphere with an ideal stress/anxiety level and students’ autonomy is supported (Egbert & Smith, 1999). (p. 29). Facebook is one of social networking sites which can help students increase their own language learning in a fun and motivating way. FB is not only for socializing. It can attach links, shares photos and videos, send private messages, add notes or easily chat online synchronously. There are many terms found in Facebook. They are News Feed, Friends Online, What’s on your mind? Share, Like, Tag this Photo etc. (p. 40). Reading Online Story are not only a means of entertain, but also a means of sending message to the students. Harmer (1991: 190) states that reading is an exercise dominated by eyes and the brain. Project-based learning is a comprehensive instructional approach which engages learners in sustained, cooperative investigation (Bransford & Stein, 1993). It engages learners in complex activities and usually requires multiple stages and an extended duration – more than a few class periods and up to a full semester. Klinger and Vaughn (cited in Bremer et al, 2001, 1) define Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to help students with diverse abilities acquire and practice comprehension strategic for use with information text. CSR is the comprehension strategy which combines modification of Reciprocal Teaching (RT) (Palincsar & Brown, 1984) and Cooperative Learning (CL) strategy (Johnson & Johnson, 1987). (P. 264). Videotaped children songs, are defined as songs which are recorded by using video and it provides the text in that video. Through videotaped songs, pupils could
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137 learn how to spell the words correctly and increase their vocabulary mastery by seeing the texts written in videotaped children songs (p. 446). CONCEPT CLARIFICATION TABLE (INA, 2013) Learning-Teaching Models No. Entry Code and Topic
1.
35INA2013LTME
Learning-Teaching Media Video on news item text
2.
36INA2013LTM
Learning-Teaching Approach Task-Based Learning
3.
37INA2014LTTSA
Learning-Teaching Strategy Snowballing
Definition Gerlach and Ely state that the media are persons, materials or events that established condition which enables the learners acquire knowledge, skill and attitude (Azar, 2005). Video provides new vocabulary, structure and function which can increase the basic skill of language learners. “TBLT is an approach to teaching a second/foreign language that seeks to engage learners in interactionally authentic language use by having them perform a series of tasks. It aims to both enable learners to acquire new linguistic knowledge and to produce their existing knowledge” (Ellis, 2007) (p. 695) Rationale snowballing is a way of collecting information from a brainstorm, thought, experiment or round, ensuring full participation and more student discussion. It can be used in many situations including the presentation of new ideas, checking current understanding and the teaching of learning and thinking skills. Hattie et al. (1996) which suggest that the most effective teaching methods are those which set challenging goals and provide students with feedback relating to their progress towards those goals. Cooperative learning is an activity involving some students working in a group based on the certain situation given in order to gain the achievement (Richard et.al).
4.
38INA2014LTTSA
Learning-Teaching Technique Jigsaw
5.
39INA2014LTTSA
Learning-Teaching Activity Project-Based Learning (Speaking activities)
Jigsaw is a part of cooperative learning. It consist of two discussion teams, they are home team and expert team. In this method, the activity done by every student shows that they rely on the others and their own teams (Jacobs, et.al, 1997: 5). Grant, (2002:1) saw PBL as “…an instructional method centered on the learner.” Some studies showed that PBL enhanced the students’ intrinsic motivation and self-
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6.
40INA2013LTM
Learning-Teaching Approach Project-Based Learning
7.
41INA2013LTME
Learning-Teaching Media Multimedia Presentation
8.
42INA2013LTME
Learning-Teaching Media Films
9.
43INA2013LTTSA
Learning-Teaching Techniques Jigsaw and Numbered Heads Together
esteem. It also enhances the integration of the four language skills as the students processed information from a various resources while doing the project (see also Blumenfeld, 1991; Gaer, 1998; Fragoulis, 2009; Bell, 2010; Poonpon, 2011). PBL refers to a method allowing “students to design, plan, and carry out an extended project that produces a publicly exhibited output such as a product, publication, or presentation” (Patton, 2012:13). Ariani (2013) states that presentation needs skills of explaining, stating, practicing, and recommending something to others. Jeffcoat defined the multimedia presentation can be viewed in person on stage, projected, transmitted, or played locally with a media player. A broadcast may be a live or recorded multimedia presentation. Broadcasts and recordings can be either analog or digital electronic media technology. Digital online multimedia may be downloaded or streamed. (p. 154). Not Available According to Jacobs, et.al, (1997: 5) jigsaw can be divided into two teams. Both are home team and expert team. The differences are about the material got by each member. Home team consists of some members who have various materials/texts, while expert team has the same materials/texts to be discussed. The students, in this case, have the same opportunity and responsibility to learn, share, present information that he/she gets in front of the others. (p. 476) NHT is also a part of CL in which each student is numbered off by the lecturer and asked to answer the question based on the number mentioned (Jacobs, et.al. 1997: 43). In this case, there is a competition among them in which the students in groups try to snatch away in answering the questions and collecting the highest score to be the winner. (p. 477).
CONCEPT CLARIFICATION TABLE (INA, 2014) Learning-Teaching Models No. Entry Code and Topic 1.
44INA2014LTME
Learning-Teaching Media Facebook
Definition Ahmet Naci Coklar (2012:1) stated that Facebook is the highest number of users in the world compared with social sites such as MySpace, Friendster and Reunion.
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139 2.
3.
45INA2014LTTSA
46INA2014LTME
Learning-Teaching Media Facebook
Learning-Teaching Media Android Application
4.
47INA2014LTME
Learning-Teaching Media game (Interactive Crossword Puzzle)
5.
48INA2014LTME
Teaching and learning Media Tell Me More (TMM) and Rosetta Stone (RS)
6.
49INA2014LTME
Learning-Teaching Media Video-Feedback
7.
50INA2014LTME
Learning-Teaching Media Audio Media With Scripted Songs
8.
51INA2014LTME
Learning-Teaching Media Narative Learning Multimedia (NLM)
Not Available Little in Benson (2001), the definition on learner autonomy is “a capacity – for detachment, critical reflection, decision making, and independent action. Android is a mobile operating system (OS), based on the Linux Kernel, that is currently developed by Google. (p. 907) Regarding this, Williams (2007:64) states that the use of educational games such as crossword puzzles are the attempts to make learning more fun and motivational regardless of the level of educational experience. (915) NA
Stannard (2008) explained that video is able to give a clearer feedback because the information given can be presented in oral or visual form. Furthermore, Stannard (2012) also stated some other strengths of videofeedback, e.g.: 1) the learning process becomes more inclusive with the emphasis on the multiple learning style; 2) compared to text, more feedback can be given through video ; 3) this multimodal feedback is said to be more suitable for the students nowadays who are daily exposed by many kinds of audio and video media; 4) video feedback is possibly used for long distance learning and is able to give a more personal feedback ; 5) the sound in video is said to be very useful, which cannot be given by written feedback ; and 6) more students prefer oral and visual feedback. (p. 951-952). Ratminingsih (2010) and Ratminingsih, Suwatra and Rasana (2013) used special created song lyrics which are named scripted songs for TEYL. These kinds of songs are in the form of thematic-based created lyrics which are accompanied by familiar music recorded in CD. (p. 976) The fundamental principle behind multimedia learning is best described by Mayer (2005), one of the leading researchers in this area. He argues that “People learn better from words and pictures than from words alone”. In this context, it can be said that words are classified into written and spoken text. Meanwhile, pictures are included into static graphic images,
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9.
52INA2014LTME
Learning-Teaching Media Search Engine (ICT)
10.
53INA2014LTME
Learning-Teaching Media Podcasts
11.
54INA2014LTME
Learning-Teaching Media Edmodo
animation and video. The use of both words and pictures is more interesting and effective than words alone should not be surprising in light of what we know about how the brain processes information. Based on Sweller’s research (2005), it says that the use of both words and pictures lets the brain process more information in working memory. Extending this basic principle, Mayer (2005) and his colleagues tell us that narration and video is much more effective than narration and text. Similarly, narration and video appear to be more effective than narration, video and text. Narration and text rely on the same channel to process information (Baddelley, 1999). (P. 988). According to Small (2014), social networking (internet) ranked as the most popular content category in worldwide engagement. Some of these networks that are being utilized as educational tools inside and outside the classroom include Twitter, Facebook, LiveMocha and blogs. It means that, in the field of education, internet or search engine is considered as a technology that can be applied in teaching and learning activities in the classroom. (p. 1000). Podcasts are the name of a digital recording of a radio broadcast (Constantine, 2007). Podcasts available on the internet are mostly divided into two types: radio podcasts and independent podcasts (SZE, 2007). Radio podcasts are the existing radio turned into podcasts, such as VOA (Voice of America) and BBC (British Broadcasting Corporation) and independent podcasts are the online podcast created by individuals or institutions. Firstly, podcasts are not utilized for education or learning, they are used to convey information and entertainment. Since the second half of 2005, however, the educators have employed podcasts as a media of English language teaching (SZE, 2007). It has a huge potential in enhancing second language learners’ listening and speaking skills (Stanley, 2005). (p. 1003). Edsurge (2013) says, “Edmodo is a social network for students, teachers, parents, and schools. It can be used to share assignments and grades, host discussions and post videos, schedule appointments, and create and take polls”. It means that edmodo is one of social media which can be operated by students, teachers or lecturers, and parents. It is able to be used to post various assignments and
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12.
55INA2014LTTSA
Learning-Teaching Technique 'Burst the Ballon' and 'Talking Chips'
13.
56INA2014LTTMA
Learning-Teaching Material Web-Based Resources
14.
57INA2014LTTSA
Learning-Teaching Activity Cooperative Learning (Group work)
students’ learning achievement, actual discussion topics, video, appointments, and to facilitate students’ polls which are related to teaching learning process. Edmodo itself was created in 2008 (Esurge, 2013). (p. 1016) The application of both techniques ‘burst the balloon’ and ‘talking chips’ are evaluated after they are implemented in English class of students majoring in Math, Biology and Chemistry. Widiati&Nurhayati (2011) stated that those principles form basic, fundamental building blocks for teaching, to be used to evaluate everything from the general approaches to the details of minute-byminute teacher and student behaviors in the classroom. By adopting ‘Burst the Balloon’ technique suggested by Natalie Hess (2010) in dealing with large multilevel classes and ‘Talking Chips’ technique, the students can be stimulated to do an active speaking activity during the session. (p. 1035) Web-based resources have colors, pictures, sounds, animations and video clips which are interactive, user-friendly, motivating and fun (Shneiderman, 1998). It is more flexible than print-based resources and a better option for independent learning. Web-based resources as stated by Somekh (1998) is a learning material taken from various sources in the internet that are given to the students as an innovative learning and it can be considered as a part of teacher professionalism. Integrating online reading resources into reading classes makes it possible to attain higher motivation and more effective reading comprehension (Brandl, 2002). (p. 1084) Cooperative Learning (CL) is an instructional tool whose activities are carried out in small groups. Students cooperate with their group members to accomplish the tasks given by their teachers. A definition of CL by Slavin (1980, p. 315) states that, “the term [CL] refers to classroom techniques in which students work on learning activities in small groups and receive rewards and recognition based on their group’s performance.” The key element using CL is using groups in classrooms. This idea is not unfamiliar to Indonesian students, since Indonesians have a philosophy of gotong royong or mutual assistance related to the obligations of the individual toward the community (Bowen, 1986, p. 545). (p. 1088)
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15.
58INA2014LTTSA
Learning-Teaching Technique Edmodo Based Questioning Technique
16.
59INA2014LTTSA
Learning-Teaching Technique Two Stray Technique
17.
60INA2014LTME
Learning-Teaching Media Films
Questioning techniques are guidelines or techniques that can help students to express their ideas in writing (Raimes, 1983). According to Frazee and Rose (1995), Questioning is the oldest technique in teaching. However, it is a common teaching technique and is the basis for outstanding teaching. Questioning is universally used in the activation technique in teaching (Ur, 1996). Questioning Techniques in teaching writing is a technique in which students are given a series of questions related to the topic of developing a coherent paragraph. Edmodo is defined as the social network as a software product which was developed to create a reciprocal interaction between individuals and groups more easily, providing a variety of options for social feedback and support the formation of social relationships. It is one of Edmodo as a function of social interaction with each other, it could be an interesting learning media for English learners that require interaction with each other. (p. 1287) Wendy Joliffe (2007:9) states that cooperative learning is requires pupils to work together in small group to support each other to improve their own learning and that of others. One technique of cooperative learning is two stay two stray. Two stay two stray technique is each group would write assessments from the teacher. Then groups would share with each other using two stray two stray technique. After the groups of four had finished their first drafts, two members would leave and each go to different group. These were the strayers. The two left behind were the stayers. Stayers would read their group’s draft aloud to the strayers, who had been given feedback guidelines, and the strayer would respond to the feedback. After the stayers had listened and responded to the strayer’ feedback, the strayers would return to their original groups, where the stayers informed the group about the feedback their draft had received, Kagan as quoted by Jacob (2006:125-126). (p. 1377) Using film as a text in the English classroom helps to level the playing field as most students are equally inexperienced in film analysis. Vetrie (2004) notes that students with low motivation are more willing to think, talk, and write about film than about
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18.
61INA2014LTTSA
Learning-Teaching Strategy Fisbowl Strategy
CONCEPT CLARIFICATION TABLE (INA, 2015) Learning-Teaching Models No. Entry Code and Topic
1.
62INA2015LTME
Learning-Teaching Media Caricature
books, regardless of which skills in Bloom’s taxonomy are being employed. Film can also be utilized as a tool to help students understand how literary devices are used in prose (Choo, 2006). The media are also effective as a platform for the application of literary skills. The “fishbowl” is a teaching strategy that helps students practice being contributors and listeners in a discussion. Students ask questions, present opinions, and share information when they sit in the “fishbowl” circle, while students on the outside of the circle listen carefully to the ideas presented and pay attention to the process. Then the roles reverse. This strategy is especially useful when the teacher wants to make sure all students participate in the discussion, when the teacher wants to help students reflect on what a “good discussion” looks like, and when the teacher needs a structure for discussing controversial or difficult topics. In fishbowl, the teacher has the role to control, such as when a student speaks more than one minute, the teacher will limit the time or stop that student and invite the next student to speak. Fishbowl strategy can create productive environments for initiating important, yet potentially charged, conversations, and we can imagine a number of topics that would work well within the fishbowl format (Garrison and Munday, 2012). (p. 2)
Definition According to Bowker (1991), the media includes ‘television, film, video, radio, photography, popular music, printed materials, books, comics, magazines and the press, and computer software (Citied in Goodwyn, 1992: 28). Furthermore, Raimes (1983: 27) states writing English acquire valuable resources in pictures, drawing, photographs, poster, slides, cartoons, magazines, advertisements, diagrams, graphs, table, charts, and maps. Caricature usually shows in funny politician feature and more often it offers serious arguments on events and in the news which is commonly used in editorial cartoons (Crusius&Channell, 2003: 76). (p. 3).
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144 Strategy “Reenactment Story” (Turning Story) This strategy gives learners an opportunity to demonstrate the story after they read or hear stories from teachers. This strategy also involves students to prepare equipment or supplies that will be used to demonstrate the story so that they increasingly understand and appreciate the story and use the language or vocabulary of a story they have read or heard. 2.
63INA2015LTTSA
Learning-Teaching Strategy Story Reenactment
3.
64INA2015LTTSA
Learning-Teaching Method Total Physical Response
4.
65INA2015LTME
Learning-Teaching Method Project-Based Learning
5.
66INA2015LTM
Learning-Teaching Media Mind visualizer
6.
67INA2015LTME
Learning-Teaching Technique Personal Dilemma
7.
68INA2015LTTSA
Learning-Teaching Media Multimedia Vs Flash Cards
The equipment for reenactment story can be in the form of costumes for students to use in the show or in the form of cardboard boxes, clay, flannel, photo laminated or printed images from magazines and drawings that are downloaded from the internet. An important part of the effectiveness of this strategy is the active involvement of students in discussing the plan demonstrations and student involvement in the creation of equipment or equipment demonstration. Larsen & Freeman (2000), stated that the language areas which TPR methods is mostly emphasized are vocabulary and grammatical structures. Thus, TPR method can be used by teacher to enrich vocabulary development. (p. 67) Project-based Learning (PBL) is an effective approach for engaging students with meaningful, motivating, and real-life challenges through extensive collaborative work (Bender, 2012). One kind of ICT is Mind Visualizer (MV). Mind visualizer is software available in internet and generally use to ease the user for having a presentation. Normally people use this software to deal on business stuff by using its presentation features. Mind visualizer is a sort of e-mind mapping; a tool that eases the user for creating mind maps. The features available in this tool make the user able to present ideas, assignment and issues is such simple and interesting way. (p. 223) Harmer (2007: 223) defines personal dilemma as a situation that requires people to make choice or decision that generally requires asking friends’ opinion or suggestion. (p. 229) Multimedia Collin, Janets et al (1997: 4) define that Multimedia to be a way of presenting material (often learning material) which involves three or more media within a computer environment.
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145
8.
69INA2015LTME
Learning-Teaching Activities Communicative drilling and exercises
9.
70INA2015LTM
Learning-Teaching Technique Communicative Language Teaching (Debate)
10.
71INA2015LTME
Learning-Teaching Media Sandwich Graphic Organizer
11.
72INA2015LTME
Learning-Teaching Media Board games
Flash Cards Cambridge advanced learners’ dictionary (2011) states that flash card is a card with a word or picture on it which is used to help students learn. (pp. 253-254) Communicative Language Teaching (CLT) has been designed to improve the learners’ communicative competence. Stern (1992: 14) also pointed out that CLT approach puts an excessive emphasis on the concept “communication” so that “in order to account for all varieties and aspects of language teaching we either stretch the concept of communication so much that it loses any distinctive meaning, or we accept its limitations and then find ourselves in the predicament of the “method” solution”. (p. 259) Communicative Language Teaching (CLT), which is letting the EFL/ESL students use English to learn English in a communicative way in order to develop their communication skills (Howatt as cited in Richards & Rodgers, 2001). Debate was introduced to EFL students to learn English communication skills instead of just having students listen to recorded dialogues or conversations most of the time, pronunciation drills, games or ticking listening activity sheets without progressing to real communication. (pp. 265-266) Sandwich graphic organizer is media to plan idea, and content, so they can connect between fact and information to develop the idea. According to Mc. Knight (2010: 1) using sandwich graphic organizer is important and effective to organize the idea and facilitate students to search new information (p. 327). Buckby (1994) noted that game is an activity that you do to have some fun. Board game can be used as an instrument that is used to attract the students’ attention to follow the teaching and learning process because they do not feel that they are forced to learn. They also enable learners to get new experiences in learning the foreign language in more fun and interesting way. The board games are similar to the game of a snake and ladder. This board is made of a manila paper size 50x30 cm. It is played by at least three students in a group by rolling the dice and take turns to move around the boards. (p. 339).
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12.
73INA2015LTTSA
Learning-Teaching Method Project-Based Learning
13.
74INA2015LTTSA
Learning-Teaching Media Song-Related Reading Texts
14.
75INA2015LTME
Learning-Teaching Activities Weekly-Report
15.
76INA2015LTTSA
Learning-Teaching Media Short Stories
16.
77INA2015LTME
Learning-Teaching Method Total Physical Response
17.
78INA2015LTM
Learning-Teaching Media Schoology
Project-based learning (PBL) is different from traditional instruction because it emphasizes learning through studentcentered, interdisciplinary, and integrated activities in real world situations (Solomon, 2003; Willie, 2001). Project Based- Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge (p. 395). Reading text has a very important role in Teaching English to Young Learner especially in increasing vocabulary. Jeremy Harmer (1998) stated that reading is useful for other purposes too; any exposure to English. In this research reading text is related to the song, the role of reading text that related to the song is to let the children memorize and comprehend the words given since the learning process were running in every meeting (p. 456). Weekly-report is one of activities which was suggested by Husain (2003). She states that weekly report as record of work can encourage learners to report whether they study in self-access learning center, in laboratory, or in computer using internet, and how many times they have studied there. Weekly report was used as media for taking data of the effectiveness interdependent approach in learners’ way to learn autonomously (P. 509). Reading short stories can be an input to practice other language skills. Firstly, short stories can be an input to oral skill practice. After finishing reading, students can be asked to narrate the story in their own words, to give chronological sequences of events in the story, to paraphrase or to give a summary of the story. Besides, students can do the role play, act out some parts of the story, or dramatize the characters in the story (Khorashadyzadeh, 2014, p. 10). Total Physical Response (TPR) is a language learning method based on the coordination of speech and action Richards and Rodgers (2014) stated that it is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity (p. 588). One of online learning activities is using Schoology platform. It is a web-based course management system which incorporates the
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147 social networking format into the academic classroom. It is just like Facebook. Teachers can create, share, and edit academic material such as tests, quizzes, assignments, homework, discussion boards, projects, and grades that can be completed directly on the site (schoology.com). (p. 599) Cooperative learning is an effective instructional tool that has been widely adopted at all levels of education (Johnson & Johnson, 2009; Schroeder, 2007; Kyndt, 2013). There are a great number of cooperative learning techniques which can be applied in a certain language skills. One of these technique is called Number Head Together.
18.
79INA2015LTM
Learning-Teaching Technique Number Heads Together (cooperative learning)
19.
80INA2015LTTSA
Learning-Teaching Technique Cloze Passage
20.
81INA2015LTME
Learning-Teaching Media YouTube
Numbered heads together works as follows: Students are assigned to heterogeneous groups of four. Each student is assigned a number (1, 2, 3, or 4). At various times during a lesson, the teacher poses a question and instructs the students to put their heads together. Students spend an allotted amount of time discussing the question and formulating a response. The teacher calls a number at random. The student with that number in the group is responsible for his or her group’s response. (A volunteer with the number called may answer, all students with the number called may answer in unison, or all students with the number called may write a solution to the question (or problem) on a dry erase board.) (p. 724). Cloze passage is the way out for this problem. Byusing cloze passage technique, the students’ can stop reading word by word and guess or even skip words they did not know (p. 748). Khalid and Muhammad (2012, p. 526) assert that YouTube is one of the online materials that can be embedded in traditional classroom situations. Currently, YouTube has become more popular, especially among adults. This website provides learners with authentic situations and with everyday clips that help them to get better understanding of their lessons. Apart from that, Berk (2009) suggests that the use of video embedded in multimedia presentations to improve learning in higher education classes and it also has a strong effect on the mind and senses (p. 2). Additionally, Greenberg and Zanetis (2012, p. 19) report that video technologies such as YouTube video can
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21.
22.
82INA2015LTME
Learning-Teaching Media Social Media
83INA2015LTTSA
Learning-Teaching Technique Cooperative Integrated Reading and Composition (CIRC)
CONCEPT CLARIFICATION TABLE (INA, 2016) Learning-Teaching Models No. Entry Code and Topic
1.
84INA2016LTTSA
Learning-Teaching Strategy Know, Want, Learned (KWL)
2.
85INA2016LTMA
Learning-Teaching Material Authentic YouTube Videos
enhance students’ cognitive and academic performance (p. 953). Social media literally refers to any media that allows interaction among people. However, currently, the term has been given to a particular set of attributes that tend to narrow its meaning towards a range of networked tools that emphasize the social aspects of the Internet as a medium of communication (Davis, Bagozzi & Warshaw, 2012). (p. 7). CIRC technique is developed to support traditionally used “skill-based reading groups” approach. Firstly, reading groups are established in the classroom. Next, students are paired off within the groups. When the teacher works with a reading group, couples try to teach each other meaningful reading and writing skills by using reciprocal learning technique. They help each other in performing basic skill-building activities (such as oral reading, contextual guessing, asking questions, summarizing, writing a composition based on the story, revisingcorrecting composition) (Durukan in Academic Journal, 2010, p. 2). (p. 14)
Definition Fengjuan (2010) said that the Know-WantLearned (KWL) strategy is an instructional reading strategy that widely used to teach reading classes in the USA. Thus, this strategy brings the expectation to increase students’ achievement also in Indonesia. Youniss (2013) explained that KWL strategy helps the students become good readers by getting them to do many things that good readers do. (p. 54) The procedure of KWL strategy includes three steps. First, provide students with the opportunity to brainstorm and list the ideas in the K items and details that they already know about a topic. Second, they review the topic again and consider what they still want to know. Third, students add details that they have learned while reading. They list these items in the L section of the chart. (p. 55) One of the characteristics of functional approach is teaching students using authentic materials (Richards, 2006). YouTube is seen as an online media in which trainers and learners learn through videos
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149
3.
86INA2016LTME
Learning-Teaching Media Cartoon Movie
4.
87INA2016LTME
Learning-Teaching Media Photographs
5.
88INA2016LTME
Learning-Teaching Media Folklore
6.
89INA2016LTTSA
Learning-Teaching Strategy Think-Pair-Share
anywhere and anytime as long as there is available internet connection (Educause, 2006). In learning English, YouTube videos can be used to improve vocabulary, accents, pronunciations, listening, reading, writing, and speaking (Chhabra, 2012). Furthermore, YouTube implementation in classrooms will provide students with better comprehension of the lesson (Khalid & Muhammad, 2012). (p. 153). Cartoon Movie is defined as films. Horby (1995) state that movies are forms of entertainment that enact stories by sound and sequences of images giving the illusion of continues movement, shown on screen where it combines two part of body such as eyes and ears. Moreover, cartoon movie is considered as an audio-visual media which combines sound and image in one unit, so, cartoon movie here is as teaching aids. (p. 163). Photograph or real picture is one of visual aids that can be used in teaching and learning English, it helps to create an interesting and fun atmosphere in the classroom. Yuswotowo (2001) states that are two kinds of pictures used as teaching media, they are the original picture and the picture illustration. (p. 83) Folklore is a narrative story, which can be categorized as an oral tradition. Folklore has a storyline that is clear and direct, namely: the first part includes characterizations and background, content area developed problems and continues to climax, and the final section contains troubleshooting. Folklore is generally formed by a sequence of episodes that do not vary but each has a unique character that is magical in very deep at every event. (pp. 23-24). The Think-Pair-Share strategy provides students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a higher degree of pupil response. Additionally, it is to discuss their ideas, teacher can circulate and listen to the conversations taking place (Simon). The teacher gives a topic to the students. The students, next, are asked to think their own answers, and then students try to find an agreement for the answer in pairs. It is effective to share from pair to pair. Each
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7.
90INA2016LTME
Learning-Teaching Media Facebook Closed Group
CONCEPT CLARIFICATION TABLE (ASIA, OCC, ICC) Learning-Teaching Models No. Entry Code and Topic
1.
91ASI2013LTME
Learning-Teaching Media E-mail Dialogue Writing
2.
92ASI2013LTME
Learning-Teaching Strategy Time Trap Board Game
students must report to his own partner, and his partner, then, must report to the class (Atkinson, 2008). (pp. 196-197). Facebook, as the most widely used social media due to its continually increasing active members (Noyes, 2015), can be a promising educational tool to be used in today’s information era. Similar to other social media, Facebook shares these following characteristics: participation, openness, conversation, community, and connectedness (Mayfield, 2008). This social networking site has gained popularity among teenagers; almost all teenagers have a Facebook account and spend hours in there (Zhao, Grasmuck, & Martin, 2008). (p. 83) Facebook Closed Group gives more privacy to the members. Only group members can read and comment on the posts. Anything posted in the closed group does not appear in the members’ logs as do their other Facebook activities. It is visible only to other group members (Meishar- Tal, Kurtz, & Pieterse, 2012). (p. 85)
Definition Dialogue journal writing, as one of the communicative methods, apart from providing natural setting for literacy improvement (Peyton, 2000), has been introduced as a method to enhance interaction, increase participation and communication among learners (Peyton, 1990; Peyton & Reed, 1990). The study of literature (Peyton & Reed, 1990; Song, 1997; Reid, 1997; Holmes & Moulton, 1997; Peyton, 1984) shows students’ satisfaction and lower anxiety, besides improvement in writing quality when they write about topics of their interest. E-mail especially in the context of a dialogue journal has been regarded as a valuable tool which facilitates communication; meanwhile, provides dyadic opportunities for learner in a non-threatening environment. E-mail and dialogue journal together seem like the perfect mode in decreasing anxiety (Foroutan & Nooreen, 2012) and improving writing performance (Albakri et al., 2003; Wang, 1998). (p. 209). The board game is called time trap as the students will be trapped in time of present, present continuous, past or past continuous
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151
3.
93ASI2013LTME
Learning-Teaching Media Interactive Weblogs
4.
94ASI2016LTM
Learning-Teaching Method Cooperative Learning
5.
95ICC2015LTTSA
Learning-Teaching Strategy Talking Books
6.
96OCC2016LTME
Learning-Teaching Media Mobile Learning (podcasts)
7.
97ASI2016LTME
Learning-Teaching Media E-mail
8.
98ASI2016LTTSA
Learning-Teaching Technique Digital Storytelling
9.
99ASI2016LTME
Learning-Teaching Media Videoscribe
while playing the game. The students have to know the time in order to play and win in the game. There are 4 types of board games in this study: Asking questions, Giving responses, Forming sentences, and Error correction. Weblogs are online (on the web) journals or diaries (logs) which can have audio and visual media embedded, and often include hyperlinks to other websites. Blog is the common reduction of the word weblog and is used as both a noun and verb in various forms (blogging, blogger, to blog, etc.). (p. 2) Cooperative learning is a pedagogical practice that promotes academic achievement and socialization. A large body of research indicates that students gain both academically and socially when they have opportunities to interact with others to accomplish shared goals (Lou et al., 1996; Slavin, 1996; Johnson and Johnson, 2002; Gillies and Boyle, 2010). (p. 67). The talking books method is a special way of recording books and selected stories in a small sequential portions to improve comprehension. One of the options for mobile learning includes “Podcasts” (audio or video files transmitted through Internet) which are media to show contents and are considered useful to facilitate learning English as a foreign language (McCarthy, 2005) because they allow students to practice their skills outside the classroom. The great benefits of podcasts include their easy download, not only on PCs but also on any mobile device, which then leads to increasing mobility of their users. (p. 183). Not Available Digital storytelling; a modern, fluid, dynamic and interactive expression of the traditional art of storytelling, is pioneered by Joe Lambert and Dana Atchley in 1993. It combines still images with a narrated soundtrack including both voice and music using video maker software. At the end of Digital Storytelling production, a two to ten minutes digital story is expected as the outcome. (p. 103). Video scribing, also known as Whiteboard animation, is an engaging new form of storytelling which replicates a ‘stop-motion
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152
10.
100OCC2009LTME
Learning-Teaching Media On-line Local Newspaper
11.
101ASI2010LTTSA
Learning-Teaching Technique Shadowing
12.
102ASI2013LTTSA
Learning-Teaching Technique Graphic Organizer
13.
103ICC2009LTME
Learning-Teaching Media Podcasting
capture style’. Videoscribe software, created by Sparkol, allows you to create this style of animated videos quickly and easily (Manchester Metropolitan University). Videoscribe is an interactive ICT platform technology, which can be rendered as video and use in lesson or in learning. It is the same as using PowerPoint in lesson, yet it creates more advantages for learners to use them in listening and speaking. Using interactive ICT platforms allow learners to grab the opportunities for immediate feedback, which can, for example, be used to making drill and practice learning more engaging and effective (Gryzelius, 2015). By using Videoscribe in lesson, it garner more interest among the IT-savvy learners as they felt closely relate to ICT. (p. 53). Not Available ‘Shadowing’ was originally developed as a training technique for simultaneous interpreting in Europe and has gained much interest among language educators in improving the listening and speaking competence of learners as ‘shadowing’ requires competence in both listening and speaking (Yajima, 2001). Tamai (1997) defined ‘shadowing’ as, “…an act or a task of listening in which the learner tracks the heard speech and repeats it as exactly as possible while listening attentively to the in-coming information” (p. 20). (pp. 5-6). A graphic organizer is a diagram that represents a relationship directed by a thinking-skill verb. The verb “sequence” calls for a diagram of a series of boxes connected by arrows that shows the “event” of one box leading to the “event” of another box (Hibbard, K. M. & Wagner, E. A., 2003). Graphic organizers have been classified into five major categories according to their structures: ‘‘star web, chart matrix, tree map, chain, and sketch. Graphic organizers have also been classified into eight categories according to their purposes for learning (Loretta F, 2008). (pp. 156-157) Internet audio, a podcast, is an audio file that anyone can create using a computer, microphone, and a software program. Once posted to the web, podcasts can be accessed,
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153
14.
104OCC2016LTME
Learning-Teaching Media Twitter
15.
105OCC2013LTTSA
Learning-Teaching Technique Digital Storytelling
downloaded and played to a computer or MP3 player. The popularity of podcasts can be linked to their simplicity in creating, editing, publishing and listening to them. (p. 68) Twitter serves the primary purpose of allowing its users to share their plans, engage in discussions, or express their views on different topics, events, news, etc. Twitter’s popularity has not passed unnoticed amongst researchers, who have pointed out its potential for educational purposes, including language teaching/learning (Baker, 2010; Dunlap & Lowenthal, 2009; Grosseck & Holotescu, 2008; Java, Song, Finin, & Tseng, 2007; Lamy & Zourou, 2013; Promnitz-Hayashi, 2011; Rinaldo, Tapp, & Laverie, 2011). Research suggests that Twitter can be used to create and encourage membership within a virtual community and social interaction and communication between teachers (Lord & Lomicka, 2014) or language learners (Antenos-Conforti, 2009; Borau, Ullrich, Feng, & Shen, 2009). Twitter can also be used to make students communicate with native speakers or peers (Liu et al., 2013) as well as professionals in the field (Dunlap & Lowenthal, 2009). Twitter has also been found to foster collaboration among students towards completion of a common task (KassensNoor, 2012), to stimulate output production (Kim, Park, & Baek, 2011) and to lead to better recall of important concepts (Blessing, Blessing, & Fleck, 2012) and better grades provided that teachers interact actively with students (Junco, Elavsky, & Heiberger, 2013; Junco, Heibergert, & Loken, 2010). Twitter can also be used to ask questions to the teacher or to open up a discussion (Briggs, 2008; Junco et al., 2010; KassensNoor, 2012), to carry out composition tasks, vocabulary exercises and listening activities (Mork, 2009) or to solve doubts and inform students about course-related events (Lowe & Laffey, 2011). (p. 167) Digital stories are short, first person videonarratives created by com- bining recorded voice, still and moving images and music or other sound. Digital stories are produced by someone who is not a media professional, and usually constructed as a thought piece on a personal experience (Matthews-DeNatale, 2008). Digital stories have a variety of uses: telling of personal tales, recounting of
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154
16.
106OCC2016LTAS
Learning-Teaching Assessment Edmodo
17.
107ASI2012LTTSA
Learning-Teaching Media Podcast
18.
108ICC2008LTME
Learning-Teaching Technique Digital Storytelling
19.
109ICC2008LTMA
Learning-Teaching Activity Web-Based Language Learning (WBLL)
historical events, or as a mean to inform or instruct on a particular topic etc. Digital Edmodo is a free of charge social learning platform which provides learners with access to course content presented by teachers. It helps students interact with each other and teachers through instant messages, thus enabling learners to cooperate and collaborate in virtual classroom environment. Teachers can easily assign students and set a deadline for homework. It is a secure platform since students can only login with the special code provided by teachers. Parents can also monitor students' progress and check their homework with another special code created only for them. (p. 3) According to the Wikipedia [1,2], “A podcast is a digital media file, or a series of such files, that is distributed over the Internet using syndication feeds for playback on portable media players and personal computers. A podcast is a specific type of webcast which, like ‘radio,’ can mean either the content itself or the method by which it is syndicated; the latter is also termed podcasting.” Video podcast is an enhancement of audio podcast with video. (pp. 1-2) Bernajean (2004) gives the meaning of Digital Storytelling as the ancient art of oral storytelling which mixed together with the authors’ own story voice and personal tales which blending images, music, narrative and voice together into their powerful creations (Porter, 2004). Nowadays, digital storytelling has become a compelling tool for classroom teachers and students (Brown, 2005). In agreement with Ohler (2007), digital storytelling has become a widely used new media activity. It is one of educational technology tool used in the classroom. WBLL is language learning that involves the use of the Web and exploits Web materials, resources, applications or tools (Son, 2007). Given that WBLL occurs with Web activities on the Web, it is important to use welldesigned WBLL activities to maximize language learning. This article looks at the use of WBLL activities in an ESL context in terms of design, implementation and evaluation. It also presents WBLL activities that can be integrated into the ESL classroom, while reporting the results of a WBLL project that explored, selected and
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155
20.
110ICC2016LTME
Learning-Teaching Media Electronic Flashcards
developed Web activities for ESL learners and investigated the usefulness of the Web activities in the ESL classroom. Studies suggest that technology can play a positive role in learning vocabulary for L2 students of diverse ages. Parette, Boeckmann, and Hourcade (2008), in a review of studies dealing with technology and literacy with early childhood learners, described how computer programs can aid in many aspects of language skill development, including vocabulary using flashcards. The authors claimed that “graphically based software programs incorporating picturesupported text can help emergent readers develop a positive literate self-image, and acquire important concepts about print” (p. 162).
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156 Appendix 3: Quantitative Data 1.
Year of Publication (General) CODE YP01 YP02 YP03 YP04 YP05 YP06 YP07 YP08 YP09 YP10 Total
2.
F 3 2 14 14 7 14 18 23 15 110
% 0.00 2.73 1.82 12.73 12.73 6.36 12.73 16.36 20.91 13.64 100
Indonesia (INA) CODE YP01INA YP02INA YP03INA YP04INA YP05INA YP06INA YP07INA YP08INA YP09INA YP10 INA Total
3.
SUB-ITEMS 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
SUB-ITEMS 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
F 1 13 14 6 9 18 22 7 110
% 0.00 1.11 0.00 14.44 15.56 6.67 10.00 20.00 24.44 7.78 100
ASIA CODE YP01ASI YP02ASI YP03ASI YP04ASI YP05ASI YP06ASI YP07ASI YP08ASI YP09ASI YP10ASI Total
SUB-ITEMS 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
F 1 1 4 4 110
% 0 0 0 10 0 10 40 0 0 40 100
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
157
4.
ICC (Inner-Circle Countries) CODE YP01ICC YP02ICC YP03ICC YP04ICC YP05ICC YP06ICC YP07ICC YP08ICC YP09ICC YP10ICC Total
5.
F 1 1 3 110
% 0 0 20 0 0 0 20 0 0 60 100
OCC (Outer-Circle Countries) CODE YP01OCC YP02OCC YP03OCC YP04OCC YP05OCC YP06OCC YP07OCC YP08OCC YP09OCC YP10OCC Total
6.
SUB-ITEMS 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
SUB-ITEMS 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
F 2 1 1 1 110
% 0 40 20 0 0 0 0 0 20 20 100
Learning-Teaching Method (General) CODE LTM01 LTM02 LTM03 LTM04 LTM05 Total
SUB-ITEMS Learning-Teaching Method/Approach Learning-Teaching Technique/Strategy Learning-Teaching Media Learning-Teaching Assessment Learning-Teaching Materials
F
%
10
9.09
42
38.18
51 2 5 110
46.36 1.82 4.55 100
1.1. Learning-Teaching Method ENTRY CODE 09INA2010LTM 19INA2011LTM, 94ASI2016LTM
CODE LTM01
SUB-ITEMS Whole Language Approach
F 1
% 10
LTM02
Cooperative Learning
2
20
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
158 ENTRY CODE 32INA2012LTM, 40INA2013LTM, 65INA2015LTM, 73INA2015LTM 36INA2013LTM 64INA2015LTM, 77INA2015LTM Total
CODE
SUB-ITEMS
F
%
LTM03
Project-Based Learning
4
40
LTM04
Task-based Language Teaching (TBLT)
1
10
LTM05
Total Physical Response
2
20
10
100
F
%
2
4.76
1
2.38
1
2.38
1.2. Learning-Teaching Technique/Strategy ENTRY CODE 01INA2008LTTSA, 38INA2014LTTSA
CODE LTTSA01
SUB-ITEMS Jigsaw
02INA2010OLTTSA
LTTSA02
03INA2010TTSA
LTTSA03
“One Stays the Rests Stray” and “Lockstep” Storytelling
07INA2010TTSA
LTTSA04
Collaborative Writing
1
2.38
08INA2010TTSA
LTTSA05
1
2.38
11INA2010TTSA
LTTSA06
1
2.38
12INA2010TTSA
LTTSA07
Text Retteling “Crazy Teacher Reading Technique” Weblogging
1
2.38
13INA2010TTSA
LTTSA08
Dictogloss
1
2.38
16INA2011TTSA
LTTSA09
Interpreting and Translating
1
2.38
17INA2011TTSA
LTTSA10
“Film Dubbing”
1
2.38
18INA2011TTSA
LTTSA11
Drama Parody
1
2.38
21INA2011TTSA
LTTSA12
Pair and Group work
1
2.38
22INA2011TTSA
LTTSA13
Poster Presentation
1
2.38
23INA2011TTSA
LTTSA14
Three Phases
1
2.38
24INA2011TTSA
LTTSA15
Mind Mapping
1
2.38
26INA2011TTSA
LTTSA16
1
2.38
33INA2012LTTSA
LTTSA17
1
2.38
37INA2014LTTSA
LTTSA18
Improvisations Collaborative Strategic Reading (CSR) Snowballing
1
2.38
39INA2014LTTSA
LTTSA19
1
2.38
43INA2013LTTSA
LTTSA20
1
2.38
55INA2014LTTSA
LTTSA21
1
2.38
57INA2014LTTSA
LTTSA22
1
2.38
58INA2014LTTSA
LTTSA23
1
2.38
59INA2014LTTSA
LTTSA24
Speaking activities Jigsaw and Numbered Heads Together ‘Burst the Ballon’ and ‘Talking Chips’ Group work Edmodo Based Questioning Technique Two Stray Technique
1
2.38
61INA2014LTTSA
LTTSA25
Fishbowl
1
2.38
63INA2015LTTSA
LTTSA26
Story Reenactment
1
2.38
67INA2015LTTSA
LTTSA27
Personal Dilemma
1
2.38
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
159 ENTRY CODE 69INA2015LTTSA
CODE LTTSA28
SUB-ITEMS Communicative drills and exercises
F 1
% 2.38
70INA2015LTTSA
LTTSA29
Debate
1
2.38
75INA2015LTTSA
LTTSA30
Weekly Report
1
2.38
79INA2015LTTSA
LTTSA31
Number Heads Together
1
2.38
80INA2015LTTSA
LTTSA32
1
2.38
83INA2015LTTSA
LTTSA33
1
2.38
84INA2016LTTSA
LTTSA34
Cloze Passage Cooperative Integrated Reading and Composition (CIRC) Know, Want, Learned (KWL)
1
2.38
89INA2016LTTSA
LTTSA35
Think-Pair-Share
1
2.38
95ICC2015LTTSA 98ASI2016LTTSA, 105OCC2013LTTSA, 107ASI2012LTTSA 101ASI2010LTTSA
LTTSA36
Talking Books Technique
1
2.38
LTTSA37
Digital Storytelling
3
7.14
LTTSA38
Shadowing
1
2.38
102ASI2013LTTSA
LTTSA39
Graphic Organizer
1
2.38
42
100
Total 1.3. Learning-Teaching Media ENTRY CODE
CODE
04INA2010LTME
LTME01
05INA2010LTME
LTME02
10INA2010LTME
LTME03
20INA2011LTME
SUB-ITEMS
F
%
Poems
1
1.96
1
1.96
1
1.96
LTME04
Comics Picture Series- Aided Learning Strategy Songs
1
1.96
25INA2011LTME
LTME05
Visual Aids
1
1.96
27INA2011LTME
LTME06
Newspaper and Magazines
1
1.96
28INA2011LTME
LTME07
English-Medium Comics
1
1.96
29INA2012LTME 30INA2012LTME, 44INA2014LTME, 45INA2014LTTSA 31INA2012LTME
LTME08
Lay-out Pictures on Computer
1
1.96
LTME09
Facebook
3
5.88
LTME10
Online Short Story
1
1.96
34INA2012LTME
LTME11
Videotaped Children Songs
1
1.96
35INA2013LTME
LTME12
Video on news item text
1
1.96
41INA2013LTME 42INA2013LTME, 60INA2014LTME 46INA2014LTME
LTME13
Multimedia Presentation
1
1.96
LTME14
Films
2
3.92
LTME15
HP - Android Application
1
1.96
47INA2014LTME
LTME16
Interactive Crossword Puzzle
1
1.96
48INA2014LTME
LTME17
Tell Me More vs Rosseta Stone
1
1.96
49INA2014LTME
LTME18
Video-feedback
1
1.96
50INA2014LTME
LTME19
Audio with scripted songs
1
1.96
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
160 ENTRY CODE
CODE
F
%
1
1.96
LTME21
SUB-ITEMS Narrative Learning Multimedia (NLM) Search Engine (ICT)
51INA2014LTME
LTME20
52INA2014LTME
1
1.96
54INA2014LTME
LTME22
Edmodo
1
1.96
62INA2015LTME
LTME23
Caricature Media
1
1.96
66INA2015LTME
LTME24
Mindvisualizer
1
1.96
68INA2015LTME
LTME25
Multimedia Vs Flash Cards
1
1.96
71INA2015LTME
LTME26
Sandwich Graphic Organizer
1
1.96
72INA2015LTME
LTME27
Board games
1
1.96
74INA2015LTME
LTME28
Song-related reading texts
1
1.96
76INA2015LTME
LTME29
Short Stories
1
1.96
78INA2015LTME
LTME30
Schoology
1
1.96
81INA2015LTME
LTME31
YouTube
1
1.96
82INA2015LTME
LTME32
Social Media
1
1.96
86INA2016LTME
LTME33
Cartoon Movie
1
1.96
87INA2016LTME
LTME34
Photographs
1
1.96
88INA2016LTME
LTME35
Folklore
1
1.96
90INA2016LTME
LTME36
Facebook Closed Group
1
1.96
91ASI2013LTME
LTME37
E-mail Dialogue Journal
1
1.96
93ASI2013LTME
LTME38
Interactive Weblogs
1
1.96
92ASI2013LTME 53INA2014LTME, 96OCC2016LTME, 103ICC2009LTME, 108ICC2008LTME 97ASI2016LTME
LTME39
Time Trap Board Game
1
1.96
LTME40
Podcasts
4
7.84
LTME41
E-mail
1
1.96
99ASI2016LTME
LTME42
VideoScribe
1
1.96
100OCC2009LTME
LTME43
On-line Local Newspaper
1
1.96
104OCC2016LTME
LTME44
Twitter
1
1.96
110ICC2016LTME
LTME45
Electronic Flashcards
1
1.96
51
100
Total 1.4. Learning-Teaching Assessment ENTRY CODE 15INA2011LTAS 106OCC2016LTAS Total
CODE LTAS1 LTAS2
SUB-ITEMS Portfolio-based Writing Edmodo
CODE LTMA1 LTMA2
SUB-ITEMS Web-based Audio Web-based Model
F 1 1 2
% 50 50 100
1.5. Learning-Teaching Materials ENTRY CODE 06INA2010LTMA 14INA2010LTMA
F 1 1
% 20 20
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
161 ENTRY CODE 56INA2014LTTMA 85INA2016LTMA 109ICC2008LTMA Total 7.
SUB-ITEMS Web-based Resources Authentic YouTube Videos Web
F 1 1 1 5
% 20 20 20 100
Related to Skills and Knowledge CODE RTSK01 RTSK02 RTSK03 RTSK04 RTSK05 RTSK06 RTSK07 RTSK08 RTSK09 RTSK10 RTSK11 RTSK12 RTSK13 RTSK14 RTSK15 RTSK16 RTSK17 RTSK18 RTSK19
8.
CODE LTMA3 LTMA4 LTMA5
SUB-ITEMS Reading Writing Listening Speaking Vocabulary Grammar Pronunciation Vocabulary and Grammar Reading and Speaking Vocabulary and Pronunciation Listening and Speaking Listening, Vocabulary and Pronunciation Reading and Writing Writing and Listening Speaking and Writing Vocabulary, Grammar, Reading, Listening Integrated Skills Integrated Skills and Knowledge Not-reported Total
F 18 18 12 17 9 4 4 1 2 1 4 1 2 1 2
% 16.36 16.36 10.91 15.45 8.18 3.64 3.64 0.91 1.82 0.91 3.64 0.91 1.82 0.91 1.82
1
0.91
6 1 6 110
5.45 0.91 5.45 100
Related to Attitude CODE RTA01 RTA02 RTA03 RTA04 RTA05 RTA06 RTA07 RTA08
SUB-ITEMS Motivation Perception Participation Self-confidence Collaboration Motivation and Activeness/Engagement/Participation Motivation and Creativity Others Positive Attitude Positive Interdependence Independence Autonomy Self-esteem Creativity Togetherness Motivation and Self-Relflection Motivation and Attention
F 27 3 2 4 2
% 24.55 2.73 1.82 3.64 1.82
3
2.73
3 29 1 1 1 1 1 1 1 1 1
2.73 26.36 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
162 CODE
RTA09 Total 9.
SUB-ITEMS Motivation and Perception Motivation and Self-Confidence Independence and Cooperation Problem-Solving and Decision-Making Involvement and Self Esteem Motivation, Dicipline, Responsible Self-confidence, Creative and Responsible Cooperative, Reflective, Problem Solving Perception, Motivation and Self-confidence Autonomous, Responsible and Confidence Collaboration, Problem-Solving, Participation Discipline, Active and Self-Assessment Cooperative, Social, Active Awareness, Motivation and Independence Interdependence, Individual Accountability, Interpersonal Creative, Independence, Logical, Critical, Innovative, Tolerance, Respect and Selfconfidence Respect, Collaboration, Social, Problemsolving, Creative and Critical Thinking Creative, Collaboration, Active Participation Motivation, Mood, Affective, Involvement Motivation, Critical Thinking, Creativity, Problem Solving Not-reported
F 1 1 1 1 1 1 1 1 1 1 1 1 1 1
% 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91
1
0.91
1
0.91
1
0.91
1 1
0.91 0.91
1
0.91
37 110
33.64 100
Participants CODE PAR01 PAR02 PAR03 PAR04 PAR05 PAR06
SUB-ITEMS Elementary Students Junior High School Students Senior High School Students Vocational School Students University Students – English Department University Students – Non-English Department University students – Polytechnics University Students – Literature University Students – Nursing University Students – Architecture Program of Science and Technology University Students – Urban and Regional Planning University Students – Management University Students – Accounting University Students – International Relation University Students – Accountancy, Business Management, Costums Administration, Multimedia Arts, Phsychology and International Relation
F 10 15 19 1 37 21 1 1 1
% 9.09 13.64 17.27 0.91 33.64 19.11 0.91 0.91 0.91
1
0.91
1
0.91
1 1 1
0.91 0.91 0.91
1
0.91
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
163 CODE
PAR07
SUB-ITEMS University Students – Technology University Students – Civic Education University Students – Business Administration University Students – Engineering University Students – Math, Biology and Chemistry University Students – Language Centre students University Students – Pre-TESL Programme University Students – Arts and Sciences University Students – Expatriate Japanese University Students – Education and Social Sciences University Students – Intensive Course for Overseas Students (ELICOS) Others English Teachers and Elementary students English Teachers Researchers School Students Language School Students
F 1 1 1 1
% 0.91 0.91 0.91 0.91
1
0.91
2 1 1 1
1.82 0.91 0.91 0.91
1
0.91
1
0.91
7 2 2 1 1 1 110
Total
6.37 1.82 1.82 0.91 0.91 0.91 100
10. Sample Sizes CODE SS01 SS02 SS03 SS04 SS05 SS06 Total
SUB-ITEMS Between 1-10 Between 11-30 Between 31-100 Between 101-300 Between 301-1000 Not-reported
F 4 38 41 7 1 19 110
% 3.64 34.55 37.27 6.36 0.91 17.27 100
F
%
78
70.91
16
14.55
6
5.45
10
9.09
11. Research Problems/Goal CODE RPR01
RPR02
RPR03
RPR04
SUB-ITEMS Examining/describing the impact/effectiveness of learning-teaching method on students’ achievement or performance. Examining participants’ perception/responses on learningteaching method. Examining/describing the impact of learning-teaching method on students’ achievement or performance and Examining participants’ perception/responses on learningteaching method. Examining the comparison of the usage one learning-teaching method and the other method.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
164 Total
110
100%
12. Research Design
RD02
RD03 RD04 Total
Quantitative
F 8 11 10 4 1 4 1 1 40 3 13 4 1 1 1 1 24 1 32 33 13 110
Qualitative
RD01
SUB-ITEMS Pre-experimental Quasi-experimental Experimental Survey Survey – Self-report Quantitative Content Analysis Descriptive Quantitative Sub-total Descriptive Descriptive Qualitative Case Study Phenomenological Library Study Lived-experience Experiential Sub-total Research and Development (RnD) Classroom Action Research Sub-total Not-reported
Mixed
CODE
% 7.27 10.00 9.09 3.64 0.91 3.64 0.91 0.91 36.36 2.73 11.82 3.64 0.91 0.91 0.91 0.91 21.82 0.91 29.09 30.00 11.82 100%
13. Sampling CODE SAM01 SAM02 SAM03 SAM04 SAM05 SAM06 SAM07 SAM08 SAM09 SAM10 Total
SUB-ITEMS Random Sampling Purposive Sampling Convenience Sampling Cluster Sampling Random – Purposive Sampling Cluster – Random Sampling Non – Probability Sampling (Volunteer) Representative Sampling Non – Random Sampling Not-reported
F 10 19 1 2 1 1 2 1 2 71 110
% 9.09 17.27 0.91 1.82 0.91 0.91 1.82 0.91 1.82 64.55 100%
F 4 1 2
% 3.64 0.91
2
1.82
14. Validation CODE VAL01 VAL02 VAL03 VAL04
SUB-ITEMS Content Validity Internal Validity Face Validity, Content Validity, and Construct Validity Truthworthiness
1.82
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
165 VAL05 VAL06 Total
Validity Not-reported
1 100 110
0.91 90.91 100%
15. Data Gathering Instruments CODE DGI01 DGI02 DGI03 DGI04 DGI05 DGI06 DGI07 DGI08 DGI09 DGI10 DGI11 DGI12 DGI13
DGI14
SUB-ITEMS Questionnaire Interview Tests Document/Project Assessment Focus Group Discussion Tests and Questionnaire Tests and Interview Interview and Document Interview and Focus Group Discussion Tests, Questionnaires and Interview Questionnaire and Interview Questionnaire and Assignments Test and Assessments Questionnaire and Self-Assessment Questionnaire and Essay Questionnaire and Document Questionnaire and Focus Group Discussion Questionnaire, Focus Group Discussion (FGD), and Document Questionnaire, Interview, and Document Questionnaire, Interview, and Project Questionnaire, Interview and Portfolio Questionnaire, Interview, Document and Test Test and Document Tests, Questionnaire and Assessment Interview and Self-Assessment Focus Group Interview and Project Sub-total
Total
F 10 3 22 7 2 1 25 9 2 2 7 4 2 1 1 1 1 1
% 9.09 2.73 20 6.36 1.82 0.91 22.73 8.18 1.82 1.82 6.36 3.64 1.82 0.91 0.91 0.91 0.91 0.91
1
0.91
1 1 1 1 1 1 1 1 14 110
0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 12.73 100
16. Data Analysis Techniques CODE DAT01 DAT02 DAT03 Total
SUB-ITEMS Qualitative Quantitative Mixed Method (Qualitative and Qualitative)
F 20 52
% 18.18 47.27
38
34.55
110
100
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
166 17. Research Results/Discussion CODE RR01
RR02 RR03
RR04 RR05
SUB-ITEMS The impact of learning-teaching method on students’ achievement or performance is good/effective. Participants give positive perception on learning-teaching method investigated. The impact of learning-teaching method on students’ achievement or performance is good/achieved and Participants give positive perception on learning-teaching method investigated. The usage one learning-teaching method is better than the other method. The impact of learning-teaching method on students’ achievement or performance is not effective.
Total
F
%
77
70.00
16
14.55
6
5.45
10
9.09
1
0.91
110
100
18. Suggestion/Implication CODE SUGIM01 SUGIM02 SUGIM03 SUGIM04 SUGIM05 SUGIM06 SUGIM07 SUGIM08 SUGIM09 SUGIM10
SUGIM11 Total
SUB-ITEMS ESL/EFL Teachers Lecturers EFL Readers Students/Learners Future Researchers/Further Studies Teachers and Students/Learners Lecturers and Students/Learners Teachers and Future Researchers/Further Studies Lecturers and Future Researchers/Further Studies Others English Teachers and School Management English teachers, Students, and Researchers Lecturers, Students, and Researchers Teachers, Students, Administrative Staff, and Curriculum Maker Teachers, Lecturers, or Education Practitioners Teachers, Future Researchers and The Ministry of Education Teachers, Educators, and Curriculum Designer Educators, Curriculum Designers, Students, and Future Researchers/Further Studies Not-reported
F 19 4 1 4 20 1 2
% 17.27 3.64 0.91 3.64 18.18 0.91 1.82
12
10.91
5
4.55
8
7.27
34 110
30.91 100
1 1 1 1 1 1 1 1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
167 19. Not Available (NA) CODE NA01 NA02 NA03 NA04 NA05 NA06 NA07 NA08 NA09 NA10 NA11 NA12 NA13 NA14 Total
SUB-ITEMS Research Method Sampling Validation Suggestion/Implication Sampling and Validation Sampling and Suggestion/Implication Validation and Suggestion/Implication Research Method and Validation Abstract, Sampling, and Validation Sampling, Validation and Results Research Method, Sampling, and Validation Sampling, Validation, and Suggestion/Implication Research Method, Sampling, Validation and Suggestion/Implication All-reported
F 2 5 21 2 36 1 9 1 1 1 6 18 4 3 110
% 1.82 4.55 19.09 1.82 32.73 0.91 8.18 0.91 0.91 0.91 5.45 16.36 3.64 2.73 100
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 168
Appendix 4: Q ualitative Data (Summary of Each Journal) Entry Code
Title
LearningTeaching Models
01INA 2008L TTSA
Role Assignin g in Jigsaw Classroo m: An Asian Classroo m Reality Revealed
02INA 2010O LTTS A
The Effects of “One Stays the Rests Stray” and “Lockste p”on the Enhance ment of Reading Achieve ments
LearningTeaching Technique
03INA 2010T TSA
Storytelli ng: An Innovativ e Language Learning
LearningTeaching Technique
LearningTeaching Technique
Research Topics
Participants
Research Problems/Goal
Junior High School Students (81 students)
The study revealed covers students’ perception concerning their own role, students’ perception concerning their own role related to the other roles in their expert team, and overall perception on roles assigned.
“One Stays the Rests Stray” and “Lockste p”
University students English Department (60 Students)
Investigate whether or not students who are taught using “one stays the rests stray” technique have a better result of Reading II achievement than those who are taught using the “lockstep” technique.
Experim ental (Quasi)
Storytell ing
Elementary students (notreported)
Investigate the advantages of storytelling as an attempt at the improvement
Classroo m Action Research (CAR)
Jigsaw
Research Method
NA
Sampling
NA
Nonrandom
NA
Validation
NA
Content Validity
NA
Data Gathering Instruments
Questionna ire and Interview
Data Analysis Techniques
Quantitative
Research Procedures
Observation -> distributing questionnaire --> interviewing
Tests and Questionna ire
Quantitative
Questionnaire --> Treatment (experimental and control group) --> test
Tests and Interview
Quantitative and Qualitative
Pre-test --> treatment (storytelling) --> interview (teacher and students)
Research Results/discussion It is interestingly found out that the students held consistent positive perception on how useful the role assigned to them was for their discussion. In general the students perceived role assigning positively. Role assigning as a sort of positive interdependence is not without its value to maintain smooth functioning groups. The result of statistical computations showed that the reading achievements of the experimental group increased. The students who were taught using “one stays the rests stray” technique have a higher reading achievement than those taught using lockstep technique. The findings show that storytelling can be considered as an innovative learning because the students seem
Conclusion
Suggestion/Implicati on
Most of all students (the captains, secretaries, time keepers, and common members) have similar positive perception on their own roles.
NA
Teaching reading by means of “one stays the rests stray” technique was more effective than teaching reading using lockstep technique.
Teaching of EFL reading, especially the usefulness of “one stays the rests stray” as a new technique in collaborative learning for EFL readers to be used in fun reading classes to increase students’ reading achievement.
Storytelling is a suitable method to improve the students’ learning
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 169
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
for English Young Learners
04INA 2010L TME
05INA 2010L TME
The Effect of Teaching EFL through Poems Exposure on Fifth Graders’ Reading Habit and Reading Achieve ment
The Understa nding of English Text Types (Genres) through Comics for Junior High School Students
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
of English language learning output at elementary schools.
LearningTeaching Media
LearningTeaching Media
Poems
Comics
Elementary students
Find out whether teaching EFL through poems exposure can increase fifth graders’ reading habit and reading achievement of Primary School in Palembang.
Junior High School Students (45 Students)
(1) to describe how comics can be used as materials for teaching English at the SMP, (2) to describe how comics can help students to improve their reading skill, and (3) to describe the students’ respond when comics are used as materials.
Research Results/discussion to learn English more excitedly by telling stories. Most of them claim that they understand the lesson and memorize new vocabulary more easily.
Experim ental (Quasi)
Classroo m Action Research (CAR)
Purposiv e Sampling
NA
NA
NA
Tests and Questionna ire
Questionna ire and Assignmen ts
Quantitative
Quantitative and Qualitative
experiment -> observation (see the students’ progress in exploring poems in reading class), questionnaire s --> reading comprehensio n test (get some information of the students’ reading achievement) observation (observe the learning process and the students’ activities while they were reading comic, either in the classroom or outside the class)--> assignments (know the level of the students’ understanding in analyzing
Conclusion
Suggestion/Implicati on
outputs in elementary school. Using the story, the students are motivated to learn English and enjoy their learning.
By teaching EFL through poems exposure, the students’ reading habit and reading achievement developed.
(1) Poem is considered as tool of developing reading habit and reading achievement.
Hopefully, in the future, there will be a similar research conducted, involving experts in this issue using more extensive or more precise instruments with a bigger number of population.
Preliminary Study --> the students still have difficulties in analyzing the English text types (genres). Besides, they also have low motivation to read any texts. Cycle 1 --> the students were enthusiastic when they get the comic, because it was the first time for them to read and use comic as the English learning material.
Comic can motivate the students to read. Comic, especially comic book, is one of learning media which is very helpful for students to understand the English text types (genres).
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 170
Entry Code
06INA 2010L TMA
07INA 2010T TSA
Title
The Use of Webbased Audio Materials for Listening Class
The Use of Collabora tive Writing in Teaching Business Correspo ndence to the Students of State Polytech nics of Sriwijaya
LearningTeaching Models
LearningTeaching Materials
LearningTeaching Technique
Research Topics
Webbased Audio
Collabor ative Writing
Participants
University students English Department (22 Students)
University students Polytechnic s (45 Students)
Research Problems/Goal
Find out the students’ responses on the use of Internet for Listening 2 course.
Finding out the effectiveness of collaborative technique to develop writing ability of the students of State Polytechnics of Sriwijaya in business correspondenc e.
Research Method
Qualitati ve
Experim ental (Quasi)
Sampling
NA
Purposiv e Sampling
Validation
NA
face validity, content validity, construct validity
Data Gathering Instruments
Tests and Questionna ire
Tests and Questionna ire
Data Analysis Techniques
Quantitative
Quantitative and Qualitative
Research Procedures
Research Results/discussion
the text types (genres) or the story in comics) --> questionnaire
Cycle 2--> the students prefer comic book to comic strip. Cycle 3 --> the students looked more relaxed and enjoyable in reading comic book.
Conclusion
Suggestion/Implicati on
Test (midterm test) --> questionnaire
The students felt eager to do the online listening exercises/activitie s. The students show positive responses and feel motivated to do the online exercises.
The use of online audio materials for Listening 2 has increased the students’ academic achievements. Furthermore, the online activity can also increase the students’ learning motivation and interest.
NA
Test (pre-test) --> assignment (treatment) -> post-test --> questionnaire
Based on the results of the questionnaire, the curve indicated that the students strongly agreed and agreed, that collaborative technique was a pleasant technique to get involved, they were satisfied with the result of the technique, it supported students’ learning, sufficient opportunity was given for the corrections.
From the analysis of the data gathered during the experiment, it can be concluded that teaching business correspondenc e using collaborative technique helps the students of accounting department develop their achievement.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 171
Entry Code
Title
08INA 2010T TSA
Improvin g Speaking Skills of Papuan Students through Text Retelling Using Authentic Materials from Freeport Intranet
09INA 2010L TM
Applying Whole Language Approach and Public Speaking Activity in Smart Ekselensi a High School
LearningTeaching Models
LearningTeaching Technique
LearningTeaching Approach
Research Topics
Text Retelling
Whole Languag e Approac h
Participants
Lecturer and University students Business Administra tion (18 Students)
Senior High School Students (102 Students)
Research Problems/Goal
Improving the students’ speaking skills.
Finding out what students think and feel about the public speaking activity.
Research Method
Classroo m Action Research (CAR)
Notreported
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Test and Assessment s
Questionna ire and Interviews
Data Analysis Techniques
Quantitative and Qualitative
Quantitative
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
Pre-test ->treatment (text retelling) --> self- and peerassessments
The achievement of the main indicators suggests that the development project has achieved better than the set-up baseline. In other words, the development project has been successfully implemented and resulting better achievement for the students. The students’ reading and text-retelling abilities have been improved although the students do not reach the same level of ability and score means have not been satisfying, yet.
In general this project has been successful in improving students’ reading and speaking (text-retelling) skills.
Recommendation: a. The materials should be updated from year to year because in general the students like to get new information and new knowledge that are authentic. b. Designing structured rater training for textretelling. c. The students involved in this project like to have independent assignments that are interesting and challenging. Suggestion: For further development project or research, it is suggested to include and analyze the reliability of the self-assessment scores; or the study on the correlation of assessing skill and text-retelling might be interesting.
Questionnaire --> Interview
Whole language approach makes the students become an independent learners and public speaking encourage the students to speak in front of others. Based on the findings, basically students can improve their four language skills as
Students can improve their four language skills through public speaking.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 172
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
expected in Competence Standard and School Based Curriculum (KTSP) although it is still cannot be seen directly.
10INA 2010L TME
Improvin g Students’ Ability in Writing Descripti ve Text Through Picture SeriesAided Learning Strategy at Grade Ten in SMA Negeri 1 Kembang bahu Lamonga n
LearningTeaching Media
Picture SeriesAided Learning Strategy
11INA 2010T TSA
Improvin g Students' Reading
LearningTeaching Technique
Collabor ative Strategic Reading
Senior High School Students (28 Students)
Reveal the way to improve the ability of the grade ten students of SMA Negeri 1 Kembangbahu Lamongan in writing descriptive text through the use of picture seriesaided learning strategy.
Classroo m Action Research (CAR)
NA
NA
Questionna ire and SelfAssessment
Quantitative and Qualitative
Planning --> Implementing --> Observing --> Reflecting
The evidence showed that the students’ writing had been rich of ideas, focused on the object of the description, and obeying the descriptive text convention: being written according to generic structure of the text and spatial order as well as using simple present tense, linking verbs, adjective, noun phrases, and preposition. Their average score also increased from 56.86 in preliminary study into 77.87 at the end of the cycle. Moreover, their motivation and interest in learning writing are also improved.
Senior High School Students
Measure how much the crazy teacher reading
Classroo m Action
NA
NA
Tests and Questionna ire
Quantitative and Qualitative e
Test (pre-test) --> implementing crazy teacher
The result of pretest and post-test show that there is a significant
The result of the study proves that the use of picture series-aided learning strategy improves the students’ ability in writing descriptive text.
Based on the result of the research, Crazy Teacher
(1) Picture series can be applied to enrich ideas, improve the students’ skill to organize ideas and promote the students’ motivation and participation to improve their writing performance. (2) Picture series can be applied not only in narrative and recount which need time order but also in other genres that require spatial order such as descriptive text to help the students organize ideas according to the spatial order. (3) Future researchers to use photographs that are taken by the students themselves to improve their ability in writing descriptive text as well as their motivation to write due to the selfbelonging affective factor arisen by the self-taken pictures. This reading technique and whole brain teaching can be applied to all levels
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 173
Entry Code
Title
LearningTeaching Models
Compreh ension Compete nce by Using the Impleme ntation of “Crazy Teacher Reading Techniqu e” in a Whole Brain Teaching Classroo m at SMAN 1 Welahan Jepara in the 2010/201 1 Academi c Year
12INA 2010T TSA
Improvin g Students’ Writing Composit ions Through Webloggi ng
Research Topics (SCR) Teachin g Techniq ue --> "Crazy Teacher Reading Techniq ue"
LearningTeaching Technique
Weblogg ing
Participants (Notreported)
University students Civic Education (Notreported)
Research Problems/Goal
Research Method
technique improves the reading comprehensio n competence of XI IPA 2 students of SMAN 1 Welahan Jepara
Research (CAR)
How the Weblogs can improve the students’ writing compositions and what the students’ opinion on the integration of the Weblogs in their class activities are.
Quantita tive
Sampling
NA
Validation
NA
Data Gathering Instruments
Tests, Questionna ire and Assessment
Data Analysis Techniques
Quantitative
Research Procedures
Research Results/discussion
reading technique (treatment) -> post-test --> observation and questionnaire
differences result before and after teaching reading using this technique. The questionnaire shows the data that almost 90% students enjoy practicing reading using this technique.
Observation -> test (students' written text) -> Questionnaire
Observation --> most students enjoy having new learning tool but they are also happy to have their teacher in the classroom. The moral of the observation is “It is the people who make learning happen, not the technology”. Students' written text -->significant difference between the students’ writing scores before and after the utilization of the
Conclusion Reading Technique can improve students’ reading comprehensio n skills of students of grade XI IPA2 SMAN 1 Welahan.
The statistical computation of the t-test of correlated samples suggests that there is some sufficient justification to say that there is some significant difference between the students’ writing scores before and after the utilization of the Weblogs.
Suggestion/Implicati on and lessons. Therefore the writer suggests that teachers consider this teaching system as a new teaching experience.
Implications: In practice, the utilization of the Weblogs would benefit the teachers and students—or even the administrative staff and the curriculum maker if it is wellimplemented. Pedagogically, the utilization of the Weblogs addresses the various types of language learners, whether they are field-independent or field-dependent would still be able to take advantages of it.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 174
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
Weblogs. Questionnaire ->engaging, beneficial and helpful, the students think it as beneficial since the beginning of the study
13INA 2010T TSA
14INA 2010L TMA
Improvin g Grammar Achieve ment of the Eleventh Grade Students of SMA Negeri 1 Muara Kuang through Dictoglos s
A Webbased Model for TEFL and its Effective ness in Developi ng Students’ Learning
LearningTeaching Activity
LearningTeaching Materials
Dictoglo ss
Webbased Model
Senior High School Students (60 Students)
Two Junior High Schools (62 Students)
Find out the significant difference between grammar achievement of students who were taught by using dictogloss and that of those who were not, and to find out the contribution of dictogloss technique in improving student’s grammar achievement.
Investigate the effectiveness of Web-based Model for the teaching of English as a foreign language (TEFL) to Junior High School Students.
Experim ental (Nonequivale nt)
Survey
Purposiv e Sampling
NA
NA
NA
Tests (pretest and post-test)
Tests, Questionna ires and Interview
Quantitative
Quantitative
Pre-test --> treatment (teaching grammar through dictogloss) -> post-test
There was a significant difference in grammar achievement between the students who were taught through dictogloss and those who were not. After the treatment through dictogloss, statistically there was strong evidence that the students’ grammar achievement score significantly increased.
Dictogloss is an integrative activity and the learners become active involvement. When done properly, the value of dictogloss cannot be overestimated .
NA
Observation (Questionnair es were distributed and followed by interviews) --> test (pretest) --> treatment --> test (post-test)
The Web-based Model facilitates the process of teaching and learning for junior high school students. This study shows the teachers’ and students’ responses are positive toward the Web-based Model for TEFL.
Web-based Model for TEFL, provides learning resources available in the internet which can be linked in many different formats such as interactive self-study, discussion
Recommendation: involve large number of subjects in three or more schools, similar model could be developed for other schools’ subjects, and the number of skills should be reduced or done in a longer period of time.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 175
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
forum and chat room, audio and video format.
15INA 2011L TAS
Empower ing EFL Learners Through Portfoliobased Writing instructio n: A Tertiary Experien ce
16INA 2011T TSA
Language Learning Through Interpreti ng and Translati
LearningTeaching Assessment
Portfolio -based Writing
University students English Department (15 Students)
Investigate the effectiveness of a teaching program, namely the implementatio n of portfoliobased writing instruction in order to empower EFL learners.
LearningTeaching Technique
Interpret ing and Translati ng
University students English Department (20 Students)
Investigating the language learning experiences of students through
Case Study
Qualitati ve
NA
NA
NA
NA
Questionna ire, Interview, and Document
Interview
Quantitative
Observation -> questionnaire --> interview
Quantitative
Interview in July until August. The duration lasted
Mostly the students give positive perception, both from questionnaire and interview. Through portfolio-based writing instruction, EFL students: (a) increase their selfconfidence and motivation in writing, (b) realize that writing needs a process/revision, (c) use all sources to accomplish their tasks, (d) conduct a small/mini research to complete their writing, (e) realize that feedback from readers are important in improving their writing, (f) admit that reflection/selfassessment is beneficial for their writing development. Based on the interview results, it is indicated that the students developed their L2 speaking
Results of the study indicated that portfoliobased writing instruction had empowered students in two ways; it empowered students as the writers (writer empowerment ) and student writing as a text creation (text empowerment ).
NA
From the findings, the students develop their L2 skills— speaking,
Suggestion: The same study can be repeated with more subjects so then there will be richer data to be analyzed further.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 176
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
on Highlight ing Students' Experien ces
17INA 2011T TSA
“Film Dubbing” as an Alternati ve of ICT Based Teaching in Translati on Class
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
interpreting and translation activities.
LearningTeaching Activity
“Film Dubbing ”
University students English Department (Notreported)
Investigating a case of a classroom activity of Film Dubbing done in translation class in the English Education Department of Teacher Training and Education Faculty of Muria Kudus University.
Qualitati ve Approac h
NA
NA
Project
Qualitative
Research Procedures
Research Results/discussion
between 15 to 40 minutes.
(vocabulary) and listening (pronunciation) skills through translating and interpreting. By implementing this activity, students were more involved and engaged in an active learning. In short, the students enjoyed the activity.
Observation -> review of final project of dubbing film done by the students
The study finds that the activity of Film Dubbing has encouraged students to do autonomous learning of (1.) enriching English vocabularies and practicing pronunciation skill through the activity of translation and interpretation, and (2) developing literacy through socio-cultural understanding and practice of using Information and Communication Technology.
Conclusion listening, reading, and writing. It is clear that interpreting develops the students’ L2 speaking and listening while translation develops their L2 reading and writing skills. This study also shows that interpreting and translation engage the students in an active learning. The use of computer has been empirically beneficial to help English teachers or lecturers engage their students in a conducive situation for autonomous learning activities as the core of Student Centered Learning model.
Suggestion/Implicati on In addition, this study can also be compared or contrasted with different subjects or settings. Further, since this study only employs qualitative method, collaborating quantitative and qualitative study can enrich the data and give an added-value for the findings as well.
Recommendation: Therefore, it is recommended for teachers, lecturers or education practitioners to maximize the use of ICT in their teaching activities, though it is not the only media for doing creative teaching.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 177
Entry Code
Title
LearningTeaching Models
18INA 2011T TSA
Teaching Speaking By Drama Parody for English Literature Students
19INA 2011L TM
Improvin g Students' Motivatio n in the EFL Classroo m Through Cooperati ve Learning
LearningTeaching Method
20INA 2011L TME
Using Songs To Improve The
LearningTeaching Media
LearningTeaching Technique
Research Topics
Drama Parody
Cooperat ive Learning
Songs
Participants
Research Problems/Goal
Research Method
University students English Department (Notreported)
Improving students’ ability to speak in speaking class especially for English Literature students by drama parody.
Junior High School students (Notreported)
Investigate how the Cooperative Learning method improves teen students’ motivation to speak English in the EFL classroom.
Classroo m Action Research
Senior High School Students
Improve the students’ achievement speaking skill
Classroo m Action Research
NA
Sampling
NA
Purposiv e Sampling
NA
Validation
NA
Data Gathering Instruments
Questionna ire, Interview, and Project
Data Analysis Techniques
Qualitative
Research Procedures
Observation (class discussion) -> Interview -> Material --> treatment (discussing drama, Working on drama parody script, Drama parody performance, Evaluation) -> Questionnaire
NA
Tests and Questionna ire
Quantitative and Qualitative
planning ->acting --> observing --> reflecting
NA Triangulat ion
Interview and Focus Group Discussion
Quantitative and Qualitative
Observation (two times a week)--> interview
Research Results/discussion The findings from questionnaire (74%) demonstrated students’ positive attitudes towards English instruction delivered through the integration of drama parody. The students’ written opinion indicated that the students viewed the English instruction with drama parody beneficial because such techniques created an enjoyable, relaxing, and friendly learning atmosphere. They felt proud when they finally found that their speaking ability was improved. The Cooperative Learning Method improves teenage students’ motivation to speak English in the classroom, encourages teenage students to give in their best effort in achieving the learning objective. The Findings of the study indicate that the use of carefully selected
Conclusion
Suggestion/Implicati on
The finding from the study indicates that drama was effective for the enhancement of speaking abilities. Their positive attitudes towards the English instruction delivered through the integration of drama parody and discussion yielded further support to the effectiveness of the technique.
The implications of the findings are that extensive opportunities for learners to have active experience in simulated lifelike conversations are of paramount importance in the enhancement of their speaking abilities. While drama provides them with language input and meaningful contexts, questions can be applied to initiate interaction.
The results show that the Cooperative Learning method motivates teen students to speak English in the EFL classroom.
NA
The result of this Classroom Action
Suggestion: ESL/EFL teachers should organize their classrooms for
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 178
Entry Code
Title
LearningTeaching Models
Research Topics
Speaking Skills of Year 11 Students of SMAN 60 Jakarta
21INA 2011T TSA
The Use of Pair and Group Work in The Teaching of Speaking Skill To Accelerat ion Class Students
22INA 2011T TSA
Poster Presentati ons: A Collabora tive Listening Speaking ‐Project for Building
Participants (35 Students)
LearningTeaching Activity
LearningTeaching Strategy
Pair and Group work
Poster Presentat ion
Junior High School students (24 Students)
University students English Department (Notreported)
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
in Science Class Grade 11th (XI IPA 3) Semester 2nd in SMA 60 Jakarta”.
Discusses the use of pair – and groupwork activities in the teaching of speaking to students of the acceleration class of SMPN 19 Jakarta. The teachinglearning objectives were to develop student ability in delivering descriptive spoken texts. Explaining researcher's experience in giving projectbased task to her listeningspeaking class students at the university and share the
Classroo m Action Research
Livedexperien ced
NA
NA
NA
NA
Questionna ire, Interview and Portfolio
Project
Quantitative and Qualitative
Qualitative
Research Procedures
Research Results/discussion
(focus group discussion)
songs and teaching strategies have significantly improved student achievement in learning speaking skills. In addition, data from classroom observations and interviews with students signifies that the given treatment has promoted students interest and motivation in their learning.
Research (CAR) study support the ideas of Language Experts of EFL and Connectionis m Who emphasized on the enrichment of the input in L2 classroom.
students to have comprehensible input of the language learned. During activities, teachers should act friendly and move energetically around the classroom to assist students practice the instances over and over again.
In the first cycle, the researcher found that the students’ individual score still unsatisfied. The researcher got good improvement in the students speaking score in cycle 2. The researcher assumes that the students more cooperative and friendly than before.
Data from multiple sources show that pair- and group- work activities are good alternatives to be used with students in acceleration class as they can well facilitates the unique characteristics of this group of students.
Recommendation: Recommendation given to the teachers when they forming a group of students. It must be start from pairs to the larger group. And when they grade the students in a group is better to grade in non-number or qualitative note. Students can be scored when they perform their product orally individually
NA
The poster presentations gave many positive impacts on students’ learning process. Students were able to learn
Recommendation: The poster presentations were also advantageous for teachers since they could also collaborate in planning and assessing the posters. Moreover,
Observation -> Questionnaire -->interview -> Students Portfolio --> Evaluation
The results of the project (poster presentations) --> researcher's experience
Conclusion
Suggestion/Implicati on
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 179
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Students’ Character s
23INA 2011T TSA
Building Students' Character Through the Use of Three Phase Techniqu e in Teaching Descripti ve Writing
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
results of the project.
LearningTeaching Technique
Three Phases
University students English Department (15 Students)
Describes how Three Phase Technique is implemented to improve the ability of the third semester college students of English Education in developing the introductory paragraph (Identification ), the body paragraph (description), students' character in developing the introductory paragraph (identification) and the body of paragraph (description) of descriptive essay
Conclusion independently , for they were given freedom to choose a topic and explore it according to their interests.
Classroo m Action Research
NA
NA
Questionna ire and Assignmen ts
Quantitative and Qualitative
Cycle 1 --> distributing questionnaire --> cycle 2
The result of the research in general showed that (1) Three Phase Technique can improve the students ability in writing descriptive essays; (2) Every stage in this technique is very helpful for the students to write descriptive essay, (3) The first stage of this technique (i.e. determining topic and making strategic questions) helps the students to develop the introductory paragraph (Identification) of descriptive essay; (4) All activities in prewriting stage help the students to develop the body paragraph (Description) of descriptive essay. Those activities are determining topic, finding the keywords related
It can be concluded that Three Phase Technique can improve the students’ ability in writing descriptive essay and build students’ characters.
Suggestion/Implicati on they could enjoy their role as a facilitator who guided the students to learn instead of directly teaching them all the time.
Recommendations: The big contributions given by Three Phase Technique to the students in writing descriptive essays and building the students’ character finally encourage them to apply this technique to the other essays, such as narrative, expository, and argumentative essays.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 180
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
It can be said that the implementatio n of Mind Mapping strategy in speaking class runs well. It is proven when the students are able to present the article well by using mapping. Moreover, Mind Mapping can help students in presenting the article in detail, clear,and in good order.
Suggestions: The lectures should give more time for students to prepare the article and their mapping, so that they can present it better than before. Because the time is very limited to conduct the research, the same research should be conducted in order to get the best result.
to the topic (brainstorming), making strategic questions, and making mind mapping; and (5) The last stage of this technique, i.e. revising, also helps the students to improve their ability in writing descriptive essays. Meanwhile, related to character building, all stages in Three Phase Technique really build the student’s character.
24INA 2011T TSA
Mind Mapping as a Strategy to Build Students' Character s in Speaking Teaching and Learning Process
LearningTeaching Strategy
Mind Mapping
University students English Department (24 Students)
Get a description of the effectiveness of Mind Mapping strategy in speaking teaching and learning process.
Qualitati ve Approac h
NA
NA
Interview and Document
Qualitative
Implementati on of mind mapping strategy--> observation -> interview
The implementation of mind mapping strategy can improve students' ability in speaking. From the results of interview with the lecture, the implementation of mind mapping strategy is very satisfied not difficult to be implemented
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 181
Entry Code
Title
25INA 2011L TME
Improvin g Students' Speaking Skill by Using Visual Aids at the Second Year Students English Educatio n Departme nt Lancang Kuning Universit y
26INA 2011T TSA
Improvin g Speaking Ability of EFL Students Through Improvis ations Techniqu e
27INA 2011L TME
The Use of English Newspap er and Magazine s to Improve
LearningTeaching Models
LearningTeaching Media
LearningTeaching Technique
LearningTeaching Media
Research Topics
Visual Aids
Participants
University students English Department (24 Students)
Research Problems/Goal
Develop students' speaking skill ability through the use of visual aids
Improvis ations
University students English Department (Notreported)
Implement the improvisations technique to improve the student’s speaking ability.
Newspa per and Magazin es
Senior High School Students (34 Students)
Improve reading competency of the students of XII IPA2 at SMA 60 Jakarta
Research Method
Classroo m Action Research
Classroo m Action Research
Classroo m Action Research
Sampling
NA
NA
NA
Validation
NA
NA
NA
Data Gathering Instruments
Tests
Tests and Questionna ire
Tests and Questionna ire
Data Analysis Techniques
Quantitative and Qualitative
Research Procedures
Pre-cycle --> Cycle 1 --> Cycle 2 --> Cycle 3
Quantitative and Qualitative
Cycle 1 --> Cycle 2
Quantitative and Qualitative
Pre-test --> treatment --> post-test --> ( Cycle 1 --> Cycle 2 while also distributing questionnaire
Research Results/discussion The results of the implementation of visual aids in developing speaking skill can be presented in each cycle. Precycle --> poor. Cycle 1 --> no significant changing, Cycle 2 --> see the changing of the students' comprehension, Cycle 3 --> all of the students' speaking proficiencies scores were higher than previous meetings. The result of the research showed that the criteria of success had been reached. There were two aspects determined as the success criteria; score improvement and classroom atmosphere. The result of speaking test presented that the students had made some progress. Findings show that the given treatment has resulted in significant improvement in students’ reading skills. In addition,
Conclusion
Suggestion/Implicati on
Based on the result of the research or findings, it can be concluded that visual aid can help the students in speaking, especially in describing the material.
Suggestions: Speaking lecturers may apply this, but they must be careful in selecting the material. It means that they must find the best visual aid to be matched with the topic. Students may apply this as an aid to improve their speaking skill. In a addition it can help them to build their confident and deliver the material fluently.
It is concluded that the improvisation s can improve the speaking ability of the English department students of Widyagama Mahakam University
NA
The use of English newspapers and magazines in the classroom has been proved
Suggestions: For teachers who face problem in increasing students’ reading ability I suggest to use authentic materials such as newspapers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 182
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Reading Compreh ension Skills of Year 12 Science Students of SMA N 60 Jakarta
28INA 2011L TME
Fostering Junior High School Students' Reading Compreh ension of Narrative Texts Through the Use of EnglishMedium Comics
29INA 2012L TME
Improvin g Descripti ve Writing Skill Through Lay Out Pictures on Compute r as An
LearningTeaching Media
LearningTeaching Media
EnglishMedium Comics
Lay-out Pictures on Compute r
Junior High School Students (34 Students)
Junior High School Students (32 Students)
Improving the reading comprehensio n of the second graders of SMP N 2 Kediri by incorporating Englishmedium comics as teaching materials in teaching narrative texts.
Improving the students' writing skills by using layout pictures on computer
Classroo m Action Research
Classroo m Action Research
NA
NA
NA
NA
Tests, Questionna ires and Interview
Tests, Questionna ires and Interview
Quantitative and Qualitative
Quantitative and Qualitative
Research Procedures
Research Results/discussion
for recording the students' improvement)
positive changes in students’ attitude toward reading activities and reading materials can also be observed.
Observation -> Cycle 1 --> Cycle 2
Preliminary study --> pretest --> treatment --> post-test (Cycle 1 --> Cycle 2)
These findings revealed that integrating comics in the teaching of reading successfully improved the subjects’ reading comprehension of narrative texts. The results of the questionnaire also indicated positive results. The students interviewed also stated that the use of comics could make them interested in reading narrative texts. The findings of this study reveal that the implementation of LoP on Computer can improve the students' ability in writing descriptive paragraph. Based on the results of the observation
Conclusion positive in improving student’s motivation. It is not only in increasing student’s reading ability but also changing student’s reading habit
Suggestion/Implicati on and magazines. Moreover, there should be another research dealing with increasing reading skills especially about the skill in finding detailed information and meaning of a word/phrase/sentenc e.
It can be concluded that integrating Englishmedium comics was proved successful in increasing the reading comprehensio n of narrative text of the Class VIII E students of SMP 2 Kediri in the even semester of the academic year 2010/2011
Suggestions: it can be suggested that other English teachers could use comics in their teaching of narrative texts, especially when they have lowproficient readers. Since it was likely that in this studythe use of comics facilitated vocabulary learning, other researchers could further investigate the effect of comic use on vocabulary development
The implementatio n of LoP on Computer in improving the students' writing is beneficial for the teaching and learning writing since it is a really
Suggestions: For English teachers in SMP N 1 Balikpapan, the results can be solution in improving the students' abilities since it is effective and efficient strategy in teaching and learning of writing.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 183
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Interactiv e Media for the Seventh Graders at SMP Negeri 1 Balikpap an.
30INA 2012L TME
31INA 2012L TME
The Use of Facebook as an Alternati ve Media in Learning English
The Effective ness of Reading Online English Short Story in Teaching Vocabula ry
Research Results/discussion check-lists, field notes, the result of the students' writing test, questionnaire and interview, they showed that most of the students had positive responses towards the implementation of LoP on Computer in improving the students' writing.
LearningTeaching Media
LearningTeaching Media
Faceboo k
Online Short Story
University students English Department (50 Students)
Senior High School Students (30 Students)
Explore the use of Facebook as an alternative media and to motivate students in learning English
Find out the effectiveness of using online English reading story in teaching vocabulary
Descripti ve
Experim ental (Pre)
Random
NA
NA
NA
Questionna ire
Tests (pretest and post-test)
Qualitative
Quantitative
Conclusion helpful and constructive tool to improve the students' writing skills.
Suggestion/Implicati on For English teachers in general, the results can be used to improve students' ability in writing descriptive paragraph. For future researchers who are interested in conducting the same study, the findings of the study can be used as reference.
Distributing questionnaire
The results of the questionnaire can be concluded that mostly the students give positive responses towards the implementation of Facebook as an alternative teaching-learning media.
It can be concluded that the students believe Facebook could be utilized as an alternative media in learning English
Suggestions: the students can use Facebook optimally by connecting to other English learners. They can write posts and comments. For English teachers, they can use Facebook as an alternative teaching media. For further researchers, it is needed involving more systematic analysis of the data.
Pre-test --> treatment ->post-test
This research found the mean scores in both pretest and post-tests were significantly different. In the pre-test, the mean score is fairly poor and in the posttest, the mean score is greatly increase and excellent. Then, the T-Test results shows that the use of online short
Reading Online English short story is effective significantly in improving vocabulary of the first year students of SMA PMDS Putri Palopo. It can be proven by the result of students in
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 184
Entry Code
Title
32INA 2012L TM
The Impleme ntation of ProjectBased Learning Approach in Speaking Class
33INA 2012L TTSA
Improvin g Students' Content Area Reading Compreh ension Through Collabora tive Strategic
LearningTeaching Models
LearningTeaching Approach
LearningTeaching Technique
Research Topics
ProjectBased Learning
Collabor ative Strategic Reading (CSR)
Participants
University students English Department (20 Students)
Junior High School Students (24 Students)
Research Problems/Goal
Describe the implementatio n of projectbased learning approach in speaking class.
Improve students' content area reading comprehensio n through Collaborative Strategic Reading (CSR)
Research Method
Descripti ve research
Classroo m Action Research
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Assessment
Tests, Questionna ires and Interview
Data Analysis Techniques
Research Procedures
Qualitative
Implementati on of projectbased learning while observation -> giving assessment
Quantitative and Qualitative
Pre-test --> implementati on of CSR--> post-test --> direct observation -> distributing questionnaire --> asking questions through interviewing
Research Results/discussion story is effective in teaching vocabulary. The result of the research in general showed that (1) the implementation of Project-Based Learning approach in speaking class ran well; (2) From all stages and activities in Project-Based Learning approach, the character and skills that are promoted and developed are respect, collaboration skill, social communication skill, problemsolving, creative and critical thinking; (3) the implementation creates good impacts on the students' abilities The research findings show that: (1) CSR can improve students' content area reading comprehension in terms of: (a) raising achievement in content knowledge, (b) improving
Conclusion pre-test post-test
Suggestion/Implicati on
and
The implementatio n of ProjectBased Learning creates good impacts on the students' abilities and attitudes.
NA
It can be concluded that Collaborative Strategic Reading (CSR) can improve both students' content area reading comprehensio n and the teaching
Suggestions: For English teachers, they should support the school's literacy program. For content teachers, they need to be more professional in innovation of learning content. For school management, the school should give more chances
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 185
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Reading (CSR)
34INA 2012L TME
Increasin g English Vocabula ry of the Fifth Grade Through Videotap ed Children Songs
35INA 2013L TME
Teaching Listening at the Second Grade of SMA N 1 Karangre jo
Research Results/discussion students' ability in subject matter genre, (2) CSR can improve classroom situation in terms of: (a) creative alive atmosphere, (b) students' participation, (c) students' involvement and cooperative learning.
LearningTeaching Media
LearningTeaching Media
Videotap ed Children Songs
Video on news item text
Elementary School Students (30 Students)
Find out whether or not there was a significant differences in vocabulary mastery between the pupils who were taught by using videotaped children songs and those who were not.
Senior High School Students (36 Students)
Get information deeply about the teaching listening in SMAN 1 Karangrejo by using video on news item text.
Experim ental
Descripti ve qualitati ve
Purposiv e
Random
NA
NA
Tests
Tests and Interview
Quantitative
Pre-test --> treatment --> vocabulary pos-test
From the t-test result, it can be said that the experimental group did better than control group. In short, the teaching of videotaped children songs had significantly increased the pupils' mastery.
Qualitative
Choose the subject through random sampling ->interview, observation and field notes.
Teaching listening using videos were effective to improve students’ vocabulary and their pronunciation.
Conclusion learning situation in the classroom.
It could be concluded that there was a significant difference in vocabulary mastery of the pupils who were taught by using videotaped children songs compared to that of those who were not. Teaching listening using videos were very beneficial for the students in order to facilitate them in learning English. Through video, the students’ can enhance their language skills such as listening, speaking and
Suggestion/Implicati on for the teachers to learn.
Suggestion: English teachers can use videotaped children songs as an alternative teaching technique. For further researcher could also be conducted since this study could not cover all aspects in words spelling and probably sounds.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 186
Entry Code
Title
36INA 2013L TM
Using TaskBased Language Teaching (TBLT) to improve students' mastery of English tenses at the English Educatio n Study Program of Universit as Bengkulu
37INA 2014L TTSA
The Use of Snowball ing Strategy in Teaching Reading Literary Texts (Short Stories)
LearningTeaching Models
LearningTeaching Approach
LearningTeaching Strategy
Research Topics
Taskbased Languag e Teachin g (TBLT)
Snowbal ling
Participants
University students English Department (38 Students)
University StudentsLiterature (Notreported)
Research Problems/Goal
Finding out the factors improved the students' mastery at the English Education Study Program of Universitas Bengkulu
This study was intended to describe the use of snowballing strategy in teaching reading literary texts.
Research Method
Classroo m Action Research
Classroo m Action Research
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Tests and Interview
Tests and Interview
Data Analysis Techniques
Research Procedures
Research Results/discussion
Quantitative and Qualitative
preliminary test before applying the next three stages; pretask --> task cycle --> language focus
The findings in cycle 1 -->68% students reached the very good category, in cycle 2 -->improved, the results of interviewing students --> tasks improve students' understanding and motivation (internally and externally)
Quantitative and Qualitative
Pre-reading-> implementati on of snowballing strategy (work individually in first stage, in pairs in the second stage and group work in the third stage)
The findings in cycle 1 --> improvement of students' behavior (46%) which means satisfactory. Students' behavior became progressive in Cycle 2 (71%) and in Cycle 3 (85%) had carried out the strategy well.
Conclusion writing. In conclusion, video can be used as alternative media to improve students’ listening comprehensio n. TBLT with it three stages can improve the students' mastery of English tenses. In addition, the tasks given, students' internal and external learning motivation and text analysis in group and class discussion is also influenced the improvement. This case study prompted me to adopt reflective strategies and attitude toward my own beliefs about teaching and my behavior in the classroom. I learned that
Suggestion/Implicati on
NA
The project gets a lot of people talking to one another, while retaining much of the value of small group. It also contributes a festive quality to the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 187
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion Group interview->most of students were pleased to do it, learning something new, easy to understand
38INA 2014L TTSA
Jigsaw: A Techniqu e to Improve Students' Compreh ension in Reading Skill
LearningTeaching Technique
39INA 2014L TTSA
Speaking Activities in Young
LearningTeaching Activity
Jigsaw
University students English Department (14 Students)
The present study was intended to investigate how the study of reading was developed through jigsaw.
Classroo m Action Research
NA
NA
Tests and Questionna ire
Quantitative and Qualitative
Cycle I (Planning, Action, Observation and Reflection) -> Cycle II (Planning, Action, Observation and Reflection) -> distributing questionnaire
Speakin g activities
English teacher and Elementary
Investigating the variety of speaking
Case Study
NA
NA
Interview and Document
Qualitative
Observation -> Structured interview -->
The result of this research showed the students gave the positive impact to the teaching of reading. They could elaborate their ability in comprehending the text to the others. And from the questionnaire given, it showed the students enjoyed the teaching of reading by applying a jigsaw technique. (1) Imitative: drilling and singing a song -->
Conclusion
Suggestion/Implicati on
if we explore what occurs in our classroom, if we reflect critically on the theories and beliefs that underlie our practice, then fundamental changes in classroom practices can be accomplished. Without reflection, our teaching will be only be guided by impulse, routine, or intuition
Jigsaw technique gives a contribution to the development of students’ ability and positive behavior/attitu de in comprehendin g the English text.
The lecturers of reading class should introduce and apply jigsaw technique in teaching English text. It is hoped that through this technique, there is an improvement of students’ positive attitude/behavior in comprehending English text.
It has shown that PBL approach has
more participant, investigating
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 188
Entry Code
Title
LearningTeaching Models
Research Topics
Learners Classroo m: The Impleme ntation of ProjectBased Learning Approach
40INA 2013L TM
The Use of ProjectBased Learning in Improvin g the Students' Speaking Skill
Participants students (31 participants )
LearningTeaching Approach
ProjectBased Learning
Elementary students (18 Students)
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
activities conducted by an English teacher of a private elementary school
Find out whether Project-based Learning could improve young learners’ speaking skill or not and what speaking aspects were improved through PBL.
Research Procedures document analysis
Classroo m Action Research
NA
NA
Tests
Quantitative and Qualitative
Observation-> assessment (test)
Research Results/discussion relevant and good (2) Intensive: directed response --> consistent, sentence/dialogue completion --> irrelevant (introduce the written form of the language) relevant (guidelines for the students to talk), picture-cued --> appropriate , and translation --> ineffective ; (3) Responsive: question and answer --> appropriate , (4) Interactive (transactional): discussion --> motivate and games --> relevant; and (5) Extensive (monologue): oral presentation ->develop students' communication skill. The first finding is presented in form of table (The students’ speaking skill improvement is indicated by the increase of the number of the students in the highest criteria of speaking aspects, namely comprehension, vocabulary, grammar, fluency,
Conclusion rich speaking activities in the classroom. PBL approach allows more categories of classroom speaking performance suggested by Brown (2004) to take place
The findings show that PBL could improve the students’ speaking skill. It was indicated by the improvement of the students’ speaking aspects (9 aspects; drilling,
Suggestion/Implicati on media/learning aids (assessment process)
It is suggested that Project-based Learning is implemented in teaching speaking in primary schools.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 189
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion and pronunciation.)
41INA 2013L TME
The Effective ness of Multimed ia Presentati on in Improvin g Students' Speaking Skills (Student Nurse of UNIMUS )
42INA 2013L TME
Helping ESL Students Become Motivate d Listener: Using Films to Develop Learners' Motivatio n in
LearningTeaching Media
LearningTeaching Media
Multime dia Presentat ion
Films
University students NonEnglish Department (Nursing) (Notreported)
Improve students speaking skills using multimedia presentation.
University Students English Department (Notreported)
Find out students' perception towards the implementatio n in the use of films in listening class in terms of students' overall perception toward the use
Classroo m Action Research
NA
NA
NA
NA
NA
Tests and Questionna ire
Questionna ire
Quantitative and Qualitative
Quantitative
Cycle 1--> Cycle 2 ->questionnair e --> interview --> observation
Distributing questionnaire
The results of this study show a significant relationship between students' preferences regarding PowerPoint Multimedia related to their speaking skills as shown in their improvement of posttest, rubric of speaking evaluation and positive responses of students. Questionnaire results show that more than half of the students (75%) give positive response. From the questionnaire, it was found that the students perceived positively toward the use of movie in their listening class. 83% of the students were engaged in good efforts throughout the whole activities in the
Conclusion
Suggestion/Implicati on
storytelling, directed response, picture-cued, translation, question and answer, discussion, games, and role-play)
Oral presentation using multimedia presentation of PowerPoint is effective for improving nursing students’ speaking ability.
NA
Film is assumed as an effective media in listening class. The findings suggest that the use of the movie is able to increase the students’ motivation listening class.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 190
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Listening Classroo m
43INA 2013L TTSA
44INA 2014L TME
The Applicati on of Jigsaw and Numbere d Heads Together Techniqu es in Improvin g Students' Ability in Speaking Skill
The Effective ness of Teaching Reading Compreh ension Recount Text by Using Facebook
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
of Movie, toward the activities in listening class, toward the material, and difficulties or problem encountered during the program.
LearningTeaching Technique
LearningTeaching Media
Jigsaw and Number ed Heads Together
Faceboo k
University Students English Department (14 Students)
Junior High School Students (Notreported)
Investigate how the study of speaking was developed through Jigsaw and Numbered Heads Together techniques and find out the improvement of students’ ability in speaking.
This study examines the effectiveness of Facebook as media in teaching reading comprehensio n recount text
Classroo m Action Research
Experim ental (Quasi)
NA
Nonrand om
NA
NA
Tests and Questionna ire
Test
Quantitative and Qualitative
Quantitative
Preobservation and pre-test -> implementati on and observation -> post-test --> questionnaire
Pre-test --> Whilstactivity --> Post activity
Research Results/discussion class. Concerning the content of the material, the students in general perceived it positively. However, the data reveal that despite some difficulties encountered, students in general had positive attitude toward the use of the movie in listening class. There was an improvement of students’ ability in speaking English from Cycle 1 to Cycle 2. Based on the questionnaire distributed to them, there were 75 % students felt the application of jigsaw and NHT techniques helped them easily in improving their ability in speaking English. VIII B as the experimental class achieved better than VIII C as the control class. The result of the posttest shows that the average scores for experimental group is higher than the average score of control group
Conclusion
Suggestion/Implicati on
Students in general had positive attitude toward the use of the movie in listening class.
The application of jigsaw and numbered heads together helped the students in facilitating and improving their ability in speaking English, their learning values and good motivation.
Suggestion: it is suggested that the lecturer should use the techniques of jigsaw and numbered heads together to teach English especially speaking. Besides that, he/she should combine any kind of CL in order to be more interesting and challenging.
The results of the study show that there is significant difference on the eight B who are taught by using Facebook better than eight C who are taught without using Facebook.
This study suggests the use of Facebook or others social media in teaching process must be encouraged as the education tool. It is positive proper to engage students as modern learner at present.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 191
Entry Code
Title
45INA 2014L TTSA
A new Face of Teaching Techniqu e by Making Use of a Popular Social Medium Facebook : Effective or not?
46INA 2014L TME
Improvin g Students' TOEFL Scores Using TOEFL IBT Practice Android
LearningTeaching Models
LearningTeaching Technique
LearningTeaching Media
Research Topics
Faceboo k
HP Android Applicat ion
Participants
Research Problems/Goal
University students English Department (35 Students)
This paper discusses the effectiveness of using Facebook for teaching and learning activity.
University students Architectur e Program of Science and Technolog y (74 Students)
Improve students' TOEFL scores by enriching their vocabulary mastery using TOEFL IBT practice android application
Research Method
Content Analysis
Classroo m Action Research
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Questionna ire and Focus Group Discussion
Tests, Questionna ires and Interview
Data Analysis Techniques
Research Procedures
Research Results/discussion
Quantitative
Distributing questionnaire --> focus group discussion while observing the flow of the learning activities.
From 40 students given a questionnaire about learning designed in FB, there were only 35 students giving the questionnaires back to us. FGD was then conducted with 6 students to dig more thorough information of their experience and assessment towards FB. In addition, content analysis method was applied by observing the flow of the learning activities done in FB to observe the effectiveness of the virtual teaching and learning process.
Quantitative and Qualitative
Preliminary study (test and interview) --> implementati on of TOEFL iBT Preparation software through hand phone --> observation -> reflection
The students’ TOEFL scores in cycle I were improved, the students showed more positive attitudes (were helped and increase students' motivation).
Conclusion The findings show that FB feature Groups is often used by the teachers; with a discussion as the activity they conduct the most. The students found the teaching and learning activities on FB are effective seen from the aspects of accessibility and the degree of student engagement. Meanwhile, the ineffectivenes s is only caused by two problems, i.e. technical problems and non-technical problems TOEFL iBT Preparation software successfully helped the 4th semester students and This software trained students to be more disciplined, more active in class, and do
Suggestion/Implicati on
NA
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 192
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
selfassessment.
47INA 2014L TME
48INA 2014L TME
Improvin g Vocabula ry Achieve ment of the XI Graders of SMK 1 Pakong Pamekas an through Interactiv e Crosswor d Puzzle
The Effective ness of Using Tell Me More to Assist Teaching Pronunci ation of English Viewed from Students' SelfConfiden ce
LearningTeaching Media
LearningTeaching Media
Interacti ve Crosswo rd Puzzle
Tell Me More vs Rosseta Stone
Vocational High School (23 Students)
University students English Department (72 Students)
Improve the English vocabulary mastery and their active participation of the XI graders of SMKN 1 PakongPamekasan.
Identify whether Tell Me More is better than Rosetta Stone to assist teaching pronunciation of English.
Classroo m Action Research
Experim ental
NA
Cluster Random Sampling
NA
NA
Test
Tests and Questionna ire
Quantitative and Qualitative
Quantitative
Preliminary test --> Implementati on --> test
Giving pronunciation test to know students' performance-> distributing questionnaire to know students' selfconfidence
Interactive crossword puzzle can significantly increase the students’ achievement up to the targeted level
Based on the results of the research, it is empirically proved that the interactive crossword puzzle contributes greatly on improving students’ vocabulary achievement up to the targeted level, even more.
Using TMM is more effective than RS, Students having high selfconfidence have better pronunciation skill than those having low selfconfidence, and There is interaction between teaching media and students’ selfconfidence in teaching pronuciation
Based on the data analysis, the researcher comes to the conclusion of research findings as follows; (a) TMM is more effective than RS in teaching pronunciation; (b) Students having high selfconfidence have better pronunciation skill than those having low selfconfidence;
By considering the advantage of implementing crossword puzzle in the teaching of vocabulary, it is recommended that English teachers will utilize this media in their language classrooms, particularly in the teaching of English vocabulary. At the end, it is recommended for future researchers to conduct similar research to different graders; or, even higher education level such as university students. Suggestion: The teacher should consider self-confidence as one of factors which influence student’s success in improving pronunciation skill. Teachers can use TMM to improve the students’ pronunciation skill especially for students having high self-confidence. For the students having low self-confidence, they need more guidance and extra attention from the teacher. Teachers need to improve
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 193
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion and (c) There is an interaction between teaching media (TMM and RS) and students’ selfconfidence in teaching pronunciation.
49INA 2014L TME
Integratin g Video in the Correctiv e Feedback Practice: Voices from Indonesia
50INA 2014L TME
Developi ng an Audio Media with Scripted Songs and Its Effect: A Way Out for Fun
LearningTeaching Media
LearningTeaching Media
Videofeedback
Audio with scripted songs
University students English Department (23 Students)
Increasing the writing accuracy of a group of students of a state university in Bali, Indonesia through the integration of video in the corrective feedback practice.
Teachers and (180 teachers) Elementary students (225 Students)
Developing a thematicbased audio media containing created lyrics of songs for TEYL at grade four of primary school.
Classroo m Action Research
Research and Develop ment
NA
NA
NA
Content Validity
Questionna ire and Essay
Questionna ire and Test
Quantitative and Qualitative
Quantitative and Qualitative
Preobservation -> students' writing essays --> treatment
Video feedback implemented only gives a relatively small impact on the student accuracy improvement percentage. The analysis of the student questionnaire indicated a positive response (96%).
In terms of learning process, the presence of video appears to have a potential in terms of increasing students’ motivation in their learning of writing.
Preliminary study --> pretest --> treatment --> posttest --> questionnaire
It is effective to improve the students’ English achievement and their motivation. In terms of achievement, the students can reach 79.24 in posttest (good) compared to 67.74
Audio media with scripted songs is effective for teaching English to Young Learners.
Suggestion/Implicati on better sense of self confidence of students having low self-confidence in doing pronunciation activities. The result of this study can be used as additional reference for further research in different context that will give contribution in teaching pronunciation. Suggestion: investigation on the impact of using a really video-taped written corrective feedback—as opposed to the orally-delivered one—on student accuracy improvement is worth doing. Of the same interest is to compare the efficacy of the orallydelivered direct corrective feedback and the written direct corrective one— both videotaped— towards the student writing accuracy.
Recommendation: teachers are recommended to use audio media with scripted songs in TEYL.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 194
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Learning for TEYL
51INA 2014L TME
Listening to Write: Writing Narrative Using Narrative Learning Multimed ia (NLM).
52INA 2014L TME
Students' Perceptio n of the Use of Search Engine (ICT) as Teaching Media in
Research Results/discussion
Conclusion
Suggestion/Implicati on
(mediocre) in pretest. Additionally, the result of questionnaires shows that all of the students (100%) are very motivated to learn English from utilization of audio media with scripted songs.
LearningTeaching Media
LearningTeaching Media
Narrativ e Learning Multime dia (NLM)
Search Engine (ICT)
Students University - English Department (64 Students)
Depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrative writing to enhance the students’ skill especially in narrative writing through multimedia.
Students University - English Department (120 Students)
1) to reveal the students’ perception of the use of search engine as teaching media in learning reading course; 2) to
Descripti ve Qualitati ve
Descripti ve Qualitati ve
Purposiv e Sampling
Represen tative
NA
NA
Document (students' narrative writing task)
Questionna ire
Qualitative
Quantitative
Giving students' listening tasks --> implementati on (students are listening and watching a movie then writing a narrative text based on some pictures given in NLM)
The students do not only learn how to write a narrative text but also they can develop their ability in grammar.
In conclusion, the use of Narrative Learning Multimedia in teaching listening can develop and enhance students listening skill. In addition, it also improves the students’ ability in writing because this multimedia helps the students not only learn listening but also writing skills.
Distributing questionnaire
The study shows that 1) the students’ perception of the use of search engine as teaching media in learning Reading Comprehension is positive. 2)
It can be concluded that students have positive perception of the use of search engine (internet).
NA
It can be suggested that internet plays an important role in learning reading. It can be applied as teaching media that can be used by students to improve their reading skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 195
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Reading Course
53INA 2014L TME
Students' Attitudes to Podcast as a Supportin g Media for Enhancin g Listening Skill: A Study of Tanjungp ura Universit y Students
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
describe the students’ perception of the importance of search engine to acquire information; and 3) to depict the students’ frequency to access search engine to find reading materials.
LearningTeaching Media
Podcast
University Students Language Centre students (23 Students)
Investigating the students’ attitudes to the use of podcasts as a media for developing listening skill at Language Centre of Tanjungpura University.
Research Results/discussion
Conclusion
Suggestion/Implicati on
Neutral and positive feelings maintain a balance percentage of students’ attitudes (47%) toward the use of podcast.
Suggestion: the EFL instructors at Tanjungpura University should utilize more ESL/EFL podcasts in their language teaching activities as podcasts provided huge, interesting and various language learning materials. Implication: The major implication and outcome of this study is to highlight new insight into empirical research on the benefits of information and communication technology in language teaching and learning by identifying the attitudes of Universitas Tanjungpura Students towards ESL/EFL listening podcasts.
According to the students, the use of search engine to access reading materials is very important. 3) The students frequently access internet by using Google and Yahoo search engine to find the reading materials.
Quantita tive
NA
NA
Questionna ire
Quantitative
Distributing questionnaire
The results of this study indicated that students held neutral attitudes toward podcast as a media for enhancing listening skill. Also, the results demonstrated that Tanjungpura University students agreed that podcasts were useful to sharpen listening skill.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 196
Entry Code
Title
54INA 2014L TME
Motivatin g Students Through Edmodo
55INA 2014L TTSA
Teaching English to Large Multileve l Classes Majoring in Math, Biology and Chemistr y by Using 'Burst the Ballon' and
LearningTeaching Models
LearningTeaching Media
LearningTeaching Technique
Research Topics
Edmodo
'Burst the Ballon' and 'Talking Chips'
Participants
Students University - English Department (50 Students)
Students University NonEnglish Department (Math, Biology and Chemistry) (570 Students)
Research Problems/Goal
Investigating the implementatio n of Edmodo to motivate students in learning grammar.
Assessing the application of both ‘burst the balloon’ and ‘talking chips’ in improving students' listening skill.
Research Method
Descripti ve Qualitati ve
Selfreport
Sampling
Random Sampling
NA
Validation
NA
NA
Data Gathering Instruments
Questionna ire
Questionna ire
Data Analysis Techniques
Quantitative
Quantitative
Research Procedures
Observing --> Distributing questionnaire
Observing --> Distributing questionnaire
Research Results/discussion The results show that edmodo is able to motivate the students to learn. It implies to their motivation in achieving; (1) affective, (2) cognitive, (3) integrative social relationship, (4) and task goals. Students with learning goal have better learning achievement than those having performance one. Additionally, the lecturers are also able to optimize in providing students’ academic advisory through edmodo. Therefore, Edmodo, contributes positively in English grammar class. The comments from the students were mostly constructive although there are some of which are unsupportive. Almost all of the students consider that the lesson on both days was fun. There are 323 positive individual comments about
Conclusion
Suggestion/Implicati on
It can be concluded that the implementatio n of Edmodo can motivate students in learning grammar both affective and cognitive domain.
Suggestion: Both lecturers and students need to be aware to the development of technology. The innovations of technology can help lecturers design teaching learning process interesting, but the good preparations have to be done in order to involve students when they are learning. However, the students’ readiness in technology should also be considered when it is used, so the class can run well.
The skill to give and respond to opinion is important for college students. Both techniques ‘Burst the Balloon’ and ‘Talking Chips’ are good because they made everyone tried
Suggestion: In further research, the number of the students must really be a consideration. Burst the Balloon and Talking Chips regulate discussion, ensuring that everyone participates and everyone contributes. Shy students, low achievers, and less-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 197
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
'Talking Chips' Techniqu e
56INA 2014L TTMA
The Use of WebBased Resource s Techniqu e to Improve Students' Reading Skill of Expositor y Text
LearningTeaching Material
Webbased Resourc es
Students University - English Department (35 Students)
(1) to identify whether the use of web based resources can improve the students’ reading skill of expository text and (2) to describe the teaching and learning situation when web-based resources is applied in reading class.
Classroo m Action Research
NA
NA
Questionna ire, Interview, Document and Test
Quantitative and Qualitative
Identifying the problem -> planning the action --> implementing the action --> observing the action --> reflecting the result of the research.
Research Results/discussion
Conclusion
the lesson made by 237 students who were present on the day when Burst the Balloon was conducted.
to speak English and give their opinion in a relaxing situation.
1) Web-based resources can improve students’ reading skill of expository text in terms of: (a) Improving students’ achievement in reading expository text, (b) Improving students’ informational and literary comprehension, (c) Improving students’ informational and literary analysis, (d) Improving students’ critical thinking; and (2) It can improve classroom situation, in terms of increasing students’ motivation and participation, creating live teaching atmosphere, and increasing teacher motivation. The mean score of the students’ reading skill of expository text in cycle 2 could reach 79.
The result of the research shows the students improvement in reading skill. It is known that web based resources can improve the class situation in which students become more active and participate in classroom situation.
Suggestion/Implicati on fluent students are encouraged by the social norms of the structure to fully participate and develop their language skills, too.
Suggestion/Recomm endations: (1) English teacher should implement web-based resources technique and facilitate the media for students to improve students’ reading skill; (2) Students should realize that they have potential to have good comprehension in reading expository text; (3) Researchers are expected to use the technique as a starting points to conduct further research in the same field.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 198
Entry Code
Title
57INA 2014L TTSA
The Students' Experien ce on Group Work in the Conversa tional English Class
58INA 2014L TTSA
Optimizi ng the Use of Edmodo Based Questioni ng Techniqu
LearningTeaching Models
LearningTeaching Activity
LearningTeaching technique
Research Topics
Participants
Research Problems/Goal
Group work
Students University - English Department (127 Students)
Explore students’ experience on group work in their conversational English class.
Edmodo Based Question ing Techniq ue
Junior High School Students (38 Students)
Improving students' creativity and writing achievement through the implementatio n of edmodo
Research Method
Experim ental (Quasi)
Classroo m Action Research
Sampling
NA
NA
Validation
NA
Content Validity
Data Gathering Instruments
Tests, Questionna ires and Interview
Test and Document
Data Analysis Techniques
Research Procedures
Research Results/discussion
Qualitative
Pre-test --> implementati on (experimental and control class --> posttest --> questionnaire and interview
In the questionnaire and interview, there were various positive comments by students in the experimental classes about group work. Most of them thought that group work provided them more opportunities to speak and they helped each other to understand lessons. Some other experimental students also commented that working in groups provided them more input to improve their spoken English skills, in particular their English vocabulary improved.
Quantitative and Qualitative
Planning --> implementing (acting) the edmodo based questioning technique --> writing test --
After the first cycle of the learning process ended, the students who have not been active in the group were 17 per cent. Sixty six
Conclusion Students believed that working in group during class activities was very useful for them. The strength of group work is that students could help each other when they did not understand materials, and they could discuss materials easier, and felt comfortable to share ideas in English among them during class activities. Another benefit is that working in groups improved vocabulary, and their fluency to speak English. togetherness among their classmates. Theoretically and empirically, through the use of edmodo based questioning technique, it
Suggestion/Implicati on
NA
Suggestions: (1). To students: Use edmodo based questioning techniques to improve creativity and writing recount text. (2). To
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 199
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
e to Improve Students' Creativit y and Writing Achieve ment
59INA 2014L TTSA
Improvin g Reading Compreh ension of XI Social Science 2 Students of SMA N 7 Malang Through Two Stray Techniqu e
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
based questioning technique
LearningTeaching Technique
Two Stray Techniq ue
Senior High School Students (30 Students)
Improving the skill of reading spoof texts of the eleventh grade students of SMAN 7 Malang through Two Stay Two Stray Technique.
Classroo m Action Research
NA
NA
Tests and Questionna ire
Quantitative and Qualitative
Research Procedures
Research Results/discussion
>observing -> reflecting
percent students were actively using computers and the internet. After two cycles of the learning process ends, the students who have not been active in the group were 7 per cent. Ninety three percent students were actively using computers and the internet.
Planning --> Pre-test --> Implementati on (cycle 1 and cycle 2) -> observing (questionnaire ) --> reflecting (rubric)
After the implementation the action research, from the first cycle and second cycle showed the improvement. From the observation, it was found that the students were active in participation in group works, participation in class discussion, answering questions, and doing the test.
Conclusion improved creativity and writing achievement of grade VIII A students of SMP Negeri 2 Sumberlawan g Semester 1 Academic Year 2013/2014.
The use of Two Stay Two Stray technique at eleventh grade of social science 2 of SMAN 7 Malang in 2013- 2014 academic year made the students active and enthusiastic. They also did not feel bored in the teaching learning process. It also can improve their reading comprehensio n especially in spoof text, it can be seen from the students score increased for each cycle. In
Suggestion/Implicati on colleagues: Use Edmodo based questioning techniques to improve students’ creativity and writing recount text and carry our further research.
Suggestions: The teacher should learn the new method in teaching reading to improve the students’ motivation to study and scores and the result of this study can be used as additional reference for further research in different context that will give contribution in teaching reading comprehension.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 200
Entry Code
60INA 2014L TME
61INA 2014L TTSA
Title
Using Films as Media to Teach Literature
Fishbowl Strategy: An Effective Way to Improve Students' Speaking Ability
LearningTeaching Models
LearningTeaching Media
LearningTeaching Strategy
Research Topics
Films
Fishbow l
Participants
Research Problems/Goal
Students University - English Department (80 Students)
Find out: 1) whether or not there is a significant difference on students’ achievement between those who are taught by using films and those who are assigned to read the novels and short story. 2) Students’ opinions on the implementatio n of using movie as a media to teach literature.
Senior High School Students (30 Students)
Improving speaking ability of 30 students from first grade of SMA Xaverius Ambon through fishbowl strategy
Research Method
Experim ental (Pre)
Classroo m Action Research
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Tests and Questionna ire
Tests and Questionna ire
Data Analysis Techniques
Quantitative
Quantitative and Qualitative
Research Procedures
Research Results/discussion
Pre-test --> implementati on of filmsbased literature approach (treatment for experimental group) and novels/short story (treatment for control group) --> questionnaire --> post-test
From the result of independent samples t-test, it could be confirmed that films as media in teaching literature showed significant difference from both groups. Thirty nine students or 97.5% stated that they enjoyed watching the film than reading the novel or short story. From the questionnaire result, it could be stated that the students showed a positive response on the implementation of films as media to teach literature.
Preliminary study --> Cycle 1 --> Cycle 2
Cycle 1 --> The treatment was not successful and failed. The result of the students was not achieving the indicator of success. Cycle 2 -> Fishbowl strategy was
Conclusion cycle I is 74, cycle II is 81. After the independent samples t-test was analyzed, it showed that there was a significant difference on students’ achievement between the two groups since the tobtained on the independent sample t-test was 6.734 with significance of 0.000. The students also showed a positive response on the implementatio n of this media to teach literature. Overall, films can be an effective media to teach literature. The implementatio n of Fishbowl strategy in teaching speaking was working successfully because Fishbowl
Suggestion/Implicati on
NA
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 201
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion successful and useful for the students in improving their speaking ability.
62INA 2015L TME
The Effective ness of Using Caricatur e Media in Teaching Argumen tative Writing at Second Year Students of SMA PGRI 109 Tangeran g: A Classroo m Action Research
63INA 2015L TTSA
The Use of Story Reenact ment to Teach English for
LearningTeaching Media
LearningTeaching Strategy
Caricatu re Media
Story Reenact ment
Senior High School Students (35 Students)
Know the effect of caricature on students’ ability in developing argumentative writing,
Kindergart en teachers (Notreported)
Improving students' language skills through story reenactment
Classroo m Action Research
Descripti ve qualitati ve
NA
NA
NA
NA
Tests
Questionna ire
Quantitative and Qualitative
Observation -> pre-test --> implementati on (cycle 1 and cycle 2) and test
The result of the students’ average score on cycle 1 was 59.2 and the result of the students’ average score on cycle 2 was 66.17. So, there was increasing score from cycle 1 to cycle 2. The gain from the increasing was 6.97.
Quantitative
Observation -> implementati on of story reenactment -> distributing questionnaire
96% of children are interested with the reenactment story strategy, the fact that 84.8% found no difficulty in
Conclusion strategy gave all students the same opportunity to speak; where not only some students who could speak in the classroom. That is why, every student could practice their speaking ability. From the evidence above, the researcher concludes that there is positive effect of the using caricature in teaching argumentative writing. The students who are taught by using caricature have better writing ability on developing argumentative writing than those who are taught by using traditional method. The results of the study concluded that children grew creatively in using a foreign
Suggestion/Implicati on
Suggestion: the researcher hopes that the teachers have to be able to choose appropriate method in teaching English.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 202
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Young Learners
64INA 2015L TTSA
The Use Total Physical Response Method for Different Learning Style in English Vocabula ry Develop ment
Research Results/discussion preparing the equipment, the stages were very helpful to make students able to use the English language and have many opportunities to practice spoken English, and kids got creative in using a foreign language.
LearningTeaching Method
Total Physical Respons e
Junior High School Students (30 Students)
Elaborate how well the Total Physical Response (TPR) method improves the vocabulary of students with different learning styles
Experim ental (Pre)
Purposiv e
NA
Questionna ire and Interview
Quantitative
Pre-test --> treatment --> classroom observation -> post-test --> questionnaire --> interview
Learning Style Inventory (LSI) showed that the most students were visual (40%) and auditory (40%) while 10 % of students were kinesthetic. Some students have combination of learning styles such as visualauditory (6.67 %) and visualkinesthetic (3.33 %), while 75 % of visual learners have significant vocabulary development with TPR method. Only 66.67 % auditory learners have significant vocabulary development after giving materials with TPR method.
Conclusion language after the application of this method (story reenactment) and also a game that is applied in this method helped children in learning foreign languages TPR method worked effectively for kinesthetic learning style since 100 % of kinesthetic learners have significant vocabulary development with TPR method. TPR method is also appropriate for visual auditory learners because 100 % of them develop significant vocabularies with the method. Only one visualkinesthetic learner cannot adapt materials with TPR method, which is
Suggestion/Implicati on
Suggestions: the teacher is expected to be aware of students’ different learning styles, then, teacher is expected to provide various teaching material that can suit all students’ learning styles and fulfill students’ needs. Moreover, teacher is expected to apply TPR method in teaching English vocabulary for heterogeneous classrooms. For future researchers are expected to apply TPR method for language skills such as writing, reading, listening or speaking.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 203
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
indicated by insignificant development with TPR method.
65INA 2015L TME
66INA 2015L TM
Assessin g EFL Proficien cy in ProjectBased Learning
Mindvisu alizer Applicati on in Class of Speaking
LearningTeaching Approach
LearningTeaching Media
ProjectBased Learning
Mindvis ualizer
University Students English Department (47 Students)
University Students English Department (Notreported)
Investigate from an ELF perspective the assessment of student listening and speaking skills, and the development of language awareness how languages are used for effective communicatio n - in students
Describe the effectiveness of mind visualizer application in learning speaking.
NA
Descripti ve quantitat ive
NA
Purposiv e
NA
NA
Questionna ire, Focus Group Discussion (FGD), and Document
Tests and Interview
Quantitative and Qualitative
Quantitative
Pre-project survey --> class session (implementati on of projectbased learning through giving the students task to complete) -> Questionnaire -->FGD
Observation -> distributing questionnaire --> interview
The results of the questionnaire items on PBL revealed that students for the most part have a positive perception of PBL skills and project group work
The students for the most part have a positive perception of PBL skills and project group work
Implication: The hope is that this further research on the effective use of communication strategies through the tools of PBL in an ELF setting will contribute to English education in Japan.
Based on the research findings, majority students agreed that mind visualizer was very useful and applicable in class of speaking. They enjoyed a lot this software and ease them to develop their ideas.
Mind visualizer (MV) is very beneficial in learning a language including learning English as it eases the learner to map their ideas. The availability of branches which can be added into sub branches in this mapping software put the user into less effort to think hard of ideas
Suggestions: Mind visualizer application can be applied in English learning especially in class of speaking as it eases the user to speak in line and detail as well as attractive for the audiences. In addition this software is recommended to be developed in all aspect of learning English as it is easy to make and effective to use and for the further research, this study can be developed for other skill of English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 204
Entry Code
Title
LearningTeaching Models
Research Topics
67INA 2015L TME
The Effective ness of Personal Dilemma Techniqu e on Teaching Speaking Skill for EFL Learners
68INA 2015L TTSA
A Comparat ive Study of Using Multimed ia Vs Flash Cards on Students' Vocabula ry at Fourth Grade Elementa ry School Students of 15 Ulu Gadut Padang
LearningTeaching Media
Multime dia Vs Flash Cards
69INA 2015L TME
Fulfilling Freshmen t's Expectati ons for
LearningTeaching Activities
Commu nicative drills and exercises
LearningTeaching Technique
Personal Dilemm a
Participants
University Students English Department (40 Students)
Research Problems/Goal
Investigating the effectiveness of personal dilemma technique on teaching speaking skill for EFL learners
Research Method
Experim ental (Pre)
Elementary School Studets (62 Students)
Increase the vocabulary mastery of the students through comparing two classes by using two difference media; they are multimedia, and flash cards.
Experim ental
University Students English Department
Prove whether the CDE improve the learners’ basic competence in
Experim ental (Quasi)
Sampling
Random
Cluster
Random
Validation
NA
Data Gathering Instruments
Test
NA
Test
NA
Tests and Questionna ire
Data Analysis Techniques
Research Results/discussion
Conclusion
Preobservation -> Speaking test (performance test --> scoring rubric by using video record)
The result of the study revealed that personal dilemma technique is effective to be used for teaching speaking to EFL Learners.
Based on the findings and discussion have revealed that EFL learners’ speaking ability increases when they learn new lessons using of dilemma activities in the classroom.
Quantitative
Observation -> pre-test --> post-test
The result found in this research was that the students treated in Multimedia gave better effect toward students’ vocabulary score than the students who was taught by using flash cards. It is proved by the students’ scores. The students who were treated by Multimedia got higher score than treated by Flash cards.
In this research, the researcher got result that multimedia gave good result in mastering the students’ vocabulary
Quantitative
Teachinglearning activities (implementati on CDE) -->
The assessment results showed that such a course enhanced their performance and
When these drills and exercises were implemented in presenting
Quantitative
Research Procedures
Suggestion/Implicati on Recommendation: the language teachers can benefit from this technique in order to educate more active students in order to be better communicators. Thus, the teachers can concentrate using personal dilemma technique which is practically more powerful and useful in encouraging students’ speaking ability. Suggestions and recommendations: Multimedia can be applied by the teachers of elementary students as an alternative media in teaching vocabulary especially if the materials are not familiar for them. Multimedia (the teacher should print the materials before come to the class, so the teacher can distribute the animation pictures to the students. Flash cards (The teacher should be careful in opening the glue or double tap)
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 205
Entry Code
Title
LearningTeaching Models
Research Topics
Better English Performa nce Through Commun icative Drills and Exercises
70INA 2015L TM
Explorin g Debate as a Tool to Develop English Commun ication Skill in Esp Classroo m at Accounti ng Departme nt State Polytech nic of Malang
71INA 2015L TME
Activate Students' Prior Knowled ge in Writing by Impleme ntating Sandwich Graphic
LearningTeaching Technique
LearningTeaching Media
Debate
Sandwic h Graphic Organize r
Participants
Research Problems/Goal
(80 Students)
English effectively.
University Students nonEnglish Department (Accountin g) (30 Students)
See the effectiveness of Debate
University Students English Department (Notreported)
Finding out whether: (1) using sandwich graphic organizer can activate students’ prior knowledge and improved students’ ability in
Research Method
Descripti ve
Classroo m Action Research
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Tests and Questionna ire
Tests and Interview
Data Analysis Techniques
Quantitative
Quantitative and Qualitative
Research Procedures
Research Results/discussion
Conclusion
test --> distributing questionnaire
that EIC had provided the students’ with basic skills. The students’ personal identities play significant roles in determining their achievement. There is a significant difference between the freshmen’s expectation and their test scores.
the four major skills and two minor ones in TEFL, it proves that they succeed in preparing the freshmen to be ready to attend skill and content subjects offered to the freshmen in the next semesters.
Debate develops communication skills, interaction and collaboration to achieve coherence, acquisition of new ideas and vocabulary through reading
In summary it can be concluded that classroom debate is effective learning strategies, particularly because it promotes studentsstudents interactions
NA
Improve students' ability in writing, strengthen and weaknesses of using sandwich graphic organizer.
(1) Students were active in taking participations in class writing, both in writing and editing process; (2) they can discuss with their team
Suggestions: (1) For the lecturers. Teachers can use sandwich graphic organizer as one of the ways to improve the students’ writing skill. (2) For students. The students should realize that they have important roles in
pre-test --> implementati on of debate -> distributing questionnaire
cycle 1 --> cycle 2 (planning, action, observation and reflection)
Suggestion/Implicati on
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 206
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Organize r
72INA 2015L TME
Boosting Speaking Skills Through Board Games for the 2nd Semester Students of Adi Buana Universit y Surabaya
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
writing essay, (2) To find out how sandwich graphic organizer should be applied in writing class
LearningTeaching Media
Board games
University Students English Department (34 Students)
Find out whether the board games can promote the speaking skills of the university students or not and to describe the students’ speaking ability before and after the application of board games
Qualitati ve
Purposiv e
NA
Tests, Questionna ires and Interview
Qualitative
pre-test --> treatment (implementati on of board games) --> post-test --> distributing questionnaire
The results of the study showed that board game is not only a fun way of learning but also helps the students to overcome their fear in the Speaking course while simultaneously improves their vocabulary, grammar and pronunciation.
Conclusion related with grammar, vocabulary, mechanics, and content; 3) students interested and enthusiastic in following teaching learning process because when they start to write, they will read article first that related with the topic of writing. It added students’ knowledge and activated students’ prior knowledge The use of board games in the language classroom is an effective, fun, and lowanxiety way for students to learn and practice the speaking skills as well as to develop their own communicatio n strategies that can be readily applied to the real world
Suggestion/Implicati on teaching-learning process. That is why the students should be more active in order to improve their writing ability, and by using carousel brainstorm technique, students can develop their ability; (3) For future researchers. Other researchers can use this result of the study as the starting point to continue the research with different students’ condition.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 207
Entry Code
Title
73INA 2015L TTSA
Promotin g Project for Enhancin g Students' Skill
74INA 2015L TTSA
Increasin g Vocabula ry by Using SongRelated Reading Texts to Children Aged Six to Twelve
LearningTeaching Models
LearningTeaching Approach
LearningTeaching Media
Research Topics
ProjectBased Learning
Songrelated reading texts
Participants
Research Problems/Goal
University Students nonEnglish Department (Managem ent) (Notreported)
Explain promotion of using project as a method for teaching English for at least diploma level
Elementary School Students (10 Students)
Investigate whether by using songrelated reading text in increasing children’s vocabulary in aged six to twelve years old is effective rather than before when the children
Research Method
Qualitati ve (Experie ntial research)
Experim ental
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Project
Tests (pretest and post-test)
Data Analysis Techniques
Qualitative
Quantitative
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
Introducing -> modeling -> actualizing -> assessing
From the project, there were benefits could be taken. Make a habit of actualizing idea into written project gave good impact to pupils to elaborate. It also activated the skills which emphasizes on the passive and active communication. It could enhance pupils in the country in seeking the same level as other ASEAN countries which have been applied English in daily life. Last, some pupils run the business based on the business plan they made. It would improve motivation of pupils in creating job instead of being job seekers
Project could be developed based on the major studies applied in an university, Polytechnic, or other vocational school
NA
Pre-test --> treatment (experimental and control group) --> post-test
Treatment of increasing vocabulary by using song-related reading text is an effective and innovative way in increasing children’s vocabulary in aged six to twelve years old.
The activities procedure of using songrelated reading text has been proved that the children able to comprehend word meaning and they can write, spell and use the
Suggestions: The variation of the material should be interest, simple, suitable with the level of children’s ability. Kind of questions must base on song and reading text that teacher have taught them before in every session of learning and teaching processes.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 208
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
only use their dictionary.
75INA 2015L TME
Stimulati ng Students' Autonom y in Writing Through Weekly Report
76INA 2015L TTSA
A QuasiExperime ntal Study on Using Short Stories to Improve the Speaking and Writing Achieve ments of the Undergra
LearningTeaching Activities
LearningTeaching Media
Weekly Report
Short Stories
Senior High School Students (30 Students)
University Students nonEnglish Department (Urban and Regional Planning) (20 Students)
Finding out and describing the students’ writing improvement and the way the students are stimulated to write in English using weekly reports
Find out whether or not using short stories significantly improve the speaking and writing achievements.
Experim ental (Pre)
Experim ental (Quasi)
Purposiv e
Purposiv e
NA
NA
Tests (pretest and post-test) and Questionna ire
Tests
Quantitative
Quantitative
Pre-test --> treatment (implementati on of weekly report) --> post-test --> distributing questionnaire
The data analysis shows that the use of weekly reports could stimulate students’ autonomy and improve students' ability in writing
Pre-test --> treatment --> post-test
The results of ttest statistical analysis showed that using short stories statistically improved the students’ speaking and writing achievements. There was a significant mean difference in speaking and writing achievements between the
Conclusion words in spoken forms. The treatment of singing song and reading text in learning and teaching process let the children to be motivated to learn English The use of weekly reports can stimulate students’ autonomy in writing. The students’ writing ability after the treatment where the students were taught by weekly reports was better than before treatment.
Using short stories significantly improved the students’ speaking and writing achievements.
Suggestion/Implicati on
Suggestions: for the further researcher to find activities to stimulate students’ autonomy in learning other skills of English. The English teachers should apply weekly reports in teaching writing and create interactive class circumstances to improve students’ writing ability.
Suggestions: Firstly, the students should be given more exposure pertaining to the speaking and writing activities in English teaching and learning environment in order to motivate and stimulate the students to be accustomed to speaking and writing more actively. Secondly, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 209
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
duate Students of Urban and Regional Planning Study Program of Indo Global Mandiri Universit y
77INA 2015L TME
Enhancin g the Vocabula ry Mastery of Young Learners by Applying Total Physical Response (TPR) Method Integrate d with Picture
Research Results/discussion
Conclusion
students who were taught using short stories and those who were not. The result of the Stepwise regression analysis showed that the aspect of speaking and writing skill gave high contribution on the students’ speaking and writing achievements in the experimental group.
LearningTeaching Method
Total Physical Respons e
Elementary School Studets (30 Students)
Investigate the application of Total Physical Response (TPR) method integrated with picture in enhancing the vocabulary mastery of young learners.
Experim ental (Pre)
NA
NA
Tests
Quantitative
Pre-test --> treatment --> post-test
The result of data analysis shows that the mean score of students in posttest is better than the result of pretest. In other words, there was significant difference between the vocabulary mastery of young learners before and after taught vocabulary through total physical response integrated with picture. It means that, it has positive effects and can enhance the vocabulary mastery of young learners.
Suggestion/Implicati on teacher should be able to select appropriate short stories on the basis of the students’ language proficiency level. Last of all, the future research are strongly recommended to conduct the similar research in conjunction with the use of literature in EFL classroom.
The application of Total Physical Response (TPR) method integrated with picture can enhance the vocabulary mastery of young learners.
Suggestions: It is suggested to English teachers to apply Total Physical Response TPR) method integrated with picture as one of the alternative teaching method in teaching vocabulary. The English teachers should be creative to manage the method and apply various teaching media. For the students, should be highly motivated to study especially learning vocabulary mastery through TPR method integrated picture. For the next researchers, they are expected to deal with some appropriate good method and media to develop the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 210
Entry Code
Title
78INA 2015L TM
Blended Learning Through Schoolog y in Writing Class: Students' Attitude
79INA 2015L TM
Setting Up Number Heads Together to Assist Students in
LearningTeaching Models
LearningTeaching Media
LearningTeaching Technique
Research Topics
Participants
Research Problems/Goal
Schoolo gy
University Students English Department (62 Students)
Find the attitudes of students toward blended learning through schoology.
Number Heads Together
Senior High School Students (21 Students)
Determine the effect of number heads together techniques on academic achievements of eleventh
Research Method
Descripti ve qualitati ve
Experim ental (Pre)
Sampling
NA
NA
Validation
NA
NA
Data Gathering Instruments
Questionna ire and Interview
Tests
Data Analysis Techniques
Quantitative
Quantitative
Research Procedures
Research Results/discussion
Conclusion
Learningteaching activities --> implementati on of Schoology --> questionnaire --> interview
The finding revealed that students have a positive attitude toward blended learning. Students found it was easy to use and were motivated to be more engage in writing course since the discussion platform used in schoology is visually and functionally similar to Facebook.
Based on the questionnaire and interview, the students felt the learning process was fun, challenging, and motivating
Pre-test --> treatment --> post-test
The results indicated that teaching reading comprehension of spoof text was more effective than before the existing teaching
The findings of this study revealed evidence that supports the positive impact of cooperative
Suggestion/Implicati on students ‘vocabulary mastery. Suggestions: The lecturer should emphasize from the beginning that like in Facebook, every students in their class have access to do the online discussion. Everyone can read others’ writing, can like, and also give comment. They should be openminded because the correction may help them improve their ability in writing so that they will not make similar mistake in the next session. The second thing that should be given attention is students’ willingness in giving comment on online discussion. It is better that the lecturer give rule in online discussion that require students to put comment in for example 5 students’ writing. It may make all students participate on online discussion.
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 211
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Reading Compreh ension of Spoof Text
80INA 2015L TTSA
The Effect of Using Cloze Passage Techniqu e Toward Students' Reading Compreh ention on Narrative Text at the Second Year of SMA N 1 Rambah Hilir
81INA 2015L TME
The Use of YouTube Videos with Retelling Techniqu e to Improve Speaking and
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
grade students in reading comprehensio n of spoof text.
LearningTeaching Technique
LearningTeaching Media
Cloze Passage
YouTub e
Senior High School Students (48 Students)
Find out students’ reading comprehensio n on narrative text by using cloze passage technique and without using cloze passage technique at the second year students of SMAN1 Rambah Hilir
Senior High School Students (40 Students)
Find out whether or not there was a significant difference between speaking and writing achievements of the tenth grade students
Experim ental (Quasi)
Experim ental (Quasi)
NA
Purposiv e
NA
Content
Tests
Tests
Quantitative
Quantitative
Pre-test --> treatment --> post-test
Pre-test --> treatment --> post-test
Research Results/discussion technique. In addition, according to findings from the observation, the students were more active in terms of correct understanding, sharing ideas and working cooperatively with others. The result indicated that there was significant effect of using cloze passage technique toward students’ reading comprehension on narrative text. Furthermore, based on the finding from the observation, the students were easier to understand the reading on narrative text. It showed improvement from the score of t-test. The findings revealed that (1) there were significant improvements in speaking and writing achievements, (2) there were significant improvements in
Conclusion
Suggestion/Implicati on
learning on the attitudes of a group of SMAN 3 Rambah Hilir students toward their own learning
There was a significant effect of using cloze passage technique toward students reading comprehensio n on narrative text at the second year of SMAN 1 RambahHilir.
Suggestions: This research hoped can give contribution in conducting the research especially about reading comprehension. It is expected that the findings will be used as starting points to conduct another research. There are many other techniques to make teaching and learning process more effective.
YouTube videos could improve the students’ speaking and writing achievements.
Suggestions: the learners should be given more exposure in relation to the English speaking activity, the school teacher should be able to select appropriate and effective instructional
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 212
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Writing Achieve ments
82INA 2015L TME
English Language Teachers' Use of Social Media Technolo gy in Indonesia Higher Educatio n Context
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
of SMAN 10 Palembang who were taught by using YouTube videos and those who were not.
LearningTeaching Media
Social Media
English Teachers (67 educators)
Explores the emerging trend of SMT use in ELT in Indonesian higher education contexts.
Research Results/discussion
Conclusion
all aspects of speaking and writing achievements, (3) there was also high contribution of the aspects of speaking and writing skills toward the students’ speaking achievement.
Survey
NA
Construct, content and face
Questionna ire
Quantitative
Distributing questionnaire
The findings showed that Facebook and YouTube were the most frequently used types of SMTs by the language center faculty members. The results also perceived advantages and disadvantages of social media technology in teaching. Moreover, the analysis of the use of social media for pedagogical purposes showed that the language center faculty members rarely used it for this purpose. They used SMT to find teaching materials
Suggestion/Implicati on technique and instructional material as well as media to support teaching and learning activities in the classroom, both the school teacher and learners should be well-equipped with facilities. Eventually, it is better for other researchers to do similar study in relation to the use of YouTube videos to develop other language skills.
A discrepancy in the types of SMT usage was noted; although the other forms of experience in using SMT were present, both personally and professionally , the pedagogical use of SMT was still relatively low.
Recommendation: For further future could consider doing a triangulation study such as via interview and/or observation to generate better and more in-depth data about the state of teachers’ familiarity with and use of SMT in ELT and in general education. Moreover, future studies could consider conducting the same study on a larger scale, involving more than one center or, if possible, more than one institution, in order to gain better information on the current trends in the area.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 213
Entry Code
Title
83INA 2015L TTSA
The Effect of Cooperati ve Integrate d Reading and Composit ion Techniqu e on Students’ Reading Descripti ve Text Achieve ment
84INA 2016L TTSA
KWL: Strategy on Improvin g Reading Compreh ension
LearningTeaching Models
LearningTeaching Technique
LearningTeaching Strategy
Research Topics
Cooperat ive Integrate d Reading and Composi tion (CIRC)
Know, Want, Learned (KWL)
Participants
Junior High School Students (90 Students)
Junior High School Students (30 Students)
Research Problems/Goal
Finding out the effectiveness of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Reading Descriptive Text Achievement.
Find out whether students who were taught by using KWL got better performance in comprehendin g the text or not.
Research Method
Experim ental
Experim ental (Pre)
Sampling
Random
Random
Validation
NA
NA
Data Gathering Instruments
Tests (pretest and post-test)
Tests (pretest and post-test)
Data Analysis Techniques
Quantitative
Quantitative
Research Procedures
Pre-test --> treatment (experimental group and control group) --> post-test
Pre-test --> treatment (the implementati on of KWL) -> post-test
Research Results/discussion
Conclusion
Suggestion/Implicati on
The result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. The students who taught by applying (CIRC) technique, got the higher achievement compared with those who taught by using classical method (CM).
It can be concluded that there was a significant effect of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students’ Reading Descriptive Text Achievement compared with classical method (CM) of teaching.
Suggestion: those who are motivated in applying Cooperative Integrated Reading and Composition (CIRC) Technique in conducting the same research problem
The writer concluded that the implementatio n of know want learned strategy provided positive effects on students’ reading comprehensio n.
For an education practitioner --> When KWL strategy applied in groups, the teacher should be control each group accordingly. If KWL strategy applied individually, the teacher is suggested to set the time to reach the goal more effective and efficient. For further researcher --> conduct similar study in different school and also various level of study. People who are interested in applying this strategy --> considering students’ need and level of ability.
The calculation result showed that null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. Therefore, the writer concludes that teaching reading by using KWL gives good effect for students’ reading comprehension at SMPN 3 Banda Aceh.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 214
Entry Code
85INA 2016L TMA
86INA 2016L TME
Title
YouTube Videos in Teaching Listening : The benefits in Experts' Views
Using Cartoon Movie to Improve Speaking Skill
LearningTeaching Models
LearningTeaching Material
LearningTeaching Media
Research Topics
Authenti c YouTub e Videos
Cartoon Movie
Participants
Researcher s (Notreported)
Senior High School Students (20 Students)
Research Problems/Goal
Finding out experts’ theories and research evidence about how YouTube videos improve students’ listening skill.
Find out whether the use of English cartoon movie can improve students’ achievement at second grade of SMU Abulyatama
Research Method
Library Research
Experim ental
Sampling
NA
RandomPurposiv e
Validation
NA
NA
Data Gathering Instruments
Document
Tests (pretest and post-test)
Data Analysis Techniques
Qualitative
Quantitative
Research Procedures
Collecting written resources related to use YouTube videos teaching listening
all
the of in
Pre-test --> treatment (the implementati on of learningteaching using cartoon videos) --> post-test
Research Results/discussion
Conclusion
Suggestion/Implicati on
The findings showed that YouTube enables teachers to create activity attempting an improvement on students’ listening ability as well as helping them identifying vocabulary, contraction, speed, and tempo of speech Mayoral et al. Furthermore, YouTube provides both audio and visual to the learners which gave students an opportunity to figure out the speech or words they heard while learning the subject content as well as to improve their language abilities Oddone. This assists learners to get better description of the language being spoken.
YouTube is a learning website in which the teacher could take authentic teaching materials. Students are more likely enjoying the learning activities through YouTube because the use of YouTube videos attracted their attention. YouTube videos help learners to get better insight of the subject lesson through the visual support.
Suggestions: Based on the findings, teachers are suggested to provide YouTube videos to familiarize the materials to the language learners. The writer also recommends that future studies investigate the problems and difficulties that may occur in teaching listening through YouTube videos.
The result shows that the students’ speaking score increased in all aspects (grammar and speaking skills)
In short, the result of this research showed that students’ skill in speaking (moreover grammar, vocabulary and pronunciation
Suggestion: the use of cartoon movie can be counted as one of the media that can be used in assisting students to develop their speaking ability.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 215
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
) improved after teaching by using cartoon movie as media.
87INA 2016L TME
A Study on Photogra phs in Teaching Writing Recoun
88INA 2016L TME
The Effective ness of Folklore Media Against Students’ Motivatio n in Learning English
89INA 2016L TTSA
The Effect of Using ThinkPairShare Strategy on Students’ otivation and their Speaking Ability
LearningTeaching Media
LearningTeaching Media
LearningTeaching Strategy
Photogra phs
Folklore
ThinkPairShare
Senior High School Students (54 Students)
Find out whether teaching writing recount text by using photographs improve students’ writing ability and to find out the students’ responses toward the implementatio n of photographs.
Elementary School Students (60 Students)
Find out whether or not the use of folklore media improves the students learning motivation.
Senior High School(63 Students)
Find out the effect of using Think-PairShare (TPS) strategy on students’ motivation and their speaking ability
Quantita tive
Experim ental
Experim ental (Quasi)
Random
NA
Cluster
NA
NA
NA
Tests (pretest and post-test)
Tests (pretest and post-test)
Tests (pretest and post-test) and Questionna ire
Quantitative
Quantitative
Quantitative
The result of the study revealed that the students score of writing taught by using photographs is better that the students who are not taught by using photographs where the mean score of experimental class after using of photographs is 74.92.
The researcher concludes that teaching writing recount by using photographs can improve students’ ability in recount text.
Suggestions: photographs can be an input in determining appropriate teaching media to improve students’ writing skill
Pre-test --> treatment (taught using story-based teaching, folklore) --> post-test
The result of the research showed that folklore media, effectively improved students' motivation.
By providing an innovation media like folklore textbook, students is triggered to be more enthusiastic in learning English.
Suggestion: The next study can be extended to the inner and outer factors motivation and types of motivation the children have.
Distributing questionnaire --> pre-test -> treatment (the implementati on of thinkpair-share) -> post-test
Findings from the questionnaire and speaking test confirmed that there was a significant difference of students’ motivation mean score of post-test between experimental and control group furthermore
The findings proved that the students’ motivation and their speaking ability improved significantly
NA
Pre-test --> treatment (taught using photographs) --> post-test
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 216
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
Dialogue journals through a Facebook closed group can be adopted not only to improve students’ writing skill but also to help students express themselves better, interact with their peers and teachers in a more meaningful way, build a good rapport among them, and learn from each other.
Suggestion: it is suggested that this e journaling activity be integrated into a writing course, so as to increase students’ motivation and to have ample data to measure students’ writing progress. Teachers can then set a kind of rules at the beginning, whether students are expected to post entries every week or any other specified time. Teachers can also set a rubric for a good journal entry, and can then use it for assessment.
E-mail can be applied as a suitable tool to assist language learner to improve their writing performance
Implication: educators, curriculum designers, students and those conducting research in ESL context. Suggestion for further researcher: investigate the effects of e-mail on other language skills such as; speaking
students’ speaking ability mean score of post-test between experimental and control group had a significant difference.
90INA 2016L TME
91ASI 2013L TME
Using Facebook Closed Group to Improve EFL Students' Writing
Use of Email Dialogue Journal in Enhancin g Writing Performa nce
LearningTeaching Media
LearningTeaching Media
Faceboo k Closed Group
E-mail Dialogue Journal
University Students English Department (16 Students)
Investigate the possibility of using Facebook to improve EFL students’ writing by employing electronic dialogue journal writing (EDJW) through Facebook.
University Students English Department (42 Students)
To determine the effect of email dialogue journal writing and pen-andpaper dialogue journal writing on ESL students’ writing performance.
NA
NA
Voluntee r
Random
NA
Internal
Document
Tests (pretest and post-test) and questionnai re
Qualitative
Reading participants' journal
Quantitative
Distributing questionnaire --> pre-test -> treatment (the implementati on of E-mail dialogue journal and pen-paper journal) --> post-test
The findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. The power of learning and sharing from others is also emphasized.
It shows that email dialogue journal group performed better in terms of their post writing scores compared to their counterparts.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 217
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on and reading. Moreover, the period of conducting research can be extended to one semester or more.
92ASI 2013L TME
93ASI 2013L TME
Use of 'Time Board Game' to Teach Grammar
Interactiv e Weblogs: Breaking Barriers in L2 Writing in the Philippin es
LearningTeaching Media
LearningTeaching Media
Time Trap Board Game
Interacti ve Weblogs
University Students NonEnglish Department (Pre-TESL Program) (112 Students)
University Students NonEnglish Department (Arts and Sciences) (80 Students)
To know students' perceptions to see whether board game in any way helps them to master the grammar concept
Discover the effectiveness of interactive weblogs as a tool to improve the writing ability of Tertiary Students studying at the Philippines specifically at Southern Luzon State University
Quantita tive
Experim ental
NA
Purposiv e
NA
NA
Questionna ire
Tests (pretest and post-test) and questionnai re
Quantitative
Quantitative
Distributing questionnaire
Distributing questionnaire --> pre-test -> treatment (the implementati on of interactive weblogs) --> post-test
Students give positive responses toward the implementation of time trap board game. They are prefer to use board game. Board game eliminates fear and enjoyable. The students are also agree that it is able to use new words or structure. It builts selfconfidence. The students can learn and use English unconsciously. This clearly identifies the similarity of the level of performance of the experimental and the control group in the knowledge and application. The experimental group has been found to have improved their writing ability specifically in the knowledge and application dimensions, indicating that weblogs have
Board Game offers students an enjoyable and relaxing learning environment. It permits students to be in a fun surrounding while playing the game.
Recommendation: It is recommended that a larger sample from schools or other institutions is used to obtain a more comprehensive findings. More insights may be received in future studies from other grammatical elements for instance the use of board games to teach vocabulary or the parts of speech.
The use of interactive weblogs is effective in developing the writing ability of the Filipino students in the experimental group
Recommendation: Professors/teachers should attend seminars and workshops, specifically in writing through the use of multimedia/innovati ons to enhance their skills and to upgrade their knowledge in the field of classroom instruction. Future researchers may conduct studies using weblogs in other subject areas and update/upgrade the site to be able to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 218
Entry Code
Title
94ASI 2016L TM
Cooperati ve learning in enhancin g the speaking skills of students: A Phenome nological approach
95ICC 2015L TTSA
Talking Books Techniqu e: A Strategy to Improve Pupils' Reading and Compreh ension Skills
LearningTeaching Models
LearningTeaching Method
LearningTeaching Strategy
Research Topics
Cooperat ive Learning
Talking Books Techniq ue
Participants
Research Problems/Goal
Elementary School Students (Notreported)
Determine if cooperative learning is an effective approach to develop and enhance the speaking skills of students at Vicente Hizon Sr. Elementary School, Bangoy District, Davao City
Elementary School Students (30 Students)
Find out whether the use of talking books as an intervention should be able to improve pupil’s word recognition, identification, fluency and comprehensio
Research Method
Phenom enologic al
Classroo m Action Research
Sampling
Purposiv e
Purposiv e
Validation
trustworth iness, credibility , dependabi lity, confirma ility, transferab ility and authenticit y
NA
Data Gathering Instruments
Focus Group Discussion
Tests and Interview
Data Analysis Techniques
Qualitative
Quantitative and Qualitative
Research Procedures
Doing Focus Group Discussion
Pre-test --> treatment (the implementati on of the talking books --> post-test -> direct interview
Research Results/discussion generally made a huge difference in performance. Results revealed that through cooperative learning, students interact and express themselves more to their peers or classmates during instructional episodes. The approach served also as a venue for reluctant and fearful students to share and impart their ideas and opinions regarding the concepts discussed in the class. They were able to intensify their self-esteem because they knew that they were accountable to the performance of the group in the class. The talking books technique as an approach to reading comprehension generated pupils’ interest and enables them to relax and practice reading in a meaningful way. Using learning materials such as
Conclusion
Suggestion/Implicati on cope up with the fast changing trend in the virtual world
Cooperative learning structures can be used to develop constructive and supportive peer relationships.
NA
The approach used by the researcher in teaching reading comprehensio n was effective and this improved pupils’ performance and skills.
Recommendation: this research should be replicated in another school or schools as a way of validating the use of the talking books technique. The methodological of the talking books should be used to encourage with other strategies in helping
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 219
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
n sample for the study
96OC C2016 LTME
Mobile Learning to Improve Writing ESL Teaching
LearningTeaching Media
Mobile Learning (podcast s)
University Students NonEnglish Department (Internation al Relation) Notreported
97ASI 2016L TME
Blended Learning Approach to
LearningTeaching Media
E-mail
University Students nonEnglish
Research Results/discussion
Conclusion
pictures, a great number of pupils were able to increase their word recognition and identification skills as they were able to pronounce words correctly. They were able to pronounce words correctly through the usage of word card as a prereading activity. Pupils’ comprehend same texts material differently.
How the genre pedagogy through mobile learning improves English text qualities of a Colombian student in a private university
Case Study
NA
NA
Investigates the usefulness of using e-mail in teaching
Survey
NA
NA
Tests and Interview
Quantitative and Qualitative
Doing semistructured interview --> giving writing test
These results reveal that the genre approach to increase writing abilities with the support of mobile technology might generate positive results because the participant optimized the quality of the texts she produced in a short period of time.
Interview and Focus Group Discussion
Qualitative
Observation -> pre-test --> implementati
Data from student reflections, interviews, survey and focus group
Suggestion/Implicati on pupils to read without much difficulties. The researcher recommends that, individual reading should be encourage since pupils comprehend differently due to different attitudes, interests, expectations, skills and prior knowledge or experience of the reader. Finally, the researcher recommends these findings to the Ghana Education Service of the Ministry of Education to help them in modifying English Language syllabus.
This study implies that the use of mobile technology could be incorporated into a traditional English class, specifically the use of genre approach to work with writing skills. E-mail can be an academic, social and technological
NA
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 220
Entry Code
Title
LearningTeaching Models
Research Topics
Teaching Writing: Using Email in the ESL Classroo m
98ASI 2016L TTSA
Digital Storytelli ng Productio n as a Learning Tool in Improvin g ESL Learners’ Verbal Proficien cy
Participants Department (Accountan cy, Business Manageme nt, Costume Administra tion, Multimedia Arts, Psychology and Internation al Relation) 198 Students
LearningTeaching Technique
Digital Storytell ing
School Students (the level is not clear) (4 Students)
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
English writing skills to Filipino ESL learners via the E-mail Project, requiring students to write online outside the confines of the classroom while attending regular class sessions.
Investigated how the process of digital storytelling production can help ESL learners to improve their verbal proficiency
Case Study
Purposiv e
NA
Interview and SelfAssessment
Qualitative
Research Procedures
Research Results/discussion
on of e-mail -> pos-test
discussions reveal that despite some motivational and technologyrelated limitations, using e-mail in the classroom may help develop students‟ interest and confidence in writing, enhance their technological and social skills, develop learners‟ autonomy, and improve students’‟ attitudes towards English language learning.
Workshop (introduction of digital storytelling) -> implementati on of the project --> selfevaluation --> interview
The findings indicated that digital storytelling projects improved all the participants’ verbal skills. The data revealed that the participants reflected their positive experiences in using digital storytelling due to communicative practices and continuous imitation of pronunciation accuracy using Google
Conclusion
Suggestion/Implicati on
tool that may help develop students‟ writing ability, provide a social space for students‟ collaboration and interaction, improve students’‟ positive attitude towards the English language, build and boost students‟ confidence and interest in writing, and foster learners' autonomy.
This research evidently verified the suitability of digital story production in improving ESL students’ verbal skills particularly accuracy fluency and comprehensib ility.
Suggestion: future studies can consider using students from semi-urban or rural schools which come from different ages. For future studies, it is better to ask students to complete digital storytelling production as a peer or group project
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 221
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
The integration of ICT platform such as Videoscribe in teaching and learning provides endless opportunities for learners to engage more in the lesson as it creates fun environment and motivates learners.
Recommendation: more studies are needed to explore the teachers’ perceptions on the use of Videoscribe in teaching and expand the skills not limited to listening and speaking but also reading and writing.
In conclusion, the results of this study proved that using the news headlines via the internet for teaching purposes at the advanced level is effective.
It is recommended that teachers, educators and curricula designers are advised to encourage students to try online news headlines in English in their classes and perform activities on headlines.
It can be concluded from five action core research
Recommendation: larger sample such as school or educational institution in
Translator. It was also found that digital storytelling was an effective motivational tool.
99ASI 2016L TME
Learners’ Perceptio ns on the Effective ness of VideoScr ibe on Improvin g Listening and Speaking in Rural School of Sarawak
100OC C2009 LTME
Effect of Reading On-line Local Newspap ers Headline s on Developi ng Universit y Students’ Reading Skills in English
101AS I2010L TTSA
Using ‘A Shadowi ng’ Techniqu e’ to
LearningTeaching Media
VideoSc ribe
Junior High School Students (4 Students)
Investigate the learners’ perceptions on the effectiveness of Videoscribe on improving the listening and speaking skills
LearningTeaching Media
On-line Local Newspa per
University Student English Department (47 Students)
Investigates the effect of reading online English local newspaper headlines (Jordan Times) on university EFL students’ reading skills in English.
LearningTeaching Technique
Shadowi ng
University Student NonEnglish Department
The effectiveness of ‘shadowing’ in improving
Qualitati ve
NA
NA
Random
Action Research
Purposiv e
NA
Interview
Qualitative
Implementati on of videscribe as students' projects --> observation students' behavior and attitude --> semi-structure interview
Validity (jury of expert) and Reliability (Cronbach Alpha)
Tests and Questionna ire
Quantitative
Distributing questionnaire --> pre-test -> training --> post-test
NA
Questionna ire and Document
Quantitative and Qualitative
General plan -> distributing questionnaire-> action implemented
The analysis of the data indicated positive perceptions from the participants on the use of Videoscribe in improving their listening and speaking skills.
The findings revealed that there are significant differences at (α =0.05) due to the effect of reading on-line English local newspaper headlines on both experimental groups. In the light of this result, reading newspaper headlines via the internet is recommended for use in EFL classes. Cycle 1 --> Could not catch English at all. Discouragement. Material not
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 222
Entry Code
Title
LearningTeaching Models
Research Topics
Improve English Pronunci ation Deficient Adult Japanese Learners: An Action Research on Expatriat e Japanese Adult Learners
102AS I2013L TTSA
Using Graphic Organize rs to Improve Reading Compreh ension Skills for the Middle School
Participants (Expatriate Japanese) (4 Students)
LearningTeaching Technique
Graphic Organize r
Junior High School Students (70 Students)
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Japanese adult learners' pronunciation who are residing in Sabah, Malaysia after retirement
The effectiveness of using Graphic Organizers in reading comprehensio ns
Experim ental
NA
NA
Tests (pretest and post-test)
Quantitative
Research Procedures
Research Results/discussion
of shadowing technique --> observation -> learner journal (Cycle 1-Cycle 5)
suitable. Cycle 2 -> Could not reproduce, No knowledge of simplifications. Instruction on simplifications. Practice more. Cycle 3 --> Got used to shadowing, Improvement seen. Sometimes can use in daily conversation. Cycle 4 --> Could not listen to chunks, Not sure how to stress. Shadowed during pause. Instruction on stress, rhythm and intonation. No more pause. Cycle 5 --> Overall improvement. Could catch, follow, shadow much better. Improved in rhythm. Continue practicing stress, rhythm and intonation to catch key. The result of the post-test suggested that the experimental group students have improved in all the five types of reading questions compared to controlled group students.
Pre-test ->treatment (experimental and control group with different method) --> pos-test
Conclusion
Suggestion/Implicati on
cycles that there was an improvement of the participants in their pronunciation namely English rhythms.
Malaysia or other Asian countries, of various age and groups such as primary school pupils, secondary school students, university undergraduates or postgraduates, and adults would be interesting subjects to test the effectiveness of using the shadowing technique in assisting them to attain an internationally intelligible standard of spoken English.
Using graphic organizers is effective in reading questions like (1) identifying the main idea, (2) finding the supporting details, (3) dealing with vocabulary
Implication: the pedagogical implication here is the use graphic organizers during reading comprehension sessions indirectly motivates the students to create their own graphic organizer for the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 223
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
ESL Students
103IC C2009 LTME
Podcastin g: An Effective Tool for Honing Language Students’ Pronunci ation?
LearningTeaching Media
Podcasti ng
University Students General Course (22 Students)
Investigation of podcasting as a tool for honing pronunciation skills in intermediate language learning. Examining the effects of using podcasts to improve pronunciation in second language learning and how students’ attitudes changed toward pronunciation over the semester.
NA
Convenie nce
NA
Projects
Quantitative and Qualitative
Pre-survey -> material --> pre-podcast -> material --> post-podcast -> postsurvey
Students’ pronunciation did not significantly improve in regard to comprehensibility , perhaps because the16-week long treatment was too short to foster significant improvement and there was no inclass pronunciation practice. The podcast project, however, was perceived positively by students, and they appreciated the feedback given for each scripted recording and enjoyed opportunities for creativity during extemporaneous podcasts. The podcast project, however, was perceived positively by students, and they appreciated the feedback given for each scripted recording and enjoyed opportunities for creativity during
Conclusion
Suggestion/Implicati on
and (4) fact and opinion & (5) making inferences.
passages they read and comprehend. This improves their creativity.
Podcasting and repeated recordings alone are not enough to improve pronunciation over an academic semester.
Suggestion: further studies could be conducted to investigate whether students’ pronunciation might improve over a year or even longer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 224
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion
Conclusion
Suggestion/Implicati on
The use of Twitter encouraged participation and that the instruction had a beneficial effect on the students’ pronunciation of the target words.
Suggestion: future studies should also look at the advantages and disadvantages of Twitter over other SNSs. Twitter can be beneficial for both pronunciation teaching and learning, encouraging teachers to implement this SNS alongside other educational resources, be it as part of an online or on-campus learning program.
The production of digital stories enhanced student engagement with their studies which led to high levels of reflection on the subject matter, which as a result led to a deep understanding of the subject matter.
Suggestion: there is need to implement digital story- telling in other disciplines other than education in order to establish whether the results are replicable or not. The researchers also suggest that there is need for more researches to ascertain if higher levels of engagement would be experienced by students through using digital storytelling to engage with subject content which has not been previously taught using a different delivery method.
extemporaneous podcasts
104OC C2016 LTME
105OC C2013 LTTS A
Twitterbased EFL Pronunci ation Instructio n
Enhancin g Student Engagem ent with Their Studies: A Digital Storytelli ng Approach
LearningTeaching Media
LearningTeaching Technique
Twitter
Digital Storytell ing
Language School Students (16 Students)
University Students NonEnglish Department (Education and Social Sciences) 29 Students
Determine whether Twitter can foster online participation and whether it may have a positive effect on the pronunciation of a number of words commonly mispronounce d by EFL students.
Reports on the potential of digital storytelling in enhancing student engagement with their studies, amongst 29 final year preservice student teachers at a large University of Technology in South Africa
NA
Qualitati ve
NA
NA
NA
Trustwort hiness; descriptiv e validity and interpretiv e validity
Tests and Questionna ire
Focus Group Interview and Project
Quantitative
Qualitative
Pre-test --> questionnaire --> implementati on of twitterbased program --> interview --> post-test --> questionnaire
The results show that the instruction had a beneficial effect on the students’ pronunciation of the target words and that participants were actively engaged during the study.
Doing focus group interview --> seeing moments in the students' project
Findings of this study showed that digital storytelling- ling provided expanded opportunity for the students to engage and plug deeper into the subject matter. Factors which led to high levels of student engagement were: extended opportunities for study beyond the classroom time; motivation to interact with the subject content; student control of their own learning; the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 225
Entry Code
Title
106OC C2016 LTAS
Integratin g Edmodo into Foreign Language Classes as an Assessme nt Tool
107AS I2012L TTSA
Developi ng English Speaking Skills of Thai Undergra duate Students by Digital Storytelli ng through Websites
LearningTeaching Models
LearningTeaching Assessment
LearningTeaching Technique
Research Topics
Edmodo
Digital Storytell ing
Participants
University Students English Department (62 Students)
University Students NonEnglish Department (Technolog y) (50 Students)
Research Problems/Goal
Introduce the implementatio n of various assessment applications through Edmodo and offer some suggestions.
Investigate the implementatio n of digital storytelling in developing English speaking skills and the satisfaction toward learning from digital storytelling
Research Method
NA
Experim ental (Quasi)
Sampling
NA
Purposiv e
Validation
NA
NA
Data Gathering Instruments
Interview
Tests (Pretest and post-test) and Interview
Data Analysis Techniques
Qualitative
Quantitative and Qualitative
Research Procedures
Distributing some questions through interview
Pre-test --> treatment (the implementati on of digital storytelling) -> post-test -> interview
Research Results/discussion process of producing digital stories; peer learning, increased studentlecturer interactions and promotion of high levels of reflection. The results indicated that most of the students found Edmodo to be funny, motivating, user-friendly, and practical. They also stated that Edmodo reduced their test anxiety to a great extent and they would prefer to be assessed through Edmodo rather than traditional assessment techniques like pen-and-paper tests. The effects of implementing digital storytelling in the classroom have developed and helped the students’ English speaking skills. Moreover, it can help teachers to design their curricula with digital storytelling in the instruction so that students can be active and
Conclusion
Suggestion/Implicati on
Edmodo can function as an effective assessment tool in language classrooms. With its immediate feedback and user-friendly aspects, it can serve as an alternative assessment tool to traditional pen and paper exams in the classroom.
NA
In conclusion, Digital Storytelling Website (DSW) was a suitable tool for first year students at Suranaree University of Technology for increasing their knowledge of English. Moreover, it
NA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 226
Entry Code
Title
LearningTeaching Models
Research Topics
Participants
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
Research Procedures
Research Results/discussion self-directed learners.
108IC C2008 LTME
Using Video Podcast to Enhance Students’ Learning Experien ce in Engineeri ng
LearningTeaching Media
109IC C2008 LTMA
Using WebBased Language
LearningTeaching Materials
Podcast
University Students NonEnglish Department (Engineerin g) (16 participants )
Evaluate the effectiveness of integrating podcast in teaching engineering course, both graduate and undergraduate level..
Survey
NA
NA
Assessment
Web
University Students NonEnglish
Looks at ways of using Webbased language
NA
NA
NA
Questionna ire
Quantitative
Giving some questions in the end of the product of podcast project (peerreviewed)
Over 90% of returned survey commented that the video podcast episodes are very useful, especially when they are doing homework assignments, because they can go back to look for what they were missing in the lectures.
Quantitative
Distributing questionnaire to get
Participants in WBLL sessions using the Web site showed positive
Conclusion was a means for increasing students’ motivation to improve and practice their English speaking skill. Based on the survey and assessment, it is found that such technology can provide us with an important tool for the delivery of course contents in order to enhance the learning experience of students. Furthermore, students will feel empowered to learn with technology and be comfortable with, and capable of excelling in, diverse learning environment with various tools and technologies Overall, the students showed positive
Suggestion/Implicati on
The results suggested that students were able to enjoy enhanced learning experience and outcomes.
Recommendation: It is recommended that the Web site should be used in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 227
Entry Code
Title
LearningTeaching Models
Research Topics
Learning Activities in the ESL Classroo m
110IC C2016 LTME
Electroni c Flashcard s inside the Classroo m: Practical and Effective
Participants Department (Intensive Course for Overseas Students (ELICOS) (12 Students)
LearningTeaching Media
Electroni c Flashcar ds
Senior High School Students (12 Students)
Research Problems/Goal
Research Method
Sampling
Validation
Data Gathering Instruments
Data Analysis Techniques
learning (WBLL) activities and reports the results of a WBLL project that developed a Web site as a supplementary resource for teaching English as a second language (ESL) and tested the Web site with a group of students in an ESL context.
Evaluate the effectiveness of using computerversus paperbased flashcards as a learning tool within the context of the secondary foreign language classroom in learning new vocabulary.
Research Procedures students' opinion
NA
NA
NA
Tests (pretest and post-test)
Quantitative
Pre-test --> treatment --> post-test
Research Results/discussion attitudes toward WBLL and expressed the view that they would like to use more Web activities during and outside class time.
Results showed a significant difference when students practiced with computerized flashcards and paper-based flashcards. Participants performed better after having studied with electronic flashcards than they did after studying with paper-based flashcards.
Conclusion attitudes toward the use of the Web, agreed that they enjoyed the Web activities and would like to use more WBLL activities during and outside class time.
Electronic flashcards can provide a method that is shown to be academically effective.
Suggestion/Implicati on conjunction with classroom teaching and should be further developed to improve a broader range of student abilities and motivate student learning. Further studies are also recommended to look at the impact of the use of WBLL activities on students’ language development and, as a result, to improve our understanding and knowledge of ways of using WBLL in the ESL classroom.
Recommendation: the author recommends conducting the research with a larger number of participants. It would also be interesting to see the long-term results of the study methods (how students would perform on the same quizzes a month later)
