Untitled - Ethical Lingua

Ethical Lingua Journal of Language Teaching and Literature

ISSN 2355-3448 (Print) ISSN 2540-9190 (Online)

Ethical Lingua is an academic journal published on February and August by the Department of English Language Education at Universitas Cokroaminoto

Palopo. The journal presents scholarly articles on English language teaching and learning, linguistics, and literature. The content includes material development, studies, analyses, theories application, research report, and reviews.

Issued by

Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Universitas Cokroaminoto Palopo

Editorial Board

Advisors

Suaedi Rusdiana Junaid

Editor-in-Chief

Muhammad Affan Ramadhana

Associate Editor

Fibri Indira Lisanty AD

Manuscript Editor

Sri Damayanti Purnama Cahya

Musfirah

Web Editor

Andi Mangnguntungi Sudirman Fisma

Reviewers

Mashadi Said (Universitas Gunadarma – Jakarta) Abdul Hakim (Universitas Hasanuddin – Makassar) Haryanto (Universitas Negeri Makassar – Makassar)

Kisman Salija (Universitas Negeri Makassar – Makassar) Sri Hardiningsih H.S. (Politeknik Negeri Semarang – Semarang)

Address Program Studi Pendidikan Bahasa Inggris

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Cokroaminoto Palopo Jalan Latammacelling No. 19, Kota Palopo, Sulawesi Selatan

E-Mail: [email protected] Web/OJS: http://journal.uncp.ac.id/index.php/ethicallingua/

mailto:[email protected]

http://journal.uncp.ac.id/index.php/ethicallingua/

Table of Contents

Volume 3, No. 2, August 2016 Pages

Students versus Plagiarism: How is Online Plagiarism Detection Service

Perceived?

Muhammad Affan Ramadhana ....................................................................... 89

Factors Contributing to the Maintenance of Konjo Language

in Heterogeneous Area of Bulukumba Regency (in the Perspective of

Ethnolinguistic Vitality)

Sri Ningsih ....................................................................................................... 103

The Contribution of Reading Activities towards Students Writing

Performance

Yanpitherzon Liunokas .................................................................................... 114

Encouraging Students to Have Positive Attitudes toward

Learning English

Abdullah Syukur .............................................................................................. 122

Using Questions Box in Teaching Simple Past Tense

Shanty Halim ................................................................................................... 131

The Typical Different Features of Grammar of the British English (BrE)

and American English (AmE)

I Wayan Dirgayasa ........................................................................................... 141

Assessing English Learners in Various Ways

Arny Irhani Asmin ........................................................................................... 153

Ethical Lingua, Vol. 3, No. 2, August 2016

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STUDENTS VERSUS PLAGIARISM:

HOW IS ONLINE PLAGIARISM DETECTION SERVICE PERCEIVED?

Muhammad Affan Ramadhana

[email protected]


Abstract

The development of information and communication technology plays a considerable role for students in writing their theses. The positive side, it will help the students to find countless number of academic sources ranging from journal articles to complete theses written by other scholars. On the other hand, it will also create a chance for the students to commit plagiarism easier. Unoriginal writing and plagiarism in this digital era can be detected in the digital way by using plagiarism detection software. This paper elaborates how students understand the concept of plagiarism, how they avoid plagiarism, and how they perceive online plagiarism detection service. The data was taken from interviews to MA students during their period of thesis writing. This paper concludes several important outlines to be learning guidelines for the students in improving their academic writing. Keywords: plagiarism; plagiarism detection service; academic writing

Abstrak

Perkembangan teknologi informasi dan komunikasi berdampak cukup signifikan bagi mahasiswa, khususnya dalam proses menulis tesis atau skripsi. Hal tersebut akan membantu mereka untuk menemukan berbagai referensi, mulai dari artikel jurnal, hingga berbagai tesis dan skripsi yang ditulis oleh mahasiswa di perguruan tinggi lain. Di sisi lain, hal tersebut juga akan memudahkan mahasiswa untuk melakukan plagiat. Di era digital ini, orisinalitas ataupun plagiarisme dapat dideteksi dengan menggunakan software atau layanan deteksi plagiat. Makalah ini menjelaskan bagaimana mahasiswa memahami konsep plagiarisme, bagaimana mereka menghindari plagiarisme, dan bagaimana pendapat mereka terhadap layanan deteksi plagiarisme online. Data tersebut diambil dari wawancara yang dilakukan kepada mahasiswa S2 selama periode penulisan tesis. Makalah ini menyimpulkan beberapa hal penting untuk digunakan sebagai pedoman bagi mahasiswa dalam meningkatkan kemampuan menulis akademik. Kata kunci: plagiarisme; layanan deteksi plagiat; penulisan ilmiah


Ramadhana: Students vs. Plagiarism

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Introduction

Writing thesis or dissertation requires proper research skills and decent

academic writing. Facts and data collection, data analysis, data interpretation, and

conclusion drawing are the elementary skills that every college students must have.

Most universities issued a handbook or guideline in writing thesis and dissertation.

Not only that, the students must also learn to elaborate their ideas and their research

findings into an original report. The problem, then, lies on the students’ ability and

integrity to produce original writing as their final project in college.

Meanwhile, the development of information and communication

technology plays a considerable role for students in writing their theses. The

positive side, it will help the students to find countless number of academic sources

ranging from journal articles to complete theses written by other scholars. On the

other hand, it will also create a chance for the students to commit plagiarism easier.

As some students will find that thesis writing is hard, they tend to employ a

patchwork writing. In that case, they used some ideas and statements from multiple

sources and made it fit together by simply copying and pasting without any citations

(Turnitin, 2012; Razera, 2011).

Paltridge & Starfield (2007) explained that the psycho affective is one of

several issues related to thesis writing in English. This includes lack of confidence

and fear of failure and rejection. Furthermore, they stated that even the high

achiever students would struggle in completing this advanced academic writing

task. Consequently, the implementation of plagiarism prevention software might

somehow affect the students in writing their theses.

As a common fact, one of the most concerning factors in thesis writing, as

well as academic writing in general, is the originality of the writing. Although the

clear concept of plagiarism is inexplicit, the substance of plagiarism is using

unacknowledged content from the others’ work. Supporting the statement, Razera

(2011) explained that the concept of plagiarism might be straightforward in theory

but it will be harder to be determined practically. It is reasonable since someone

might rephrase others’ idea, then claim it as his/her own work, while thinking it as

an acceptable way. The problem will be more complex if the source is an

unpublished work.


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Therefore, the action to prevent plagiarism should be started in the early

academic level. The first effort should be taken against plagiarism is to nurture the

students in citing others’ work properly as well as teaching library and referencing

skills to the first years students. The lecturers should integrate some training about

plagiarism in the course. These include teaching ethical writing and nurturing the

students on what establishes plagiarism in addition to preparing some guidelines on

writing citation and giving credit to the author (Twomey, 2009; Embleton & Helfer,

2007; Goddard & Rudzki, 2005). Supporting those arguments, Neville (2010)

elaborated six knowledge related reasons for referencing ideas in writing:

1. to aid the tracing of the source of ideas; 2. to assist the writer to construct a ‘web of ideas’; 3. to support the writer’s argument or ideas in academic writing; 4. to validate the arguments; 5. to supports the expansion of knowledge; and 6. to give credit to the work of others.

All those academic writing skills should become a standard for students in

writing their theses. It means that all of the students must know how to produce

academic writing, to find valid and reliable references, to paraphrase other writer’s

sentences, and to cite sources and references appropriately. By then, both students

and lecturers, who are involved in the academic setting, should manage to keep the

standard in order to produce noble and honest academics with original and high

quality academic writings.

Detecting Plagiarism

In writing a paper the students will not always depend on the old school

library anymore. Countless numbers of academic sources are available on the

internet in this digital era. Nevertheless, the easiness of finding sources may lead to

patchwork writing or plagiarism. It might be possible for some lecturers to

recognize whether the student’s writing is original or not. However, it is not always

the best way. Unoriginal writing and plagiarism in this digital era can be detected

in the digital way by using anti plagiarism software. There are some online

plagiarism detection services available on the internet either free or paid based

services.


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Table 1. List of Some Plagiarism Detection Services in the Internet

Plagiarism Detection

Services

Features

License

Turnitin www.turnitin.com

- Similarity Detection - Huge Repository

Commercial (Only for Institutions)

Viper www.scanmyessay.com

- Similarity Detection Open Source

Grammarly www.grammarly.com

- Grammar Check - Spell Check - Originality Check

Paid (Commercial)

PaperRater www.paperrater.com

- Similarity Detection - Spell & Grammar Check - Online Proof-reader

Free / Paid (for Premium)

Plagramme www.plagramme.com

- Similarity Score - Plagiarism Risk Score - Paraphrase Score - Bad Citations Score

Free

Plagiarism Checker X plagiarismcheckerx.com

- Online Plagiarism - Side by Side Comparison - Bulk Search

Paid (Commercial)

The founder of Turnitin, Barrie (2008), explained that the software works

by originating a ‘digital fingerprint’ for each paper submitted. In other words, the

Turnitin servers create a pattern recognition algorithm to convert the words and

sentences from the paper into computer codes. The digital fingerprint then

compared to the database on the servers, which includes but not limited to the

internet articles, nearly 100 million of other students’ papers, tens of millions of

academic journals articles, newspapers, electronic books, and magazines. The

servers already contain the digital fingerprints of all those databases. When a paper

submitted, it will be compared to the databases directly, and then the website will

display the originality report of the paper. The report will show and highlight the

similar or unoriginal phrases or paragraphs along with the link of the matching

sources. The instructor/lecturer can study the report and determine if the student

commits plagiarism or the student only needs to re-paraphrase his/her writing.

A study conducted by Turnitin (2012) to 879 respondents of both higher and

secondary education instructors to find out the dominant and challenging problems

in plagiarism among the students. The study concluded that there are 10 types of


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plagiarism that mostly committed by the students. Turnitin ranked those types of

plagiarism by intent as follows:

1. Clone : Submitting another’s work, word-for-word, as one’s own. 2. Ctrl-C : A written piece that contains significant portions of text from

a single source without alterations. 3. Find – Replace : Changing keywords and phrases but retaining the essential

content of the source in a paper. 4. Remix : Paraphrasing from other sources and making the content fit

together seamlessly. 5. Recycle : Borrowing generously from one’s own previous work

without citation; to self-plagiarize. 6. Hybrid : Combining perfectly cited sources with copied passages—

without citation—in one paper. 7. Mash Up : A paper that represents a mix of copied material from several

different sources without proper citation. 8. 404 Error : A written piece that includes citations to non-existent or

inaccurate information about sources. 9. Aggregator : The paper includes proper citation, but contains almost no

original work. 10. Re-Tweet : This paper includes proper citation, but relies too closely on

the text’s original wording and/or structure.

Turnitin and many other plagiarism detection services have been used by

many schools and institutions to this day, so does the research on its use. (See

Bruton & Childers, 2016; Özbek, 2016; Ali, 2013; Graham-Matheson & Starr,

2013; Razera, 2011; Batane, 2010). This paper, however, focused on exploring how

EFL students in Indonesia understand the concept of plagiarism, how they avoid

plagiarism, and how they perceive online plagiarism detection service.

Method

The data in this paper is taken in 2014 from a collection of interviews to

seven MA students. The interviews was conducted during their period of thesis

writing. I explored their opinion by asking key point of plagiarism in an in-depth-

interview and occasionally give comments on each student’s explanation. The

whole session was tape-recorded and transcribed. I analyse the data by identifying

and isolating the excerpts needed and compare it with other excerpts. I, then,

concluded the all opinions appeared during the interview as displayed in the

following section.


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Results

The Students’ Understanding of Plagiarism

The data obtained from the interview shows the students’ understanding of

plagiarism. In the beginning, the students were asked about the references they got

in writing their theses. The students admitted that they got most of the references

from the internet, including journal articles, electronic books, and other websites,

which are relevant to their theses. The other references, offline, they got from the

library such as books and the collections of theses from the previous students.

Definition of Plagiarism

When the students were asked about the definition of plagiarism, all of them

apparently knew and realise the fundamental concepts of plagiarism. The important

aspects that establish plagiarism according to the students’ understandings are:

1. Quoting sentences (either directly or indirectly) without providing the source;

and

2. Quoting sentences without changing or paraphrasing the original words.

The following are the excerpt of the students’ statements about plagiarism taken

from the interviews.

Excerpt 1. Definition of plagiarism

“…generally, plagiarism means quoting, both directly and indirectly, without providing the source (of the quotation).” – (R-1) “As far as I understand, plagiarism means taking other people’s work and claiming it as our own work without citing the source.” – (R-2) “The definition of plagiarism is quoting or taking, a hundred percent or entirely, the references from other source without changing a single statement or words or phrases from the original source." – (R-3) “…directly copying other’s thesis without paraphrasing, that is plagiarism. For instance, in the background part, if we copy one paragraph-two paragraphs and there is no paraphrasing, just copy the entire sentences there, that is plagiarism.” – (R-4) “…taking other people’s idea or opinion, made it as our own, and not cited properly, more or less.” – (R-5) “The substance of plagiarism is quoting or using other people’s ideas or theories but failing to put the name of the author. (It is) only quoting without putting the source or the name of the source which he/she quotes.” – (R-7) Those students’ opinion covers the fundamental definition of plagiarism,

which is taking or quoting other people’s work without giving any credit or proper


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citation to the original writer. Additionally, they also raised several reasons of why

plagiarism happened among the students:

1. The students got lack of socialization about plagiarism; 2. The students had lack of knowledge in quoting and paraphrasing sentences; and 3. The students had lack of awareness on the importance of giving credits to the

authors whose ideas were taken in the students’ writings. The following are the excerpt of the students’ opinion about the causes of

plagiarism, which was taken from the interviews: “It seems that the tradition of copy-paste is prominent in the students’ theses writing. However, by looking at the cause of that action, most of the students unintentionally did plagiarism. Because they do not know, getting lack of socialization (about plagiarism), have lack of knowledge about how to quote and paraphrase, and have lack of awareness of the importance of citing other people’s ideas, statements, or sentences.” – (R-6)

Ways to Avoid Plagiarism

As the students apparently have an understanding about plagiarism, they

should have known the way to prevent or avoid plagiarism. The researcher then

asked the students about what they did in order not to commit plagiarism. The

students suggested some ways that were factually parallel to what they define on

plagiarism. The students’ suggestions are:

1. Always put the source of the ideas/statements which were taken from other writers;

2. Change or paraphrase the original words which were quoted as much as possible; 3. Make sure that the quoted ideas were taken from the valid and traceable sources; 4. Always recheck the quoted ideas in terms of proper citations, proper

paraphrasing, and proper indentation (for direct quotations); 5. Consider using the plagiarism prevention software in checking the writings; and 6. Always be aware of the importance of ethics in academic writing.

The following are the excerpt of the students’ statements about how to avoid

plagiarism, which were taken from the interviews.

Excerpt 2. Ways to avoid plagiarism “The most safe and fundamental way (to avoid plagiarism) is providing the source when we are quoting words, not only sentences, if we realise we are quoting other person’s ideas. Even though it is not even that person’s ideas (i.e. he/she is also quoting), we still have to provide the source, in terms of where the quotation from was and who the original author is.” – (R-1) “…the way I used to do in order to avoid plagiarism is by putting the author’s name and as much as possible, changing the sentences to be not exactly the same as the original writings, but remains putting the author’s name. Although only the ideas were taken, the sources still have to be provided.” – (R-2)


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“…in order to avoid plagiarism, instead of merely copy and paste the words, I try to rephrase by using other words without changing the meaning (of the original words), but still giving credit or name of the author of the book or journal articles (which I quote).” – (R-3) “The first thing to do is to make sure that the sources I use are valid and traceable. I mean, I must know the author, the year, the book title, and the publisher. The second, it is important to recheck if I made citation properly, made indentation properly, avoid (quoting) more than four sentences, paraphrasing correctly, and still cited the sources. The last, we need plagiarism detector to analyse the similarity (of the writing). Also, we can ask other people to recheck/proofread our writing.” – (R-6) “…we supposed to be aware that what we wrote was a scientific work that would be consumed by many readers. We should realise that if our writings contains other people’s ideas, we must admit that the idea belongs to other people. Self-awareness is very important to a writer.” – (R-7) Commonly, the students knew the fundamental ways to avoid plagiarism.

They agreed that the skills of paraphrasing, making proper quotations, and proper

citations are the essential way in order not to commit plagiarism. However, another

student had the different opinion. That student argued that it would be more

effective to prevent plagiarism if the authorities issued a specific policy or

regulation about that. The following is the excerpt of that student’s point of view. “It should not begin from the bottom up, because the students tend to seek easiness in writing their theses. I mean, it is difficult to make the students aware (of not committing plagiarism). Instead, it should be the authorities (of the university) who issue the regulation of there must be no plagiarism in the students’ theses. Because, the students prefer faster and easier way (to finish their theses) no matter how they would do it.” – (R-4)

The Students’ Perceptions towards Online Plagiarism Detection Service

Different opinions showed by the students about the way to prevent

plagiarism. One of them mentioned the use of plagiarism detector, which is related

to the objective of this research. As the main issue, the researcher asked the students

about their perception toward the use of plagiarism prevention software.

Apparently, there were students who fully agree of the idea of online plagiarism

detection service; and there were also those who partly agree and partly doubt of

the idea. The following are the excerpt of the students’ opinions taken from the

interview.

Excerpt 3. Theses checking through plagiarism software “I would be excited if there is a similarity report. I want to know how much the similarity is. Therefore, I could consider if my writings, which have no source or I did not put the source, turned out to be somebody else’s. In case the similarity exceeds the predetermined limit, it should make us learn about how to paraphrase. It should not become worries. Apart from the purpose of the graduate


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program authorities to determine if the students’ theses are acceptable or not, do not worry. We should appreciate the students’ efforts in conducting researches and writings.” – (R-1) “I support this (theses checking through software) for my own advancement. So, why not? In terms of confidence, I actually only 75% sure. When (my thesis) exceed the similarity limit, I would be pleased to accept the result. Because it will show, which part of my thesis that is similar and which part is not. Therefore, I can correct the words in my thesis. I do not think it would burden me.” – (R-2) “I do agree with the regulation. This is apparently still in the stage of introducing. In my experience, when I was an undergraduate student, we often hear of plagiarism but there was no rule that states that we have to really pay attention (to the issue of plagiarism). With the plagiarism detector, I am sure that the students will be more aware that it should not be like that. They will find out how to avoid plagiarism. However, the student should not be less confident to cite, or even worse, fill their theses with full quotations.” – (R-6) “I actually agree if the regulation was totally implemented. Because, it could prevent plagiarism among the academics, as well as encourage us as the academics or the students to work harder on developing our skills in writing.” – (R-7) The previous are the students’ positive perception on the issue if the theses

should be checked through online plagiarism detection service. However, some

students had different perceptions. They did not present a full support for that issue.

Commonly they were worried of being detected by the software. The following are

the excerpt of those students’ opinions. “In my opinion, there is some part that is good and there is some part that is not good for me. The good part, it can measure on how much we commit plagiarism in our writings. The bad, I think there will be a fear of being accused of cheating or stealing. I feel afraid more. There are some parts of my thesis, which I took without any change. So, my level of confidence is approximately tied at fifty-fifty.” – (R-3) “Personally, it will be a good thing for me. It will be good in order to improve the students’ creativity to be able to make original work, not just taking other people’s works. It also can improve the students’ achievement. However, I am very worried of being detected. I am worried commonly in chapter two (of the thesis), because in chapter one, it is commonly my sentence and may be some sentences from the expert. There is also no plagiarism in other chapters.” – (R-4) As the students showed different perceptions towards the use of online

plagiarism detection service in checking their theses, it is also important to

understand their confidence in terms of the result of the software detection. The

software will display the percentage of the students’ theses similarity to other

writings. Some students presented high confidence of their theses similarity from

the software detection. Some others worried of being detected and having high

similarity percentage.

Nonetheless, all of them agreed that chapter two of their theses, which

consists of previous findings and some relevant theories, will likely have the highest


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similarity on the detection compared to other chapters of their theses. Their concern

is reasonable since chapter two was composed based on other people’s research

findings and theories. The students were mostly worried of being unable to do

proper paraphrasing, quotations, and citations. The following are the samples of the

students’ excerpt in terms of the part of their theses that they worried about.

Excerpt 4. Doubtful part of the students’ theses

“I am still not confidence of chapter two (of my thesis), because that chapter consists of the information from other people. Should we paraphrase all of them (?). Supposedly, the policy maker should still reconsider chapter two. Because in chapter two, from my observation on the international journals, they also took all (of other’s ideas) and not fully paraphrase all the ideas. They were also citing. If we cite 80% and it still considered too much, then where would we get the information (?). We are not the expert.” – (R-6) “I am still not sure. I worry mostly in chapter two. Because, I took many theories, many people’s arguments to be put there, which should be paraphrased. I doubt if it is not meet the standard. I tried to paraphrase it as best as possible, but I still worry.” – (R-5)

Discussion

Previous studies pointed out that the clear and detailed concept of plagiarism

is still indistinct, but its substance can be defined generally (e.g. Dahl, 2007; Razera,

2011). Commonly, the essence of plagiarism is taking other people’s statements

without putting the source. On the more complex case, relying too much on the

structure of the original text or just copying the text, unless it is a direct quotation,

could also considered as plagiarism. Apparently, most of the students had already

understood that concept (See Excerpt 1: R-1, R-2, R-3, R-4, R-5, and R-7). In other

words, the students seemed to know if their writings contained plagiarised texts or

not.

Even though most students understood and realised the essential concept of

plagiarism, it remains happening. Some students might conducted plagiarism

deliberately; some others might conducted it unintentionally. Those who did

plagiarism unintentionally might be unaware or have lack of knowledge and skills

in paraphrasing and quoting other people’s sentences (See Excerpt 1: R-6).

Supporting that finding, Razera (2011) concluded that it is easier to define the

concept of plagiarism theoretically, than to determine it practically. Another study

pointed out that the students might be able to identify plagiarism on the obvious

cases, but they still had a doubt in determining plagiarism on the ‘borderline cases’

(Zimitat, 2008). Therefore, in avoiding plagiarism, it is important to put the source


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of every sentences, which is not the writer’s original words (See Excerpt 2: R-1, R-

2, R-3, R-6, and R-7).

However, relying on the students themselves to be aware might not always

be effective since human errors will always occur. In most cases, the students prefer

easier ways in writing their papers. Therefore, there must be a specific rule in

university regarding the issue of plagiarism among the students (See Excerpt 2: R-

4). The rule, as implemented in most top universities, might involve the use of

plagiarism detection software to check the students’ papers.

Towards the use of online plagiarism detection service, the findings of this

study suggest that most of the students showed positive perceptions (See Excerpt

3: R-1, R-2, R-6, and R-7). Mainly, the students thought that the use of such

software would be a challenge for them improving the quality of their writings. This

is consistent with the previous studies conducted in some universities abroad (e.g.

Bruton & Childers, 2016; Özbek, 2016; Ali, 2013; Dahl, 2007; Davis, 2007;

Graham-Matheson & Starr, 2013). This study found out that there were several

reasons supported the students’ positive perception towards plagiarism prevention

software:

1. The software could help the students in checking the originality of their writings;

2. The report of the software detection could become a learning tool for the students

on how to paraphrase sentences and make proper quotations and citations;

3. The software could help the students to work harder in developing their skills in

academic writing; and

4. The software could help the students to be more aware of the issue of plagiarism

in academic writing.

Nevertheless, not all of the students displayed positive perceptions. Some

of them did not display full support, or had less positive perceptions towards the

use of plagiarism prevention software (See Excerpt 3: R-3, R-4). The students were

worried of their theses being detected by the software. The students were mostly

worried of some parts of their theses because of having lack of knowledge and/or

time to paraphrase the sentences, which they took from other writers. They realised

that the software will detect every similar words, between their thesis and other

previous writers, and possibly be accused as plagiarism.


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Those feelings of insecure, as I concluded, might be caused of the lack of

skills and time of paraphrasing the other’s ideas in the students’ theses. In the

‘review of literature’ part of the thesis, contains many other people’s research

findings, ideas, arguments, and/or theories. The students were just not confident if

they properly paraphrased all those words. They did paraphrased the sentences and

put credits to each source they used in their theses, but not confident enough if the

paraphrased texts would pass the similarity checking in plagiarism prevention

software (See Excerpt 4: R-6, R-5). Similar to Zimitat’s (2008) study, these findings

indicate that the students still need to put some works in developing their academic

writing skills.

Conclusion and the Recommended Skills

In order to avoid the similarity detection of online plagiarism software, the

students must have appropriate academic writing skills. I compiled several

important outlines to be learning guidelines for the students as displayed in the

following points:

1. In finding the references, the students should always use the first-hand or

primary sources. Using citation within a citation is not recommended unless it is

inevitable. Moreover, the references used should be valid and traceable. The

students should avoid using unpublished materials as much as possible, since

those sources are difficult to be traced. Additionally, the students should

consider using most recent references and avoid using old-dated studies.

2. In using other people’s ideas/arguments/findings, specific graphics, or research

instruments, the students should always put credit to the authors. Failing to refer

the authors means plagiarism.

3. In quoting words, the students should only take the important points of ideas, not

the entire paragraphs. The students should paraphrase the originals words and

recombine the ideas in the students’ original words. Furthermore, the students

may use direct quotation if they consider paraphrasing the original idea probably

loses its meaning.


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4. In developing their paraphrasing skills, the students should start by paraphrasing

simple sentences. Afterwards, they may continue paraphrasing complex

sentences and compound sentences.

5. The students should read more books and academic journal articles, which are

related to their field of study. By reading more texts, the students should be

familiar with academic words and expressions. Consequently, it would help

them in paraphrasing and constructing their own ideas into comprehensible

sentences.

References

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Batane, T. (2010). Turning to Turnitin to fight plagiarism among university students. Educational Technology & Society, 13(2).

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FACTORS CONTRIBUTING TO THE MAINTENANCE OF KONJO

LANGUAGE IN HETEREGENEOUS AREA OF BULUKUMBA REGENCY

(IN THE PERSPECTIVE OF ETHNOLINGUISTIC VITALITY)

Sri Ningsih

[email protected]

Akademi Kebidanan Tahirah Al Baeti

Abstract

The use of an ethnic language depends on the strength of the language and the efforts of the community to maintain its language. The study aims to describe the factors contributing to the survival of the language viewed from ethno-linguistic vitality and its vitality degree. The study was carried out in Ujung Bulu as the city of Bulukumba regency which is inhabited by various ethnic people (heterogeneous region). It is a descriptive quantitative-qualitative study applying observation, questionnaire distribution, and interview to collect data from a sample of 30 subjects selected based on age groups by means of multi-stage sampling technique. The study indicates that in the heterogeneous area proves that demography factors have insignificant contribution to the maintenance of Konjo language in the regency as indicated by regression value of demography factors p = 0.741. The statuses and institutional factors however have a significant contribution to the maintenance of the language with the values of p = 0.010 and p = 0.002 respectively. Based on the quantitative data analysis and interview as well as observation, the vitality of Konjo language in Bulukumba regency is high as indicated by the use of the language. Keywords: language survival, objective ethno-linguistic vitality, demography,

statuses, institutional support

Abstrak

Kebertahanan penggunaan sebuah bahasa etnik tergantung pada kelebihan yang dimiliki oleh bahasa tersebut dan bagaimana upaya-upaya masyarakatnya dalam mempertahankan bahasa etnik mereka. Penelitian ini bertujuan mendeskripsikan faktor-faktor yang berkonstribusi pada pemertahanan bahasa konjo di kabupaten Bulukumba dari sudut pandang Objective Ethnolinguistic Vitality dan mendeskripiskan seberapa besar tingkat vitalitas Bahasa Konjo di kabupaten Bulukumba. Penelitian ini dilaksanakan di Kecamatan Ujung Bulu dimana daerah ini bersifat heterogen yang dihuni oleh beberapa etnik yang berbeda. Jenis penelitian adalah deskriptif dengan pendekatan kuantitatif dan kualitatif. Metode yang digunakan dalam pengumpulan data adalah observasi, kuisioner, dan interview. Sampel sebanyak 30 orang diambil berdasarkan kelompok umur dengan menggunakan teknik multi stage sampling. Hasil penelitian menunjukkan bahwa dari ketiga variabel yang diteliti (demografi, institusional support, dan status), faktor demografi tidak signifikan dalam memberikan konstribusi pada pemertahanan bahasa Konjo di wilayah kota Kabupaten Bulukumba. Hal tersebut ditunjukkan pada nilai regresi yang rendah, yakni p value = 0,741. Akan tetapi,

Ningsih: Factors Contributing to the Maintenance

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faktor status dan institusional memberikan konstribusi pada pemertahanan bahasa Konjo. Ditemukan tingkat signifikansi dengan nilai regresi p value keduanya adalah berturut-turut 0,010 (status) dan 0,002 (institusional). Akhirnya, berdasarkan hasil pengujian data kuantitatif, hasil interview, serta pengamatan, maka ditemukan vitalitas bahasa Konjo menunjukkan nilai yang tinggi. Kata kunci: pemertahanan bahasa, objective ethnolinguistic, demografi, status,

dukungan institusional

Introduction

Bulukumba is regency which is located in the end of the southern part of

South Sulawesi Province in Indonesia. It is adjacent to Bantaeng regency on the

west, Sinjai regency on the north, Bone bay on the east, and Flores Sea on the south.

Based on the data from central statistical agency of Bulukumba in 2011, it is

inhabited about 398,531 people and distributed into 10 sub districts, 24 villages,

and 126 country sides. Its main commodities are plantation, agriculture, and service.

From view of ethnic language, Bulukumba people mainly speak Buginese and

Konjo. The people who speak Buginese spread in the south area of Bulukumba and

the Konjo speakers live in the east side. But, in the central town of Bulukumba, both

of them live side by side together with some Javanese and Chinese.

As the consequence of globalization era and national policy about national

formal language of Indonesia which regulate Bahasa (Indonesian Language) as the

only one formal language use in the country, Konjo language is becoming more

marginalized. In Indonesia, ethnic language is only consider as cultural wealth,

rather than a formal communication tool in the country’s holding (Ida, 2010).

Moreover, there are some negative images regarding to the ethnic languages.

Darwis (2007), said that there are four negative images of ethnic language in the

modern era now. First, the ethnic language is considered as the part of ancient

people. Second, the ethnic language is belongs to poor and uneducated people.

Third, the ethnic language is not useful in the outside of the village. The last, the

ethnic language can hinder the development of the community. This phenomenon

is the picture about language endangerment. When one language has been infected

by symptoms of an endangered language, the language in the future will become a

language death and shift to another language as the consequence if the speakers are

not able to maintain it.


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In order to systematically investigate an ethnic minority language, Bourhis,

Giles and Taylor (1977) quoted in Yagmur & Ehala (2011), proposed the model of

Ethnolinguistic Vitality (EV) to develop a framework for investigating the role of

socio-structural variables in intergroup relations, cross cultural communication,

second language learning, mother tongue maintenance, and language shift and loss.

The vitality of an ethnolinguistic group was defined as ‘that which makes a group

likely to behave as a distinctive and active collective entity in intergroup situations.

The EV model formed three structural variables which influence the vitality of

ethnolinguistic group. They are status (economic status, social status, socio-

historical status and language status), demographic (sheer numbers of group

members and their distribution throughout territory), and institutional support

variables (the extent to which a language group receives formal and informal

representation in various activities such as mass media, education, government

services, industry, religion and culture).

The study of language maintenance using the theory of Ethnolinguistic

Vitality has been explored by many researchers around the world. According to

Google Scholar cited in Yagmur and Ehala (2011), the annual number of new

publications mentioning ‘Ethnolinguistic Vitality’ has been steadily growing during

the last 15 years, from 20 in 1995 to 144 in 2009. Some of them are Finocchiaro

(2004), who studied about language maintenance/shift of a three-generation Italian

family in three migration countries (an international comparative study). This study

is undertaken and described in the context of the different policies on migrant

integration and minority languages in the three migration countries. Kasatkina

(2011), studied the language shift and maintenance among Russian immigrants

from the former Soviet Union. She attempted an examination of external factors

that affecting the language-based choice made by families and individuals within

the family of Russian immigrants. Wang & Chong (2011), studied the hierarchical

order of social factors involved in language maintenance and language shift. This

study presented the ongoing process of language shift among various dialect groups

in the Malaysian-Chinese community. Hudyma (2012), studied about the language

maintenance and shift a case study of Ukrainian in Saskatchewan. This study

described some certain socio-cultural factors correlate with frequency of Ukrainian


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language use and its proficiency, and some characteristic patterns in language use

in the family of Ukrainian.

Until now, there is still very few studies on language maintenance and shift

carried out on non-migrant communities. Besides, the study of ethnolinguistic

vitality in Indonesia is not well developed yet as in other multicultural countries.

Most of the studies on language maintenance and shift conducted within the

framework of sociolinguistic through the identification of domains and situations

in which the language is no longer used or is gradually replaced by another

language. But this study aims to use the model of objective ethnolinguistic vitality

to present the ongoing process of Language Maintenance of Konjo as non-migrant

community and its vitality degree.

Material and Methods

Location and Research Design

The research was conducted in Bulukumba regency where the Konjo

communities live in, the heterogenic area which is located in the town of

Bulukumba regency that is sub district of Ujung Bulu. This research is categorized

as a descriptive research which is completed by using qualitative and quantitative

approach that describe some factors which influence language maintenance of

Konjo in Bulukumba regency. It also examines the theory of ethno linguistic vitality

(EV) in minority community of Konjo, which has been used by many previous

researchers around the world as the tools for studying language maintenance and

language shift. Language maintenance then “is the absence of language shift”

(DeVries, 1990). This can occur both at the individual level and from one

generation to the next. Fishman (1989), defined language maintenance as “the

process and pursuit of inter-generational linguistic continuity.”

Population and Sample

Population of the research was taken from Konjo communities in

Bulukumba regency who leaves in the coastal areas especially in heterogeneous

area (Ujung Bulu). The researcher chose this area because it consisted of various

ethnic who live side by side for long time. The population of the research was

approximately 27.742 speakers. The numbers of total samples taken from the

population were 30 samples represented the heterogeneous group by using multi


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stage sampling and the respondents were taken randomly based on categorization

of 5 age groups, such as follows: ≥ 60 years old, 36 – 59 years old, 20 – 35 years

old, 13 – 19 years old, ≤ 12 years old.

Data Collection

Before doing this research, the researcher had visited the location and

observed the activities of Konjo community and the condition of the area and

residents. By doing this, the researcher gathered some previous data and

information related to this research. This data were used to enhance research design

so that population and sample can be determined. Interview was applied in order to

find the major factor influenced language maintenance. The respondents were

interviewed separately and the answers were taken as natural as possible. Interview

consisted of several important questions that less or more are similar to the

questions in questionnaire. All the questions were arranged into the structured

interview model. It helped the researcher to be more focus. Besides, it supported

the information/data on the questionnaire form.

Questionnaire was used in order to get information/data related to the topic

of the research. It may also support the data from interview which related to

objective ethnolinguistic vitality. So, list of questions that related to objective

ethnolinguistic vitality had been arranged so that all needed data could fulfill the

research aims. Numbers of previous study had proved that questionnaire is a useful

instrument in the studies of language maintenance. When the researcher doing the

observation, note taking will be helpful to obtain data that could not be gathered

from questionnaire or interview. So, notes were be used as the research instrument.

Moreover, recording tape was used when the researcher interviewing the

respondents and watching the important activities that relate to the topic of research.

A video recording and camera were also used as other tools of investigation.

Data Analysis

In order to analyze the data systematically, the researcher had done the steps

as follows: First, data from questionnaires were analyzed by using regression to

know to what extent contribution of the independent variables toward the dependent

variable. Second, data gathered from interview and observation was used to

strengthen data from questionnaire. The analysis was done quantitatively first by


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converting all the raw data into SPSS 17.0 and after that they were analyzed

qualitatively through interpretation of the whole data.

According to Mahsun (2005) quoted in Djamereng (2012), “In

Sociolinguistic studies, data were analyzed by using content analysis, domain

analysis, discovering cultural analysis, and constant comparative analysis. All kinds

of analysis used are simply to fulfill the need of sociolinguistics study, especially

with regard to data analysis that intends to compare data to others through data

collection. Based on this, the data on this research were be analyzed by using

constant comparative analysis as this research takes two groups of Konjo

community (homogeny and heterogenic) to be compared.”

Results

Correlation Analysis

The result of bivariate analysis in this research can be explained as follows:

In the demography variable with the significance level of 95% (α = 0.05), we can

get the significance value of this variable (P value) is 0.741 > 0.05. The value

defines that H0 of this research is accepted and describes that demography variable

has insignificant influence to the language maintenance variable in heterogenic

area. In the status factors variable with the significance level of 95% (α = 0.05), we

can get the significance value of this variable (P value) is 0.010 < 0.05. The value

defines that H0 is refused and Ha is accepted. It describes that status factors variable

has significant influence to the language maintenance in heterogenic area. In the

institutional support variable with the significance level of 95% (α = 0.05), we can

get that the significance value of this variable (P value) is 0.002 < 0.05. The value

defines that H0 is refused and Ha is accepted. It describes that institutional support

variable has significant influence to the language maintenance in heterogenic area.

Discussion

Having analyzed the data derived from questionnaire, interview and

observation, they indicated that Konjo language has a strong position as the

language of communication in several domains in Konjo community in Bulukumba.

Although they also speak other language such as Buginese and Indonesian


109

language, but they still more frequently use Konjo language in their daily

communication in their home and in the street as well.

The need of using the Konjo language generally as a result of their

appreciation to their heritage language and their symbol of identity as Konjo

community even they live in heterogenic area. They are proud of being recognized

as Konjo community by other people who are not belonging to their ethnic group.

It could be seen from the observation that although they are educated people, but

they keep use their language when communicate with their fellows. This is in line

with the interview result from key informant as follows: “saya lebih suka dan nyaman mengunakan bahasa Konjo bila bertemu dengan orang Konjo baik di daerah tutur maupun di luar daerah tutur bahasa Konjo.” I am more convenient and enjoyable to use Konjo language if I meet Konjo People in or out of Konjo area.” This statement indicates that the use of Konjo language will identify

someone using this language as Konjo people. There is good condition in which the

most of Konjo people enjoy to use Konjo language and have positive attitude

toward Konjo language. The research results also show that the majority of

respondents are proud and want to use Konjo language in and out of their residence.

Konjo communities who live in heterogenic area also speak their language

to prove that they are belonging to Konjo community. It is similar to what the Polish

people experienced in many countries they have migrated to. They speak Polish to

preserve their identity and the language has consequently maintained for three to

four generations. The same is true for Greek migrants in places like Australia, New

Zealand, and America. It may be concluded, where language is considered an

important symbol of minority groups’ identity, the language is likely to be

maintained longer (Holmes, 1992).

The demographic factors in this study include the size and distribution of

Konjo community. It is divided into two larger subcategories; group distribution

and group numbers. Group distribution entails three subcomponents: national

territory, group concentration and group proportion. And group number factors

include five subcomponents: absolute numbers, birth rate, mixed marriages,

immigration and emigration.


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In Bulukumba, Konjo people are assumed as one big community. They are

mainly concentrated in 4 sub districts (Kajang, Herlang, Bonto Tiro, and Bonto

Bahari) and well distributed to other sub districts. We can see from the data, Konjo

people have a big population. Mostly in one family have more than 3 children and

they tend to marry with people from their own ethnic. They also like to visit other

areas but they tend to speak Konjo language with Konjo people when they meet in

other areas.

Nevertheless, the result of observation showed that 4 sub districts (Kajang,

Herlang Bonto Tiro and Bonto Bahari) are still dominated by Konjo people, this

condition strengthens Konjo sustainability in the 4 subs districts (Kajang, herlang

Bonto Tiro, Bonto Bahari). This is in a line with Fishman’s statement in Djamereng

(2012), stating that language sustainability is related to language change and

language use on the one side and related to psychological, social and cultural

processes on the other side in multi-languages community. One of interesting issues

in language shift and sustainability studies is helplessness of immigrant minority

sustaining their language in the competition of dominant majority language.

Fishman’s statement strengthens the result of current research in where the majority

people dominate as well as their language. It proved that Konjo people are still as

majority community in their residence. As a result of this phenomenon is that Konjo

language tend to be sustained well by their speakers (Konjo people). Statistical

analysis also strengthened the result in which demography factors correlates

positively to the sustainability of Konjo language in four sub districts (Kajang,

Herlang, Bonto Tiro and Bonto Bahari) as research places of the current

investigation.

Descriptive analysis showed that most of respondents had married with

same tribe (Konjo people). This condition caused the daily conversation among

them always used Konjo. Such marriage also effected to the sustainability of Konjo

language. Because of such marriage had given minimal 3 children at least for a

family. Beside marriage between the same tribes (Konjo people), most of Konjo

people visited rarely other places but when they moved to other places always met

with the Konjo speakers. This movement of Konjo people that is relatively rare


111

made their language tends to be used and also existed in Konjo community

(homogeny) and heterogenic areas.

Economy status factor contributes positively to the sustainability of Konjo

language. The research results showed that respondents that have low until high

incomes are still convenient to speak Konjo with Konjo people in or out of their

residence. Community labeled with any social statuses also often used Konjo in

daily communication. This condition influenced significantly toward sustainability

of Konjo language in the research places (homogeny and heterogenic areas).

Similiar result also was obtained from the interview as follows: “Untuk kalangan dengan penghasilan rendah dan menengah malah cenderung selalu menggunakan bahasa Konjo, karena mereka masih kuat sistem gotong royongnya, sehingga dalam berinteraksi selalu menggunakan bahasa Konjo”. “for low and midle incomes communities tend to use Konjo language, because of they still held strongly “gotong royong” principle, so when they interact to other Konjo people always use Konjo language”. Socio-historical status also influenced the sustainability of Konjo language.

Many Konjo people still use Konjo language although their social status moves to

the better status, for example from low income status into middle or high income

status. Moreover, there was interesting phenomena in the level of students in which

they often mixed Indonesia language with Konjo when they communicate with each

other.

Majority of respondent’s perception and attitude toward Konjo language

showed that Konjo people use Konjo language conveniently if it is used in mass

media. In educational institutions Konjo language is also used very often by

teachers and students especially out of class. Konjo language also still sustain in

governmental environment. Konjo language is still used by most of people in

religious ceremonies. In cultural activities most of Konjo people also still use Konjo

language.

Hypothesis testing of institutional support factors using regression analysis

showed that p-value is 0.000. It means that p-value less than α value = 0.05. Based

on the data it can be stated that institutional support influences the sustainability of

Konjo in heterogenic areas. The five institutional support factors showed that Konjo

language is still used dominantly, it means that Konjo language can sustain in facing

the attacking other languages competing in this modern era.


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Conclusions and Suggestions

Finally the researcher can draw the conclusions from the recent

investigation showing the result of the research in the heterogeneous area indicates

that demography factors have insignificant contribution to the maintenance of

Konjo language in Bulukumba. This is proven by the result of data testing the

language maintenance variable with 95% (α = 0.05) significance level which

indicates a low regression value of demography factors that is 0.741 > 0.05. But,

the status and institutional factors have high significance contribution to the

maintenance of Konjo language in Bulukumba regency. This is proven by the result

of data testing which indicates the regression p value of status factors is 0.010 <

0.05 and p value of institutional factors is 0.002 < 0.05. So, based on the testing of

data and the result of interview and observation, it can be assumed that the vitality

of Konjo language in Bulukumba regency is categorized as high vitality. It is also

proven by the use of Konjo language by the Konjo people is still high. They still

often use it in many situations and domains (for example: in religious ceremonies,

educational institution, cultural events) in their daily life communication. Based on

the result and discussion, the researcher can give some suggestions to Local

Government (Bulukumba Regency) to promote Konjo language more intensively

through educational institution to teach Konjo language to students. The researcher

also suggest that it is important to promote Konjo language in oral and written

activities so that the printed writing can be studied by many people for further study

related to Konjo language.

References

Darwis, M. (2007). Hubungan Antara Pemertahanan Bahasa dan Pemertahanan Budaya: Kasus Bahasa Bugis. Prosiding Kongres Internasional Bahasa-Bahasa Daerah Sulawesi Selatan Tahun 2007. Makassar: Pusat Bahasa Depdiknas Pemerintah Provinsi Sulawesi Selatan.

DeVries, J. (1990). On Coming to Our Census: A Layman’s Guide to

Demolinguistics. Journal of Multilingual and Multicultural Development, 11 (1 & 2), pp. 57-76.

Djamereng, J. (2012). Factors Contributing to the Maintenance of Balinese

Language among Transmigrant Communities in Sukamaju North Luwu. Hasanuddin University.


113

Finocchiaro, C. M. (2004). Language Maintenance / Shift of a three-generation Italian Family in three migration countries: An International Comparative Study. The University of Melbourne.

Fishman, J.A. (1989). Language and Ethnicity in Minority Sociolinguistic

Perspective. Philadelphia, Pa: Multilingual Matters. Holmes, J. (1992). An Introduction to Sociolinguistics. New York: Longman

Publishing. Hudyma, K. (2012). Language Maintenance and Shift: A Case Study of Ukrainian

in Saskatchewan. Journal of Multilingual and Multicultural Development. Ida, L. (2010). Bahasa Daerah Di Era Globalisasi. Prosiding Kongres Internasional

Bahasa-Bahasa Daerah Sulawesi Tenggara. Kendari: Kantor Bahasa Provinsi Sulawesi Tenggara.

Kasatkina, N. (2011). Language Shift and Maintenance among Russian Immigrants

from the Former Soviet Union. Arizona Working Papers in SLA & Teaching. Wang, X. & Chong, S. L. (2011). A Hierarchical Model for Language Maintenance

and Language Shift: focus on the Malaysian Chinese community, Journal of Multilingual and Multicultural Development, 32(6), pp. 577-591

Yagmur, K. & Ehala, M. (2011). Tradition and Innovation in the Ethnolinguistic

Vitality theory, Journal of Multilingual and Multicultural Development, 32(2), pp. 101-110.

Liunokas: The Contribution of Reading

114

THE CONTRIBUTION OF READING ACTIVITIES

TOWARDS THE STUDENTS WRITING PERFORMANCE

Yanpitherzon Liunokas

[email protected]

Universitas Nusa Cendana

Abstract

Reading activities in this paper includes the habit of students in reading in their daily lives such as reading books, magazine, articles, online news and articles etc. Writing performance is the ability of students in expressing their ideas in written forms or paragraph. The aimed of the research is to find out the contribution of reading activities towards the students writing performance. This research applied descriptive method to describe the correlation between the reading activities and the students’ ability in writing. This research was conducted at SMAN 1 Soe, Kabupaten Timur Tengah Selatan (TTS), NTT. Findings of the research show that the reading habits of students have significant contribution towards the students’ writing ability. Mean score the reading is 81.13 and standard deviation is 8.26 and writing mean score is 68.93 and standard deviation is 8.12. The correlation test using Pearson Product Moment with SPSS 20 software program found that the score of significance is 991, which is higher than α score (991 ≥ 07), is classified as a good correlation. It indicates that when the students have a good reading habit, it will give good contribution towards their competence in writing.

Keywords: reading activities, writing performances, correlation

Abstrak Kegiatan membaca yang dibahas pada makalah termasuk bahan yang biasa dibaca oleh siswa sehari-hari, misalnya buku, majalah, artikel, berita online, dan sebagainya. Adapun kemampuan membaca adalah kemampuan siswa dalam mengekspresikan ide dalam bentuk paragraf. Tujuan penelitian ini adalah menemukan pengaruh kegiatan membaca siswa terhadap kemampuan menulisnya. Peneliti menggunakan metode desktiptif untuk menjelaskan korelasi antara kegiatan membaca dengan kemampuan siswa dalam menulis. Penelitian ini diadakan di SMAN 1 Soe, Kabupaten Timur Tengah Selatan, NTT. Hasil temuan menunjukkan pengaruh signifikan kegiatan membaca terhadap kemampuan menulis. Rata-rata skor Reading 81.13 dengan standar deviasi 8.26, sedangkan rata-rata skor Writing 68.93 dengan standar deviasi 8.12. Uji korelasi dengan Pearson Product Moment pada aplikasi SPSS 20 menunjukkan skor signifikansi 991, lebih tinggi dari α (991 ≥ 07), yang berarti berkorelasi positif. Hal tersebut menunjukkan bahwa ketika siswa punya kebiasaan membaca yang baik, maka akan berpengaruh positif terhadap kemampuan mereka dalam menulis. Kata kunci: kegiatan membaca, kemampuan menulis, korelasi


115

Background

Reading activity is needed to master many things in our life, including

English. It is because reading can help the learners of English to understand the

language. Reading is a key when we want to get some information from English

books, magazine, newspaper, internet, study science and technology and many

other sources. In addition, reading is a source of getting information. No one, can

get many information without reading. By reading, the students can improve their

vocabulary and understand some other aspects of language. Wooding Keith

Johnson stated that we read in order to obtain information which is presented in the

written form, but by nature of the information so obtained require more explicit

definition. He further explains “by referential (factual), affective or emotional, so

then:

1. Answer we can give to our question, of why we read is that we read referential

material in order to obtain factual information with operating on our

environment, e.g. a set of instruction or how to use a piece of equipment.

2. We read as a way of developing our own intellectual skill, so that we can more

effectively manipulate ideas, possibly with the aim of influencing the behavior

of others of determining the outcome of series of operations, e.g. making

proposal for project.

3. We read for emotional gratification or spiritual enlightenment, e.g. for pleasure

or self-environment.

There are many interesting sources or media that can be read by students,

such as story, novel, science books, encyclopedia, autobiography etc. Some

reading sources are not only a means of entertaining, but also a means of sending

massage to the readers. The message delivered may include artistic aspect,

economic aspect, cultural aspect and human aspect, which are worldwide along

with modern life.

One of the skills in English which can be influenced by reading activities is

writing. Writing is one of the ways that we translate our thoughts for other people.

Some people are better at expressing themselves in writing than any other way, and

someone thus get a better translation when she/he reads what they have to say rather

than hearing them speak (Nunan, 2003:89).


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Writing assists people with other language tasks as well writing helps us

learn how to form language, how to spell, how to put together a plot. Someone

learns how to make a logical argument, or how to persuade, mainly through writing.

Speaking can help you learn those things as well, but it is easier to self-examine and

evaluate how to improve when you have something concrete in front of you, and

can revise. The written and structure expression includes two questions because if

we want to write something we must attention good of grammar in other that our

article in English be an excellent (Hadley, 1996:290)

Writing is the mental work of inventing ideas, thinking about how to express

them, and organizing them into statements and paragraphs that will be clear to a

reader. Writing is a one way to develop our opinions, ideas or thoughts. According

to Widdowson (2005:61) on describe that writing is the act of making up correct

sentence and transmitting them through visual medium to manifest the graphology

and grammatical system of the language. According to Manser (1995:480), writing

is the activity or occupation of writing for instance books, stones, and article.

Writing is a physical act of committing words or ideas, thinking about how to

express them, and organizing them into statements and paragraphs. Writing skill is

a key indicator of language ability and basic ability for studying various subject it

influence to significance action nations, quality and educational performance. As

conclusion, it can be said that writing skill is a skill which is related to the effort the

effort of expressing ideas into written forms. It also related to the ability of someone

to construct sentences and paragraph.

Teaching writing as a foreign language is to get learner to acquire the

abilities and skills. Alice Omaggio Hadley point out writing as a support skill and

writing as a communication art parallels, to some extents (Hadley, 1996:291).

Writing skill includes in two categories of activities: (1) Writing down, or exercise

involving copying or reproduction of learned material, concentrating on the

conventions of spelling, punctuation, grammatical agreements, etc. and (2) Writing

in the language, which students engage in a variety of grammar practice activities

of the controlled nature in order reinforce their growing knowledge of the linguistic

system because of writing is productive skill and creative or expressive writing. So,

rivers describe that creative or expressive writing includes in two categories: (1)


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Flexibility measures, in which student begin writing within a framework (including

transformation exercise, sentence combining practice, expressions embellishments,

idea frames, and similar activities. (2) Expressive writing, which includes guided

and free compositions that fulfill the normal purposes for which we write in the real

word (Hadley, 1996:291).

In this research, the writer explains about the contribution of reading

activities towards writing performance. The result of this research is expected to

be useful: For the teacher, to obtain feedback and information on the importance of

reading activities towards students’ writing performance. For the students, to obtain

information that is useful as an input to further implement the reading activities in

order to improve student’ writing skill. For the reader, to obtain information in order

to add insight and input on the importance of reading activities and writing

achievement. In this research the researcher focuses on the contribution of the

students’ reading activities in their daily life such as reading magazine, articles both

printed or online, novel etc. towards their achievement in writing especially the

content, vocabulary, language use, organization and mechanics at SMAN 1 Soe,

Kabupaten Timur Tengah Selatan (TTS), NTT.

Research Method

This research applied descriptive method. The aim was to describe the

correlation between the reading activities and the students’ ability in writing. This

research was conducted in August 2014 and this research will be conducted at the

second year students of SMAN 1 Soe, Kabupaten Timur Tengah Selatan (TTS), NTT.

The population of research was the second year students, and 15 students were

selected as sample of this research. The instrument of this research used writing

test and questionnaire. The writing test was in the form of narration. In the writing

test, the students showed their ability in writing. Then the questionnaire was used

to observe the students reading activities.


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Findings and Discussion

Correlation between questionnaire and result of students’ writing it can be

seen on the table below:

Table 1. Result of questionnaire and writing test

No Sample Name Students’ Reading Habits (Questionnaire)

Students’ Writing Score

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

WPI FDI RMG UFA MK UKM MDS DF HH FS HM HN DIS WG DA

84 73 79 87 80 68 88 76 72 87 76 85 92 87 73

80 73 62 74 75 82 68 61 61 62 61 61 61 80 73

1207 1034

Table shows that there are 15 name of respondents which the researcher

explain that the reading habits is variable X and students writing is variable Y. The

researcher found that the result of questionnaire on reading habits (variable X) was

1207 and the students’ writing score (variable Y) was 1034.

The following table is SPSS result, the researcher found the result of

correlation between students’ reading habits and students writing. Table 2. Descriptive statistics

N Minimum Maximum Mean Std. Deviation Reading Habits 15 8.00 97.00 81.1333 8.26236 Writing score 15 61.00 82.00 68.9333 8.11935 Valid N (list wise)

15

Table 2 shows that or total sample is 15, questioner about reading Habits

get score minimum 80, maximum 97, mean score is 81.13 and standard deviation

is 8.2. Students’ writing score get minimum 61.00, maximum 82.00, mean score

68.93 and standard deviation 8.1.


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Table 3. Correlation between Reading Habits and Students’ writing score

Reading Habits Writing score

Reading Habits Pearson Correlation 1 0.03

Sig. (2-tailed) 991 N 15 15

Writing score Pearson Correlation 0.03 1

Sig. (2-tailed) 991 N 15 15

Based on table 3, it can be seen that the score significance is 991. The score

significance is higher than α score (991≥07). It means that there is a good

contribution based on the classification of coefficient contribution (60-79) is good

classification. It indicates that when the students have good reading habits, it was

have good contribution towards their competence in writing.

After analyzing the data at the findings, the researcher presents the

discussion of data. In this section, the researcher presents the result of data analysis

and relates it to the theory in review of related literature in chapter II. Furthermore,

this section aimed at describing the contribution of the reading habits towards the

students’ writing score.

This research proves that when the students have good reading habits, it was

have good contribution towards their competence in writing. It is supported by the

data analysis by using statistics in which the data from the questionnaire about

reading habits is correlated with their achievement in reading. In the questionnaire

it is found that about 93% students agree that they reading in free time. Then, it is

also found that most of the students 83.7% agree that they always read academic

article or related to the lesson. In other hand, 74% of the students agree that they

also always read books such as novel and folktale. This indicates the students have

good habits in reading. The good reading habits also supported by the data 43.3%

students who always reading newspaper. Related to the habits in reading, 60.7% of

the students always do not taking while reading. 60% students spend their times by

reading. 73.3% of the students agree that they prefer reading than watching TV 80%

of the students agree that they reading online article. 73.3% students agree that they

prefer to browsing and searching online reading. The data of reading habits shows


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that the students at SMAN 1 Soe, Kabupaten Timur Tengah Selatan (TTS), NTT have

read the academic and non-academic text.

Related to importance of reading, 73% students agree that reading is very

important in learning English and 86.7% of the students agree that reading is

interesting. This data shows that the students have positive attitude towards the

importance of reading. It means only 40% of the students agree that reading is not

boring. 73.3% of the students agree that reading can increase vocabulary. 66% of

the students agree that reading can help in learning English. This finding in line

with the expert statement namely Wooding Keith Johnson in Yasmir, who states

that we read in order to obtain information which is presented in the written form,

but by nature of the information so obtained require more explicit definition.

The data from the students writing, it is found that the students still have

some difficulties in writing. It is found that the highest score of students was 82.

Then, the lowest score of students in writing was 61, the mean score 68.93 and

standard deviation 8.1 In addition, many of students still got difficulties in writing.

They still face problem with the five criteria given in writing evaluation. In content,

some students got problem since they have very limited vocabulary and less

reading. In addition, many students still face problem with grammar and

organization

Conclusion

Based on the findings and discussion at the previous chapter, the researcher

can conclude that the reading habits of students have significant contribution

towards the students’ writing ability. Mean score the reading 81.1333 and standard

deviation 8.26236 and writing mean score 68.9333 and standard deviation 8.11935.

Also it was supported by the result of the correlation test using Pearson Product

Moment with SPSS 20 software program, it is found that the score significance is

991. The score significance is higher than α score (991 ≥ 07). It is classified as a

good correlation. It is based on the classification of coefficient correlation (60-79).

It indicates that when the students have a good reading habits, it was having good

contribution towards their competence in writing. Reading habits of some can give

good influence on the students’ performance.


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References

Beare, K. (1997). Reading comprehension skills-Scanning/Skimming and Scanning. (online).

Brown, H. D. (1994). Principles of Language Learning and Teaching. 3rd Edition,

New Jersey: Prentice Hall. Burns, P. (1984). Teaching by Principle. Second edition. San Francisco State

University. Clenton, J. (1951). Academic Writing towards and Integrated Approach

http://www.sussex.ac.uk/languagedocument David, N. (1976). Practical English Language Teaching, (International Editor,

USA), p. 88. George E. W. & Burks, J. M. (1980). Let’s Write English. New York. Gay, L. (1981). Educational Research Competence for Analysis and Application.

Second Edition. Florida International University. Heaton. J. B. (1988). Writing English Language Test. New York: Longman. Manser, M. H. (1995). Oxford Learners Pocket Dictionary. New Edition. New

York: Oxford University Press. Mikulecky, B. (1987). Reading power (Reading Faster, Thinking Skill Reading for

Pleasure, Comprehension Skils). Bastom University Linda Jeffries. Addition-Wesky Publishing Company.

Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge:

Cambridge University Press. Roslyin, P. & Marsha, D. (1994). The Professional Writing Guide: Writing Well

and Knowing Why. Second Edition. Australia: Longman Professional. Sutanto, L. (2007). Essay Writing English for Academic Purpose. Yogyakarta: CV.

Andi Offset. Widdowson, H. G. (2005). Teaching Language as Communication. New York:

Oxford University Press. O’Grady, W. (1997). Contemporary Linguistics: An introduction. Third edition.

New York: St. Martin’s Press. Walker, B. J. (1996). Teaching of Reading for Instruction and Assessment. (Online)

http://www.siu.ed/arc.html Retrieved on 7 November 2015.

http://www.sussex.ac.uk/languagedocument

Syukur: Encouraging Students to Have Positive Attitudes

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ENCOURAGING STUDENTS TO HAVE POSITIVE ATTITUDES

TOWARD LEARNING ENGLISH

Abdullah Syukur

[email protected]


Abstract

A positive attitude is a powerful tool that fosters enthusiasm, promotes self-esteem, and creates an atmosphere conducive to learning. Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. Attitudes could be viewed as a tendency to respond positively or negatively towards a certain thing, idea, person, situation etc. The attitudes that the students should have are attitude towards the language, attitude towards learning the language, attitude towards the language teacher, and attitude towards school in general. This study focuses on discussing about encouraging students to have positive attitudes toward learning English. Keyword: positive attitudes, English, and learning.

Abstrak

Sikap yang positif adalah adalah hal utama yang membantu pengembangan antusiasme, peningkatan kepercayaan diri, dan menciptakan atmosfir yang kondusif dalam pembelajaran. Prestasi pada target bahasa dipercaya tidak hanya kapasitas intelekyual tetapi juga melalui sikap dalam pembelajaran bahasa. Sikap dapat dilihat sebagai sebuah kecenderungan untuk merespon secara positif dan secara negative melalui hal pasti, ide, orang, situasi, dll. Sikap yang seharusnya dimiliki oleh peserta didik adalah sikap terhadap bahasa, pembelajaran bahasa, guru, dan sekolah secara umum. Penelitian ini fokus tentang mendorong peserta didik untuk memiliki sikap positif terhadap pembelajaran bahasa Inggris. Kata kunci: sikap positif, Bahasa Inggris, pembelajaran.

Introduction

In foreign Language learning context, there are various factors that

influence the learning process such as motivation, attitudes, anxiety, learning

achievements, aptitudes, intelligence, age, personalities, etc. The matter of learner’s

attitude is acknowledged as one of the most important factors that impact on

learning language. So, developing students’ attitudes towards learning is considered

to be one of the most important issues that should be taken into account while


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discussing factors affecting the teaching-learning process. Attitudes are a condition

for, and a result of, effective instruction; therefore, studies were conducted in

various educational fields to examine strategies and techniques that could

contribute to developing students’ attitudes towards learning. This paper deals with

the concept of attitude as one of the major affective factors for success in learning

English. It will be explained about definition of attitudes, its components and

function, and common attitudes towards learning English.

Discussion

Definition of Attitude

There will be some definitions of attitudes in this part based on some

experts. Attitudes actually are internal states that influence what the learners likely

to do. The internal state is some degree of positive / negative or favorable /

unfavorable reaction towards an object. Teachers, learners and researchers will all

agree that a high motivation and a positive attitude towards a second language and

its community help second language learning. Attitudes towards a particular

language might be either positive or negative. Language attitude is an important

concept because it plays a key role in language learning and teaching.

Brown (2000) uses the term ‘attitudes’ to refer to the set of beliefs that the

learner holds towards members of the target language group and also towards his

own culture. Wenden (1991) suggested a broader definition of the concept

“attitudes”. He says that the term attitude contains three components namely,

cognitive, affective and behavioural. A cognitive component is made up of the

beliefs and ideas or opinions about the object of the attitude. The affective one refers

to the feeling and emotions that one has towards an object, 'likes' or 'dislikes', 'with'

or 'against'. Finally, the behavioural component refers to one's consisting actions or

behavioural intentions towards the object.

According to Allman (2000), a successful learner is the one who possess

positive attitudes towards the target language. Attitude has been defined by

Allportin Chalak (2010) as a mental or neural state of readiness, shaped through

experience or dynamic influence on the response provided by an individual to

situations and objects. Rasti (2009) defined attitudes towards the subject as the

extent to which students accept the subject as well as their opinions towards it. The


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Longman Dictionary of Contemporary English (2001) defined attitudes as

“opinions and feelings that you usually have about something”.

Thus, Attitudes could be viewed as a tendency to respond positively or

negatively towards a certain thing, idea, person, situation etc. Attitudes could highly

influence how individuals approach many situations in life, including foreign

language learning. It is believed that individuals with positive attitudes usually

progress more rapidly in foreign language learning. Attitudes are closely related to

our beliefs and are based upon experiences. So that, the writer believes that effective

language teaching strategies can encourage students to be more positive towards

the learning process in general and learning EFL in particular.

Components and Functions of Attitude

Components of attitudes:

1. The affective component: feelings about the attitude object.

2. The behavioural component: predisposition to act towards the attitude object in

a certain way.

3. The cognitive component: beliefs about the attitude object.

Functions of attitudes:

1. Value-expressive function: enables us to express who we are and what we

believe in.

2. Ego-defensive function: enables us to project internally-held conflicts onto

others.

3. Knowledge function: enables us to know the world.

4. Utilitarian function: enables us to gain rewards and avoid punishment.

Common Attitudes towards Learning English as a Foreign Language

Attitude towards the language

First and foremost, what is English language to students? How would the

language affect students’ life? Would students ever use the language? These

questions and many more will determine the level of enjoyment, learning, and

benefit one will acquire. The right attitude, once we have the right attitude, then

everything else will fall in place. Learning will be easy, lessons will be enjoyed,

and in the end we have a lot to benefit from the language. Other people cannot give


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us the attitude needed. It comes from within us. We need to look at the language

positively. For Instance, it's important to know the language; it feels good to be able

to use the language.

Attitude towards learning the language

To have a positive attitude towards the language is a good start to learn the

language. The whole learning process would be much easier. We would not be shy

to make mistakes as we understand that making mistakes is a part of the learning

process. We would also be able to accept being laughed at, corrected by others, and

other negative responses that might arise from people around us as a result of using

the language.

The most important thing here is the urge to learn the language. Once we

have this urge, we would be willing to go through it all. Sometimes, this urge might

come initially by being forced into learning the language. Or, the urge might grow

out of happenings and occurrences in life.

Attitude towards the language teacher

The most important thing here is having respect and no ill feelings towards

the language teacher. If he dislikes or disrespects the teacher, how would he go

through the periods when the teacher is teaching? There are several alternatives.

One, He can ignore the teaching. Two, He can pretend that he is listening but

actually doing something else. Three, He can put down his head on the table and

doze off. Four, He can create a fiesta in the class. Or, He can do a disappearing act.

Whatever it is that he does, it will just be a waste of time; not so much of the

teacher's, but definitely a whole lot of his.

As far as the language teacher is concerned, he is around with one objective

in mind. To teach the language however he could. How he delivers the knowledge,

depends on his style of teaching. Every teacher is different and therefore has his

own style of teaching. The approach that the teacher uses depends largely on his

audience. There is no one best style or approach. We have to accept the fact that

teachers are not superpowers. We are all human. Our mood changes according to

the environment. Nevertheless, whatever is done in the classroom, it is done with

good intentions. That is, at the end of the day, students should have learnt one or

two language skills, if everything goes well. No teacher in the world can force


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students to learn the skills. Good teachers do not force knowledge onto their

students. They impart it to the learners. There is so much that can be done by the

teacher, but at the end of the day, it is all up to the students whether or not to

participate positively in the lesson. In other words it all boils down to our attitude.

So, it is all about eexternal force versus internal desire.

So here, it is crucial that students play their role. The role they play depends

very much on their attitude towards the language itself and learning it. For instance,

if students perceive the English language as not important, learning the language is

a sheer waste of time. Whatever the work they produce is done out of routine, i.e.

to complete the work given by the teacher. In this case, students will not learn much,

worse still, if students refuse to do the tasks given. Of course students will be bored

to death.

Attitude towards school in general

Reasons for schooling:

Before students begin any lesson at school, there should be some questions

answered. Why do they come to school? Is it because their parents send them there

every morning? Or, do they come to school to be with their friends? Or, being at

school is better than at home listening to their mum's nagging? Or, they simply want

to learn? Only students know why they go to school. No matter what the students'

reasons are, the teacher is ever ready to impart knowledge because that is his only

reason for being at school, a place to give and impart formal education. Students’

level of responsibility: Once they know the reason why they go to school, then they

should know their responsibilities as a student. Among others, do the tasks given,

take part in class activities, complete the homework, take initiative to do extra work

in addition to the ones given, and last but not least, respect the teacher.

Attitudes toward Language, Language Learning, and Language Tests

Students may wish to learn a foreign language because of its practical

benefits, like finding a job, or they might learn it to become similar to native

speakers, or at least talk to them or travel to their country. Holmes (1992) believes

that people develop attitudes towards languages which reflect their views about

those who speak the languages, and the contexts and functions with which they are

associated. Attitudes in the context of language learning are defined as the way


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people look at the language, the class and the people, and the culture of language.

According to Brown (2000), second language learners benefit from positive

attitudes and negative attitudes may lead to decreased motivation. Nevertheless, he

believes negative attitudes can be changed, often by exposure to reality – for

example, by encounters with actual persons from other cultures. Positive attitudes

on the part of language learners can cause the development of an integrative

motivation and this can consequently facilitate second language achievement. The

influence of initial motivation and attitudes upon success in language learning is

widely acknowledged. Holmes (1992) state that if people feel positive toward those

who use the language, they would be more successful and also more highly

motivated toward learning it.

Melhim (2009) examined the language and culture attitudes of middle

school students participating in a foreign language exploratory program. Results

clearly revealed that many students enter their first language class with

misconceptions about language learning that may hinder their progress or

persistence in language study. If second language learners initiate their language

learning while they have negative attitudes towards the target language and the

people using that language, they are not expected to make considerable progress in

their process of language learning. Paran (2009) found in a study regarding attitude

of language learners that students‘ beliefs and attitudes about language learning

may vary based on cultural background and previous experiences. Thus, it can be

argued that positive or negative attitudes do not develop accidentally but have some

reasons for their emergence.

Hence, it can be argued that having positive or negative attitudes towards a

certain language can exert considerable effect on the learners’ performance on a

language test. By the same token, learners’ attitudes towards a certain language

proficiency test may affect their performance on that test.

Build Students’ Positive Attitudes

A positive attitude is a powerful tool that fosters enthusiasm, promotes self-

esteem, and creates an atmosphere conducive to learning. If the students do not

believe in themselves and their abilities, it is important to change that belief for


128

learning to take place. We can nurture a positive learning attitude by verbalizing

positive expectations and by expressing praise for jobs done well and on time.

According to Allman et al. in a book Skills for Successful Teaching, there

are some tips for building positive attitudes, they are:

1. Look for opportunities to praise your students’ efforts. Even a little recognition,

as long as it is genuine, goes a long way. Tip: Avoid hollow praise—save words

like “terrific” for truly outstanding accomplishments. Use a smile, a light touch

on the shoulder, or a wink to recognize everyday efforts.

2. Encourage your students to look upon their educations as their “jobs.” But

rather than working for someone else, they are working for themselves. Explain

that they are building the foundation for their futures—each thing they learn is

like a brick laid for a future skyscraper! What they do now can help them stand

tall and strong throughout their lives.

3. Encourage your students to develop an interest in what they are learning.

Interest is a great aid to learning. Explain that the more they learn about a

subject the more their interest will increase.

4. Give your students positive reinforcement for desired behavior and attitudes.

5. Set up a reward system for accomplishing short- and long-term goals. When

used properly, rewards can be an effective way to bring about desired study

habits.

6. Let your students see how you organize yourself. Show them your lesson plans,

your daily schedule, and other organizational tools you use. Ask them to

speculate about what a school day would be like if there were no set plans for

what to do and when.

7. Make the tips you present on organization, time management, and study habits

meaningful and relevant to your students. Example: As you give an in-class

assignment, ask the students to estimate how long they think you should allow

for completing it and why. Tell them how you estimate the time an assignment

or other activity could take and how you rely on these skills daily.

8. Show your students how you schedule your time and activities. Stress the

importance of organizing one’s time.


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9. Point out to your students that everyone is required to do tasks of which they

are not particularly fond. Talk to them about some of the things you must do

and how you motivate yourself to tackle them.

10. Encourage your students to use “mind-motivators”— thoughts that get them

mentally moving. Have them think about activities they must force themselves

to do, such as homework or piano practice. Tell students to motivate

themselves by applying “mind talk” to do these things. Example: “If I start this

now, I’ll be done before dinner, and still have time to go out and play!”

11. Impress upon your students that they are in control of what they do. Tell them

to visualize being the driver on the “bus of life,” not a passenger.

Conclusion

An attitude is a rather permanent way of thinking, feeling and behaving

toward something or someone. Attitudes could be viewed as a tendency to respond

positively or negatively towards a certain thing, idea, person, situation etc.

Achievement in a target language relies not only on intellectual capacity, but also

on the learner’s attitudes towards language learning. This means that learning

language should be approached primarily as a social and psychological

phenomenon rather than as a purely academic one. So we have been concluded that

the ability of the students to master a second language is not only influenced by the

mental competence or, language skills, but also on the students’ attitudes towards

the target language. The attitudes that the students should have are attitude towards

the language, attitude towards learning the language, attitude towards the language

teacher, and attitude towards school in general.

References

Allman, B. (2000). Skills for Successful Teaching. USA. McGraw-Hill Children’s Publishing.

Brown, D. H. (2000). Principle of Language Learning and Teaching4th Edition.

New York: Longman. Chalak, A. (2010). Motivation and Attitudes of Iranian Undergraduate EFL

Students towards Learning English. Journal of Language Studies.

Khorasgan Branch (IAUKB) Islamic Azad University Iran.


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Holmes, J. (1992). An Introduction to Sociolinguistics, Attitudes and Applications. London and New York: Longman.

Melhim, A. & Rahman, A. (2009). Attitudes of Jordanian College Students towards

Learning English as a Foreign Language. Jordan: Project Innovation (Alabama).

Paran, G. & Tibli, P. (2009). Perceived Parental Encouragement, Motivation, and

Attitudes towards Learning English Language among Tertiary Students. Proceedings of the 2nd International Conference of Teaching and Learning

(ICTL 2009). INTI College. Malaysia. Rasti, I. (2009). Candidates’ Attitudes towards IELTS. The Asian EFL Journal

Quarterly, 11(3). Saleh, S. K. (2012). Group Work and Attitudes of Non-English Major Students

towards Leaning EFL. International Journal of Humanities and Social

Science. The World Islamic Sciences and Education University (W.I.S.E.). Amman. Jordan.

Tahaineh, Y. & Daana, H. (2012). Jordanian Undergraduates’ Motivations and

Attitudes towards Learning English in EFL Context. International Review

of Social Sciences and Humanities. Department of English Language and Literature. Princess Alia University College Al-Balqa' Applied University. Amman. Jordan.

Wenden, A. L. (1991). Learner Strategies in Language Learning. Englewood

Cliffs, NJ: Prentince Hall.


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USING QUESTIONS BOX

IN TEACHING SIMPLE PAST TENSE

Shanty Halim

[email protected]

Politeknik Negeri Ujung Pandang

Abstract

This research is aimed at finding out to find out whether the use of questions box effective in teaching simple past or not. This research used pre-experimental method. Furthermore, this research was conducted at Politeknik Negeri Ujung Pandang. There were 20 students as sample. The findings of this research show that using questions box is effective in teaching simple past tense. It was proven by the significant difference between the students’ mean score in pretest and posttest when used SPSS program. There was significant different ability of the students before giving treatment and after giving treatment. In the pretest, the mean score of the students pretest was 2.32 and the mean score of posttest was 7.52. Standard deviation of pretest was 1.42 and the standard deviation of posttest was 0.75. The researcher also found that the students have positive interest toward the use of questions box in teaching simple past tense at Politeknik Negeri Ujung Pandang. Keywords: teaching simple past tense, questions box, pre-experimental research

Abstrak Penelitian ini bertujuan mengetahui efektivitas penggunaan metode question box dalam pengajaran simple past tense. Penelitian ini menerapkan metode pre-eksperimental, yang dilakukan di Politknik Negeri Ujung Pandang dengan melibatkan 20 mahasiswa sebagai sampel. Hasil temuan penelitian ini membuktikan bahwa metode question box efektif digunakan dalam pengajaran materi simple past tense. Hal tersebut dibuktikan dari perbedan yang signifikan antara nilai pretest dan posttest yang dilakukan sebelum dan sesudah treatment. Pada pretest, nilai rata-rata siswa 2.32 dan nilai rata-rata pada posttest adalah 7.25, dengan standar deviasi sebesar 0.75. Peneliti juga menemukan bahwa mahasiswa menanggapi positif penggunaan metode question box dalam pengajaran simple past tense di Politeknik Negeri Ujung Pandang. Kata kunci: pengajaran simple past tense, questions box, pre-eksperimental

Introduction

The knowledge of grammar is one of the important factors that students’

should master in order to be able to listen, speak, read, and write correctly. Grammar

needed to have a mastery of four basic language skills. Understanding grammar can

put students’ more in control of their language and help students’ become effective

Halim: Using Question Box

132

when they speak, write, and even read. The communication needs of students will

require that their language conform more closely to the rules of English grammar

is used by native speaker. Grammar covers tenses, words order, modals,

preposition, and adjective and other structure items. There are 16 tenses in English.

One of tenses is Simple Past. Simple Past is a grammatical tense that places and

action or situation in the past. Many English learners get difficult in learning simple

past tense. One of the difficulties is the wrong usage of the verb.

Based on the description above, the researcher makes a media as the way

they can ask their questions, it is called questions box. Questions box is a media

that is made to solve the students’ problem in simple past. By using questions box

the students who have problems in grammar can ask without feeling shy because

they just need to write the questions then put into the box. Coghill and Magendanz

(2003:16) states that the grammar of a language is the set of rules that govern its

structure. Grammar determines how words are arranged to form meaningful units.

According to Swan (2005:19) states that grammar the rules that show how words

are combined, arranged or changed to show certain kinds of meaning. Barket in

Supraba (2012:6) states that grammar is the system of a language. People

sometimes describe grammar as the rules of a language, but in fact no language has

rules. If we use the word rules, we suggest that somebody created the rules first and

then spoke the language, like a new game. But languages did not start like that.

Languages started by people making sounds which evolved into words, phrases and

sentences. All languages change over time. What we call grammar is simply a

reflection of a language at a particular time.

Webster’s pocket dictionary (2002:215) states that grammar is the structure

of language; the rules for use of a language. In Oxford Dictionary (2005: 187),

Grammar is rules for forming words in making sentences. In Oxford Advanced

Learner’s Dictionary (1995:517), Grammar is the rules in a language for changing

the form of words and combining them into sentences. Collins (1990:20) tense is

the verb form which shows whether you are referring to the past, present, or future.

While, Harianto, et al (2003:230) tense is the change of verb forming in a sentence

that causes of the change of time or adverb of time. Hornby (1978:891) states tense

is verb form that shows time the present, past and future. Furthermore, Oxford


133

learner’s pocket dictionary (2012:7) states that tense is verb form that shows the

time of the action; the present/past/future.

Wren et al (2012:78) tense a verb that refers to present time, time and future

time. Based on the definitions above, the researcher concludes that tenses is a verb

form or form of time to indicate the time of the action happened. Eastwood

(2008:59) states that simple is use for an action in the past and can also refers to a

series of action in the past. Azar (2002:27) states that the simple past indicates that

an activity began and ended at a particular time in the past. Furthermore, Azar

(2003:32) states that simple past is form ends in- ed for regular verbs.

The technical of term of media come from “Latin” language the plural form

of “medium”. Teaching media is all things that can be channel about information

from the source of information to information receiving. The technical term of

media is very popular in communication sector. Study and teaching process also as

communication process. So, the media that we use in teaching is reaching media.

Which, teaching media is all thing that use to give message. Media is all the form f

utilize to process of information channeling. (AECT in Tira, 2012:17). According

to Gerlach and Donald Elly (1980:241), media or medium is any person, material

or event that establishes condition which enable learners or student to acquire

knowledge, skill and attitudes.

Media is something, which can give message and can stimulate the brain of

students, their feelings and their desire. (Asnawir and Usman, 2002:11). Based on

definition above, the writer concludes that media is one of the teaching system

component that can be used by the teacher as the tools to help the teaching and

learning process. There are many kinds of teaching media from the simple and chip

thing until the modern media and expensive.

Asnawir and Usman (2002:29) classified media into four types they are: (1)

visual, for examples: film, strip, micro projector, blackboard, photograph and

picture. (2) Audio Visual, for examples: video, film and TV. (3) Dramatize, for

examples: Role-play, sosiodrama and pantomime. (4) Audio, for example:

Recorder, electronic and radio.

Gerlach and Donald Elly (1980:297) classify media in six general

categories: (1) Picture, Picture consist of photographs of any object or event, which


134

may be larger or smaller than the object or event it represents. (2) Audio recording.

Recording is made on discs, motion picture and soundtrack. These are reproduction

of actual event or soundtrack (3) Motion picture. Motion picture is a moving image

in color or black and white produced from live action or from graphic

representation. (4) Television. This category includes all types of audio video

electronic distribution system; which eventually appear on television monitor. (5)

Real things, Simulation and Model. This category includes people, events, objects

and imitation of real things. Imitation of real things can be used as a substitution for

the actual object or events. Simulations is the replication of real situation, which

has been designed to be as near the actual event or process as possible. Many media

including the computers, tape recordings and motions pictures can be used for

simulation. A model is replication or representation of reality. It is often in scale

and may be miniature, exact size or an enlargement. (6) Program and computer-

assisted instruction. Program are sequences of information (verbal, visual or audio)

which are designed to elicit predetermined responses. The most common examples

are programmed text books or instructional programs prepared for computers.

From the explanation above we can concludes that media is available in many kinds,

they are visual, audio visual, dramatize, audio.

Asnawir and Usman (2002:14) give a brief explanation about the function

of media, they are: (1) Media can overcome classroom. So, teaching process

become more clear and interesting. (2) Media can make the direct interaction

between students and environment. (3) Media can result variety observation. (4)

Efficiency in time and energy. (5) Media can implant the right basic concept, real

and realia. (6) Media can improve the quality of students in learning. (7) Media can

give integral experience from the concrete to the abstract think. (8) Learning

process be more interactive. Based on the explanation about the function of media

above the writer concludes that media in teaching process is to make the quality of

teaching and learning process become more effective and interactive.

Question is sentence, phrase, etc. that asks for information. Box is container

made of wood, cardboard, etc. usually with a lid, used for holding solid things. So

that, questions box is the box that is filled by questions. Questions box is a media

as the way student can ask their questions. By this way, the students who have


135

problems about simple past tense can ask without feeling shy because they just need

to write the questions then put into the box and the questions answered by their

teachers.

The usage of this way is expected to be able to solve the students’ problems

and to increase the students’ desire in asking their questions. So that, it can improve

their English. There are some steps in using questions box as follows: (1) Preparing

a box as the media in gathering questions. (2) Teaching in the classroom. (3) Telling

students to ask some questions. (4) Using questions box to gather the questions of

the students who are shy to ask their questions directly.

Research Method

In this research, the researcher applied a pre-experimental method and it was

conducted in eight meetings. This research consists of pre-test, treatment, and post-

test. Pre-test was held before treatment and post-test was held after treatment.

This research was conducted at Politeknik Negeri Ujung Pandang. There were 20

students as sample. The instrument of the research used multiple choice and

completion. It aimed at finding out the students’ ability in using simple past tense.

Findings and Discussion

In this part the researcher presents about finding or the result of the pretest

and the posttest of writing test. To know further about the result of data analysis,

we can refer to the following tables.

The real score of students in pretest and posttest

No Name Pre-Test Post-test

1 MA 0.5 7

2 WI 4.5 9

3 IS 1 7

4 DA 1.5 7

5 JU 5 7

6 PI 5 7

7 HA 2 8.5

8 NU 4 9

9 MU 2 7


136

10 SY 1 7.5

11 WO 1.5 7

12 WA 2 8

13 SI 2 7.5

14 AD 1.5 7

15 RE 4.5 9

16 NU 1 7.5

17 RE 2 7

18 AT 2 7

19 AD 1.5 7.5

20 MR 2 7

After calculating the result of the students’ pretest, the mean score and

standard deviation of both groups are presented as follows:

Type of Test Mean Score Standard deviation

Pretest 2.32 1.42

Posttest 7.52 0.75

The data shows the mean score of the students pretest was 2.32 and the mean

score of posttest was 7.52. Standard deviation of pretest was 1.42 and the standard

deviation of posttest was 0.75. It means that using questions box is effective in

teaching simple past tense. Based on the students’ result of pretest we can see that

the students’ ability in using simple past tense is still low.

The hypothesis were tested by using inferential statistic. In this case, the

researcher used t-test (testing of significance) for faired sample t-test, which is a

test to know the significance difference between the result of students’ mean score

in pretest and posttest. Assuming that the level of significance (α) = 0.05, the only

thing which is needed, the degree of freedom (df) = N-1, where N=19, that the t-

test is presented as follows:

The t-test students’ achievement

Variable P-Value α

X2 – X1 .000 0.05


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Based on the analysis of the result above, it can be observed that the scores

of students who have been taught the present continuous tense is more effective.

The table above indicated that the result of p = .000 while α = 0.05. It could be

concluded that α was higher than p. Therefore, the alternative hypothesis (𝐻1) was

accepted and null hypothesis (𝐻0) was rejected.

From the analysis, the researcher concluded that there was a significant

difference between pretest and posttest in improving through using questions box

in teaching simple past tense. In other words, using questions box in teaching simple

past tense could be used to increase the students’ ability. The result of statistical

analysis for level of significance (p = 0.05) with degree of freedom (df) = N-1,

where N = 19. The probability value was smaller than α (0.00 < 0.05). It indicated

that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was

rejected. It means that using questions box is effective in teaching simple past tense.

The researcher conducted a researcher in teaching simple past tense by using

a media, that media is questions box. Questions box is one of media that can be

used as the way student can ask their questions. By this way, the students who have

problems about their lesson especially simple past tense in this research can ask

without feeling shy because they just need to write the questions then put into the

box and the questions answered by their teachers. The data in findings has proved

the researcher expectation in make questions box to solve the problems of students

who lack of self confidence in questioning is succeed. The data shows that using

questions box in teaching simple past is effective. It was shown by the significant

difference between pretest and posttest in findings. The findings shows that the

mean score in pretest 2.32 while the mean score in posttest 7.52.

The comparison score between pretest and posttest result shows that no one

got excellent category, very good category, good category, fairly good and fairly

category. In other component, there were 3 students (15%) got poor category, 17

students (85%) got fairly poor category. In the posttest there was significant

increasing of students’ score. No one got very poor category, poor category, and

fair category. In other component, there were 3 students (15%) got very good

category, there were 2 students (10%) got good, there were 15 students (75%) got

fairly good. It implies that the students’ comprehension of simple past tense was


138

0

2

4

6

8

10

12

14

16

18

Excellent VeryGood

Good FairlyGood

Fairly Poor VeryPoor

Pretest

Posttest

Column1

improved after giving treatment. Thereby, the description of the data in findings

shows that there is significant difference between the students score in pretest and

posttest. It can be shown in the next chart:

Based on the result of data analysis, the researcher found out that the use of

questions box is effective in teaching simple past tense at the first year students of

Politeknik Negeri Ujung Pandang.

Conclusion

Based on the result of data analysis, the researcher found out that the use of

questions box is effective in teaching simple past tense at the first year students of

Politeknik Negeri Ujung Pandang. Based on the analysis of the result, it can be

observed that the scores of students who have been taught the simple past tense is

effective. The Result of p = .000 while α = 0.05. It could be concluded that α was

higher than p. Therefore, the alternative hypothesis (𝐻1) was accepted and null

hypothesis (𝐻0) was rejected. Furthermore, using questions box in teaching simple

past tense can help the students to learn tenses easily.

References

Nina, A. R. (2010). Hafalan Luar Kepala 16 Tenses. Jakarta: PT. Buku Kita. Asnawir & Usman, B. M. (2002). Media Pembelajaran. Jakarta: Ciputat Pers.


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Azar, B. S. (2002). Understanding and Using English Grammar. 3rdEdition. NY: Pearson Education.

Azar, B. S. (2003). Fundamental of English Grammar. 3rd Edition. NY: Pearson

Education. Best, J.W. (1997). Research in Education. 3rd Edition. NJ: Englewood Cliffs. Coghil, J. & Magendanz, S. (2003). (Online).

http://www.englishindo.com/2011/04/definisi-grammar-menurut-ahli grammar.html accessed on March 9th, 2016 at 10.38 p.m.

Collins. (1990). English Grammar. 1st Edition. Birmingham University International

Language. London. Eastwood, J. (2008). Oxford Learner’s Pocket Grammar. Oxfords, NY: Oxford

University Press. Gay, L. R., Mills & Airasian, (2006). Educational Research: Competencies for

Analysis and Applications. 8th Edition. NJ: Pearson Education. Inc. Gay, L. R. (1981). Educational Research: Competencies for Analysis and

Applications. 2nd Edition. Florida International University: Charles E. Merryl Publishing.

Gerlach, V. S., & Elly, P. D. (1980). Teaching and Media: A Systematic Approach.

New Jersey: Prentice Hall. Hariyanto, D. (2003). English Grammar for General Application. 1st Edition.

Surabaya: Gitamedia Press. Hornby. (1995). Oxford Advanced Learner’s Dictionary. 5th Edition. New York:

Oxford University Press. Mourssi, A. (2013). Which is Learnt First Regular or Irregular Simple Past Forms?

A Quantitative Study in the Context of the Undergraduate Arab Learners of English (ALEs) under Two Different Teaching Methods. British Journal of Education, Society & Behavioural Science, 3(3). pp. 265-281.

Pardiyono. (2006). Communicative Teaching 12 Tenses Grammar Materials. 2nd

Edition. Yogyakarta: C.V Andi Offset. Rahman, A. F. A. (2010). English Grammar Completed Edition. 1st Edition.

Yogyakarta: Pustaka Widyatama Romadhona & Setyorini. (2002). Easiest Way to Master Tenses 16. Penerbit

Victory.

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Swan, M. (2005). Practical English Usage. 3rd Edition. Oxford: Oxford University Press.

Thomson & Martinet. (1986). A Practical English Grammar. 4thEdition. New York:

Oxford University Press. Websters’s Pocket Dictionary. (2002). Trident Press International. Wren. (2012). High School English Grammar and Composition. 1st Edition. New

Delhi, India.


141

THE TYPICAL DIFFERENT FEATURES OF GRAMMAR

OF THE BRITISH ENGLISH (BrE) AND AMERICAN ENGLISH (AmE)

I Wy Dirgeyasa

[email protected]

Universitas Negeri Medan

Abstract There are a number of varieties of English all over the world such as American, British, Australian, Indian, Singaporean, Philippine English, etc. However, there are only two varieties of English which are most widely and dominantly taught, learned, and used both spoken and printed around the world namely British English (BrE) and American English (AmE). In real sense, the two are often confusing for the non-native learners because they have some differences and uniqueness in some aspects such as spelling, pronunciation, vocabulary, and grammar. Therefore, it is really important for students, teachers and speakers as well to be aware of the major differences between the two. This paper is trying to review some striking unique and different features of grammar of British English (BrE) and American English (AmE).

Abstrak Ada macam-macam Bahasa Inggris yang ada di dunia seperti American, British, Australian, Indian, Singaporean, Philippine English, dll. Akan tetapi hanya ada dua macam Bahasa Inggris yang paling sering dan dominan diajarkan, dipelajari, dan digunakan baik secara lisan maupun tulisan di seluruh dunia yaitu British English (BrE) dan American English (AmE). Di kehidupan nyata, mereka sering membingungkan non-native learners karena mereka memiliki beberapa perbedaan dan keunikan di beberapa aspek, seperti pengejaan, pengucapan, kosa-kata, dan tata bahasa. Oleh karena itu, sangat penting untuk siswa, guru, dan pembicara mengetahui dengan baik perbedaan utama antara keduanya. Tulisan ini mencoba untuk mereview beberapa hal unik yang menarik dan perbedaan tata bahasa yang utama pada British English (BrE) dan American English (AmE).

Introduction

In daily communication and interaction either in business, political,

education domains, etc., it is fact that most of the English speakers who use English

as a non-native language get confused when they are communicating each other.

For example, sometimes people say “I have smelled something bad” or “I have

smelt something bad” or ‘ Sometimes they say “The committee is already set up”

or “The committee are already set up” Or many of them say “Will they still be there

on the weekend?“ or “Will they still be there at the weekend?” etc.


Dirgeyasa: The Typical Different Features of Grammar

142

In the classroom, it is also commonly found that the teachers of English also

experience many difficulties which one to use and prefer to using when the students

ask questions such as “Sir, which one do I have to use ‘ground floor’ or ‘first floor’?

or “Sir, I always get confused sometimes people use the word ‘ graduate’ or

‘undergraduate’, “Can you show me or explain to me which one is correct or which

one do I have to use?”

In addition, the students are often confused and doubtful when they want to

do writing work. Many of them get confused which one to write whether ‘learnt’

or ‘learned’ for the past form of the ‘learn.’ Or how to write “Have you seen them

anywhere?” or”Did you see them anywhere”? Or “I promised to write to her every

day.” Or “I promised to write her every day.”

Such embarrassing or confusing circumstances happen because they are

confronted with two English pattern dialects namely British English and American

English. The two varieties of English have their own distinctive features. It is a fact

that there are some differences in the way grammar is used.

In real sense, grammar is always changing and there are many new ways of

using grammar in BrE come from AmE. These differences are due to the influence

of American popular culture, American media and the internet. Also, the existing

of the American English is due to that American wants to show that they are also

innovative in the language (Dirgeyasa, 2015). In addition, the AmE may appear due

to that the uniqueness of the American history and culture. This paper is trying to

review some striking unique and different features of grammar of British English

(BrE) and American English (AmE).

Discussion

The Past Tense Form

It is a fact that the form of past tense of English verb is often confusing the

students, teachers, and language users of English who do not know that the past

form of verb in English is different among the English varieties, especially British

English (BrE) and American English (AmE). For examples, we often find the past

form of verb ‘burn’ is sometimes ‘burnt’ or ‘burned’ or the verb ‘learn’ is

sometimes in the form of ‘ learnt’ or ‘learned’ or the verb ‘saw’ sometimes

becomes ‘sawn’ or ‘sawed’ etc. Table 1 belowshows for example, verbs which


143

have different simple past and past participle forms in American and British

English. Notice that the irregular past forms burnt, dreamt and spoilt are possible

in American English, but less common than the forms ending in –ed. Some

examples of the past tense form are shown in table 1 below.

Table 1. The list of Different Past and Past Participle Verbs of especially British

English (BrE) and American English (AmE)

No Infinitive Simple Past British English

Simple Past American English

Past Participle British English

Past Participle American English

1 burn burned/ burnt

burned/ burnt

burned/ burnt

burned/ burnt

2 bust bust busted bust busted

3 dive dived dove/ dived

dived dived

4 dream dreamed/ dreamt

dreamed/ dreamt

dreamed/ dreamt

dreamed/ dreamt

5 get got got got gotten

6 lean leaned/ leant

leaned leaned/ leant

leaned

7 learn learned/ learnt

learned learned/ learnt

learned

8 plead pleaded pleaded/ pled

pleaded pleaded/ pled

9 prove proved proved proved proved/ proven

10 saw sawed sawed sawn sawn/ sawed

11 smell smelled/ smelt

smelled smelled/ smelt

smelled

12 saw sawed sawed sawn sawn/ sawed

13 smell smelled/ smelt

smelled smelled/ smelt

smelled

14 spill spilled/ spilt

spilled spilled/ spilt

spilled

15 spoil spoiled/ spoilt

spoiled/ spoilt

spoiled/ spoilt

spoiled/ spoilt

16 stink stank stank/ stunk

stunk stunk

17 wake woke woke/ waked

woken woken


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The Use of Tense

One of the uniqueness of English grammar is its tense types and form. There

are 16 tenses which are well-known for the speakers of English across the globe.

Because of its typical types, forms, and functions, the use of tense often lead to

confusion and difficulties for the speaker in order to provide the tense properly and

correctly. So it is not really surprising that they are often confronted with the

different use of tense when they are communicating. For example, in many

situation, speakers of American English generally use the present perfect tense

(have/has + past participle) far less than speakers of British English. In spoken

American English, it is very common to use the simple past tense as an alternative

in situations where the present perfect would usually have been used in British

English. In addition, in British English the present perfect is used to express an

action that has occurred in the recent past that has an effect on the present moment.

For example: “I've misplaced my pen.” “Can you help me find it?” In American

English, the use of the past tense is also permissible: “I misplaced my pen.” “Can

you help me find it?” In British English, however, using the past tense in this

example would be considered incorrect. In detail, the differences of the use of tense

are shown by the following sentences as shown by Table 2 below.

Table 2. The Different of Use of Tense British English (BrE) and American English (AmE)

No British English American English

1 Jenny feels ill. She's eaten too much. Jenny feels ill. She ate too much

2 I can't find my keys. Have you seen them

anywhere?

I can't find my keys. Did you see them

anywhere?

3 I can't find my keys. Have you seen them

anywhere?

I can't find my keys. Did you see them

anywhere?

The other differences involving the use of the present perfect in British

English and simple past in American English include the words already,

just and yet. In British English it is stated “I've just had food. Have you finished

your homework yet?” “I've already seen that film.” While in American English,

it is said “I just had food”. Or “I've just had food.” Or “I already saw that film.”

To have a comprehensive understanding of the two varieties of English in term

http://www.diffen.com/difference/Affect_vs_Effect

http://www.diffen.com/difference/Category:Words

http://www.diffen.com/difference/Category:Food


145

of present perfect and simple past, the simple dialogue shows how they are

different. A: Are they going to the show tonight? B: No. They already saw it. A: Are they going to the show tonight? B: No. They've already seen it. A: Is Samantha here? B: No, she just left. A: Is Samantha here? B: No, she's just left. A: Can I borrow your book? B: No, I didn't read it yet. A: Can I borrow your book? B: No, I haven't read it yet.

The present perfect is less common in AmE than BrE. AmE speakers often

use the past simple in situations where BrE speakers use the present perfect,

especially with words such as already, just and yet: The British use the present

perfect with these adverbs of indefinite time. In American English simple past and

present perfect are both possible. Look at the examples below! He has just gone home. (BrE) He just went home. OR He has just gone home. (AmE) I have already seen this movie. (BrE) I have already seen this movie. OR I already saw this movie. (AmE) She hasn't come yet. (BrE) She hasn't come yet. OR She didn't come yet. (AmE)

The Difference Use in Verb Agreement with Collective Nouns

The American English (AmE) and British English (BrE) also often differ in

their treatment of agreement with collective nouns, i.e. nouns with singular form

but plural meaning, such as committee, family, government, enemy, etc. In British

English collective nouns, (i.e. nouns referring to particular groups of people or

things), (e.g. staff , government, class, team) can be followed by a singular or plural

verb depending on whether the group is thought of as one idea, or as many

individual. Or it depends on if the group can be identified as many individuals or a

single group. Table 3 below shows how to use in verb agreement with collective

nouns both in AmE and BrE.

http://www.perfectyourenglish.com/grammar/adverbs.htm

http://grammar.about.com/od/ab/g/agreementerm.htm

http://grammar.about.com/od/c/g/collnounterm.htm

http://grammar.about.com/od/rs/g/singularterm.htm

http://grammar.about.com/od/pq/g/pluralterm.htm


146

Table 3. How to use in verb agreement with collective nouns both in AmE and BrE.

No British English American English

1 My team is winning. My team is winning.

2 The other team are all sitting down No

3 The family of Air Asia aeroplane crash needs a clarification

The family of Air Asia aeroplane crash need a clarification

4 The class of TOEFL starts at 9:00 o’clock sharp.

The class of TOEFL start at 9:00 o’clock sharp.

Referring to table 3 above, it is clearly stated that in American English

(AmE) the collective nouns are always followed by a singular verb, so an American

would usually say:

My team is winning. The family of Air Asia aeroplane crash needs a clarification. The class of TEOFL starts at 9:00 o’clock sharp.

However, staff and police normally take plural agreement in American English as

well such as:

The police catch the bank robber.

The staff of the White House need clarification soon.

The Difference Use in Delexical Verbs have and take

It is common in British English that the verb ‘have’ frequently functions as

what is technically referred to as a delexical verb, i.e. it is used in contexts where it

has very little meaning in itself but occurs with an object noun which describes an

action, e.g.: “I’d like to have a bath.” Here the verb ‘have’ is frequently used in

this way with nouns referring to common activities such as ‘washing’ or ‘resting’,

e.g.: “She’s having a little nap.” Or “I'll just have a quick shower before we go

out.”

Whereas, in American English (AmE), the verb take, rather than have, is

used in these contexts, e.g.:

Joe’s taking a shower. I’d like to take a bath. Let’s take a short vacation. Why don’t you take a rest now?


147

Another difference between British English (BrE) and American English

(AmE) is that in British English (BrE) the expressions of ‘have got' or 'has got' are

used when talking about possession, while Americans generally just use 'have' or

'has'. So, for example, in British English it's more normal to say: "I've got a new

car." While in American English we might say: "I have a new car." The sentences

actually have the same meaning that there's just a small grammatical difference that

you might notice.

Differences Use in the Auxiliaries and Modals

The use of auxiliary and modals also often confuses the speakers of English.

By grammar perspective, the use of correct and proper auxiliary and modal are truly

important because the misuse tend to lead misunderstanding and deviation of

meaning. Both in British English (BrE) and American English (AmE), the use of

the two points above are necessary to know and understand how to use them

contextually. The use of ‘do’ vs without ‘do,’; ‘needn’t’ vs ‘don’t need,’ or ‘will’

vs ‘shall’ are some important auxiliaries and modals those are commonly different

in patterns both in British English (BrE) and American English (AmE) are

described as follows. For example, in British English, the auxiliary ‘do’ is often

used as a substitute for a verb when replying to a question, e.g.:

A: Are you coming with us? B: I might do.

While in American English, ‘do’ is not used in this way, e.g.:

A: Are you coming with us? B: I might.

Then, in British English the “needn't” is often used instead of don't need

to, e.g. “They needn't come to school today.” But in American English needn't is

very unusual and the usual form is don't need to, i.e. “They don't need to come to

school today.” (Zhang, 2006).

In British English, shall is sometimes used as an alternative to will to talk

about the future, e.g.: I shall/will be there later. In American English, shall is

unusual and will is normally used “I will be there later.” Then, in British English

shall I / we is often used to ask for advice or an opinion, e.g.: “Shall we ask him to


148

come with us?” While in American English should is often used instead of shall,

i.g.: “Should we ask him to come with us?” (Azar & Hagan, 2006).

Different Use in Prepositions

Preposition is also important in the use of English language. Basically, there

are also a few differences between British English (BrE) and American English

(AmE) in the use of prepositions. For example: The British would play in a team,

Americans would play on a team. Another example: While the British would go

out at the weekend, Americans would go out on the weekend. As a matter of fact,

in British English, the preposition at is used with many time expressions, e.g.: at

Christmas, at five o’clock, and at the weekend. While in American English, on is

always used when talking about the weekend, not at, e.g.: “Will they still be there

on the weekend?” or “She'll be coming home on weekends.” (Hoplaros, 2010).

Another example is the use of at. In British English, at is often used when

talking about universities or other institutions, e.g.: “She studied chemistry at

university.” Whereas, in American English, in is often used, e.g.: “She studied

French in high school.” In addition, in British English, to and from are used with

the adjective different, e.g.:” The place is different from/to anything I’ve seen

before.” While in American English from and then are used with different, e.g.:”

The place is different from/than anything I’ve seen before.” Finally, this is also

important to note that in British English, to is always used after the verb write, e.g.:

“I promised to write to her every day.” In American English, to can be omitted after

write, i.e.: “I promised to write her every day.” (Shor, 2012).

Adjectives and Adverbs

It seems that it is quite true that British English (BrE) and American English

(AmE) are different in many cases. The use of some adjective and adverbs also

colours the difference of both varieties of English in terms of grammar. For

example, the use of really vs real. In informal spoken AmE, speakers often use real

instead of really before an adjective. This is considered non-standard by many AmE

speakers: “That’s real funny!” (AmE) and “That’s really funny” (BrE).

The use of words well vs good is also slightly different between British

English (BrE) and American English (AmE). See the example below:


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How are you I am good (AmE) I’m well or I’m fine (BrE)

It is clear that AmE speakers often use good where BrE prefers well.

However, the AmE form is becoming more common in BrE, especially after

greetings such as How are you?, How’s it going?: The use of the word ‘likely’ both

in British English (BrE) and American English (AmE) are quite different. In AmE

the word ‘likely’ can be as an adjective and it is in the same way as probable,

possible, etc.), or as an adverb and it is in the same way as probably, possibly,

etc.). While in BrE, ‘likely’ is normally only used as an adjective: To see how they

are different in use and form, examples are given below.

There will likely be other announcements before the end of this year

(AmE).

Here likely as an adverb and BrE prefers to use the form “there are likely to be”.

The focus on the economy will likely continue when the new President takes

office.

Then, BrE prefers to use the form “likely to continue”. However, in the sentence

“And what’s likely to happen?” the word likely as an adjective, also common in

British English (BrE).

Compounds and Hyphens

The formation of compounds and the use of hyphens both and British

English (BrE) and American English (AmE). The British English often prefers

hyphenated compounds, such as counter-attack, whereas American English prefers

to using counterattack. In case, so counterattack is much more common. Many

dictionaries do not point out such differences. Canadian and Australian usage is

mixed, although Commonwealth writers generally hyphenate compounds of the

form noun plus phrase (such as editor-in-chief). Commander-in-chief prevails in all

forms of English.

Another example of the compound words is any more or anymore: In sense

"any longer", the single-word form is usual in North America and Australia but

unusual elsewhere, at least in formal writing. Other senses always have the two-

word form; thus Americans distinguish "I couldn't love you anymore [so I left you]"

http://en.wikipedia.org/wiki/Counter-attack

http://en.wikipedia.org/wiki/Counterattack

http://en.wikipedia.org/wiki/Editor-in-chief


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from "I couldn't love you any more [than I already do]." In Hong Kong English, any

more is always two words. Traditional British English usage makes a distinction

between for ever, meaning for eternity (or a very long time into the future), as in

"If you are waiting for income tax to be abolished you will probably have to wait

for ever"; and forever, meaning continually, always, as in "They are forever

arguing." In British usage today, however, forever prevails in the "for eternity"

sense as well, in spite of several style guides maintaining the distinction. American

writers usually use forever regardless of which sense they intend

(although forever in the sense of "continually" is comparatively rare in American

English, having been displaced by always). The compounds near by or nearby:

Some British writers make the distinction between the adverbial near by, which is

written as two words, as in, "No one was near by"; and the adjectival nearby, which

is written as one, as in, "The nearby house". In American English, the one-word

spelling is standard for both forms.

Time Telling

Both languages have a slightly different structure of telling the time.

While the British would say quarter past ten to denote 10:15, however, it is not

common in America to say quarter after or even a quarter after ten. Thirty

minutes after the hour is commonly called half past in both languages. Americans

always write digital times with a colon, thus 6:00, whereas Britons often use a

point, 6.00.

Different Use in the Punctuation

Punctuation or mechanics in American English (AmE) or British English

(BrE) are also different and unique in use. Take for example, the use of punctuation

within quotes. Many learners of English as a non-native language or even American

students consistently confuse the rules associated with punctuating quotations. The

uncertainty is so rampant, that the mystery tends to remain a significant issue

during, and even after, the college years. So just where does that period go when

there are quotes involved? The answer to this question changes, depending if you

are looking at American English or British English grammar rules.

http://en.wikipedia.org/wiki/Hong_Kong_English

http://www.diffen.com/difference/Analog_vs_Digital


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For example, the difference between American English and British English

is the use of question marks. In British English you can only use single question

marks (‘x’) for primary quotes while in American English you use double question

marks (“x”) for primary quotes. To make things more difficult, for quotes within

quotes Americans use single question marks (‘x’) and British use double question

marks (“x”). Even more confusing is the use of commas and periods inside question

marks. In British English commas and periods are outside closing quotes and in

American English are they placed inside closing quotes. For example in British

English you would write: My sister said, ‘You should go out’. When you want to

write the same sentence in American English you have to write: My sister said,

“You should go out” (Beare, 2013).

Another difference appears when writing a letter. When you write an

informal letter in American English a comma follows after the salutation, for

example (Dear James,). When you want to write an formal letter in American

English a colon follows (Dear James:). In British English a comma follows in both

cases, after the salutation of an informal or a formal letter. Then, the use of “e.g.”

and “i.e.” are actually different, but many people think they are similar in use. In

real sense, they both have a different meaning “e.g.” means for example and “i.e.”

means that is. In American English a comma follows after you use one of the

abbreviations. In British English there is no comma used.

Also the use of abbreviations is different between the two varieties of

English. In American English, a period (.) is used after for example (Mr. and Mrs.).

But in British English comma (,) is not used for example (Mr and Mrs).

Conclusion

Theoretically and empirically, the language changes over time. The aspects

of changes of the language may be different from time to time or from language to

language or from variety of a certain language. The grammar is one of the aspects

of the language that could change due to many factors. Like another language; the

English is always changing across time. The changes of the English lead to two

poles i.e. the English of the British called (BrE) and the English of North America

called (AmE). In terms of teaching and learning process, because of their own

differences and uniqueness in grammar, it is therefore important for teachers to be


152

aware of the major differences between the two; the teachers have not only to be

aware of, but also to be able to deal with should they come up in class.

Then, in this context, it is also important to note that those differences

actually do not mean wrong. The point is that they are just different in pattern but

they convey the same meaning. However, these differences sometimes lead to

negative opinion and perception the speakers of English and one can be fanatic and

over idiosyncratic to language. For example, one who honours BrE styles tends to

say AmE style is wrong in the context of BrE or otherwise. In more radical context,

one may say that BrE is more superior than AmE or using BrE is likely to show one

is prestigious and honourable than the one, etc. One might also argues that British

English is more complex than American English. On the other hand, another one

says that American English is simpler than British English. These statements and

argument or opinion may be true it of course depends on one point of view. As one

says that “so the trick is to use American grammar, which is simple, but talk with a

British accent, which is impressive.”

References

Anonymous, (December, 2012). Table of English Tenses, http://www.ego4u.com/en/cram-up/grammar/tenses

Azar, B. S. & Hagan, S. (2006). Basic English Grammar. New York: Pearson

Education. Beare, K., (February, 2013). Differences between American and British English,

http://esl.about.com/od/toeflieltscambridge/a/dif_ambrit.html Dirgeyasa. I, Wy. (2015). Reviewing the British English (BrE) and American

English (AmE) Dialects. Language Circle Journal of Language and Literature, 9, p 105.

Hoplaros, M. (November, 2010) Preposition differences,

http://learn2speakenglishonline.blogspot.be/2010/11/preposition-differences-britishamerican.html

Shor, P. (February, 2012). Order of preposition in US and UK English,

http://english.stackexchange.com/questions/59368/order-of-preposition-in-us-and-uk-english

Zhang, B. (June, 2006). On Grammatical Differences between Daily British and

American English, (www.ccsenet.org/journal).

http://grammar.about.com/od/fh/g/grammarterm.htm

http://grammar.about.com/od/ab/g/accentterm.htm

http://www.ego4u.com/en/cram-up/grammar/tenses

http://esl.about.com/od/toeflieltscambridge/a/dif_ambrit.html







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ASSESSING ENGLISH LEARNERS IN VARIOUS WAYS

Arny Irhani Asmin

[email protected]


Abstract

This study aimed to know the implementation of a new test design given by the lecturer in English for Media class and to find out the perceived impacts by the students related to the tests given. A new way mentioned here is a lecturer gives freedom to the students to choose their own material to be presented or practice in the final test. The writer found that, this new way is success in reducing the students’ tensions in facing the final test; it could be seen from the process and the results of the test that are quite good. Moreover, in the process of the test, all students are excited in selecting and preparing materials to be presented in the test. Moreover, based on the results of direct observation and interviews to the students, the writer concluded that the implementation of this test creates a good atmosphere; fun and the tension level of students are also lighter. This brings a positive impact on the students, where the results obtained by the students in this test were also better than the previous test. In other words, by providing many options to the students in the test is better than only giving one choice to do. Keywords: Assessment, test, students’ tension

Abstrak

Penelitian ini bertujuan untuk mengetahui implementasi dari desain tes baru yang diberikan oleh dosen pada kelas English for media dan untuk mencari tahu dampak yang dirasakan oleh mahasiswa berkenan dengan tes yang diberikan. Cara baru yang disebukatkan disini adalah dosen memberikan kebebasan kepada mahasiswa untuk memilih materi yang mereka dipersentasikan atau dilatih pada ujian akhir. Penulis menemukan bahwa cara baru ini sukses untuk menurunkan ketegangan yang dihadapi mahasiswa dalam menghadapi ujian akhir. Hal ini dapat terlihat dari proses dan hasil tes yang bagus. Selain itu, pada saat tes, semua mahasiswa tertarik dalam memilih dan mempersiapkan yang akan dipersentasikan. Berdasarkan hasil dari observasi langsung dan interview mahasiswa, penulis menyimpulkan bahwa implementasi dari tes ini menciptakan atmosfir yang bagus. Hal ini membawa dampak yang positif pada mahasiswa, dimana hasil yang diperoleh dari siswa dengan melakukan tes ini lebih baik daripada hasil tes sebelumny. Dengan kata lain, dengan menyediakan banyak pilihan kepada mahasiswa dalam menghadapi tes lebih baik daripada hanya memberikan hanya satu hal untuk dilakukan. Kata kunci: penilaian, tes, dan ketegangan mahasiswa.


Asmin: Assessing English Learners

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Introduction

One of the problems in education is how should a lecturer assess student

learning outcomes. A lecturer generally gives an assessment of the students based

on the tasks given to the student, class attendance, and exams in mid-semester and

end of the semester. Questions that arise then are whether assessment in mid-

semester and end of this semester has represented the actual ability of the student

and whether a lecturer has been fair in assessing the ability of students? The

questions are very important to be discussed considering the results of these

assessments can give psychological and real impact to the students. According to

Linch (1996:2), “teachers or lecturers use test scores to gauge a student's academic

strengths and weaknesses”. Assessment methods aid teachers in evaluating student-

learning outcomes. Desired student learning outcomes include mastery of content

knowledge, performance skills, and product developments.

As a lecturer, the writer often find students who feel depressed in facing the

test, he impact of this condition is a low student test results. This kind of thing

condition often happens to students in nearly all subjects. The writer themselves

while still in college often feel tremendous pressure when the lecturer said that there

would be a test. The word test seems something creepy and weight to face the

students, especially in Indonesia, where the majority of teachers in both schools and

colleges conduct tests to students in the same ways, namely a written test and an

oral test, in which the questions and the answer sheet has been prepared by the

teacher.

Tests are given to students from time to time and inevitably they must pass

as a graduation requirement. Clever students may enjoy this process, because they

can show the superiority from another friend. However, for students who are

inadequate, they will feel anxious, worried and would not be able to. There is

enormous pressure to succeed in the test, because if they fail it will make them

labeled stupid for failing in the test. Almost all people do not want to fail in a test,

as well as with students, they want to successfully pass the test so that they can feel

proud and free from guilt and inadequate. This is what often makes some students

force themselves to succeed in a negative way, such as cheating during tests

performed.


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The writer tried a different way to test the students' understanding related to

material that is taught. Then, in English for Media class the writer needs to decrease

the pressure level of students in facing the final test. As we know, no students in a

classroom with identical abilities, experiences, and needs. Learning style, language

proficiency, background knowledge, readiness to learn, and other factors can vary

widely within a single class group. Regardless of their individual differences,

however, students are expected to master the same concepts, principles, and skills.

Helping all students succeed in their learning is an enormous challenge that requires

innovative thinking. Therefore, the writer tries to find new and different ways to

test the students, so, they could be more relaxed, confident and more creative in

facing the test.

Research Questions

The writer formulated the following questions: 1. How is the implementation of giving various ways in testing the students of

English for Media Class?

2. What are the perceived impacts by the students related to the tests given?

Related Literature

What is Assessment?

Assessment is at the heart of education. When lecturers or teachers carry out

assessment, it means that they have to measure the performance of the students and

the progress they make. Assessment is one of the most valuable sources of

information about what is happening in a learning environment. Assessment is

generally seen as something done to students by lecturers or teachers. Gardiner

(2002:109) state that “Educational assessment seeks to determine how well students

are learning and is an integral part of the quest for improved education. It provides

feedback to students, educators, parents, policy makers, and the public about the

effectiveness of educational services.” Moreover, Pellegrino, Chudowsky & Glaser

(2001:1) state that “assessment is essential not only to guide the development of

individual students but also to monitor and continuously improve the quality of

programs, inform prospective students and their parents, and provide evidence of

accountability to those who pay our way.”


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Assessment is needed for learning, assessment and feedbacks are crucial for

helping people learn. Assessment should mirror good instruction; happen

continuously as part of instruction; and provide information about the levels of

understanding that students are reaching. In order for learners to gain insight into

their learning and their understanding, frequent feedback is critical: students need

to monitor their learning and actively evaluate their strategies and their current

levels of understanding (Bransford, Brown & Cocking, 1999).

In additional, assessment is also needed for effective teaching. Bain (2004)

define two important conclusions about the best college teachers; first, how do they

prepare to teach? They begin with questions about student learning objectives rather

than about what the teacher will do. The second is how do they check their progress

and evaluate their efforts? They have some systematic program to assess their own

efforts and to make appropriate changes. They assess their students based on the

primary learning objectives rather than on arbitrary standards.

Moreover, Bain (2004) said that people tend to learn most effectively (in

ways that make a sustained, substantial, and positive influence on the way they

think, act, or feel) when they are trying to solve problems (intellectual, physical,

artistic, practical, abstract, etc.) or create something new that they find intriguing,

beautiful, and/or important; they are able to do so in a challenging yet supportive

environment in which they can feel a sense of control over their own education;

they can work collaboratively with other learners to grapple with the problems; they

believe that their work will be considered fairly and honestly; and they can try, fail,

and receive feedback from expert learners in advance of and separate from any

summative judgment of their efforts.

The following are different types of assessments and their attributes and

questions (Lepi, 2013), they are:

1) There are many types of assessments: diagnostic, formative, summative,

norm-referenced, criterion-referenced, and interim/benchmarked are the

types overviewed here.

2) There are five main question types: multiple choices, constructed response,

extended constructed response, technology enhanced, and performance

task.


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3) Three main delivery methods of assessment: paper and pencil, online, or

computer adaptive testing (which uses an algorithm to adapt to a user’s

responses).

4) Scoring can be done by hand, by computer, or distributed scoring.

Informal Assessments

Informal assessment is a way of collecting information about our students’

performance in normal classroom conditions (Harris & McCanne, 1994). Moreover

they say that informal assessment is sometimes referred to as continuous assessment

as it is done over a period of time like a term or an academic year. Informal

assessments are not data driven but rather content and performance driven. Informal

assessment techniques can be used at anytime without interfering with instructional

time (Navarete, Wilde, Nelson, Martínez & Hargett, 1990). Informal assessment is

usually done by observing the performance of students while in the classroom,

when they speaking, writing, reading or listening. Through these observations,

teachers are able to know which students who have performed well and which are

lacking. In addition, the participation of students in the classroom and liveliness

they also can be used as a source of valuation. For example, running records are

informal assessments because they indicate how well a student is reading a specific

book. Scores such as 10 correct out of 15, percent of words read correctly, and most

rubric scores; are given from this type of assessment. Informal assessments include

observations, interviews, record reviews, and performance reviews that are less

structured than formal assessments and may not be validated or tested for reliability.

Some are developed by teachers or youth service practitioners, and some are

available for free on the Internet. Informal assessments may include portfolios,

interest inventories, work samples, and personal preference questionnaires.

However, to carry out effective informal assessment teachers or lecturers

need to carry out systematic observation. Firstly teachers or lecturers need to work

out what they are going to assess, as it is obviously impossible to assess all students’

performance all the time. Then teachers or lecturers must establish clear criteria for

assessing students and not only rely on rough impressions. Finally it is important to

link the informal assessment with formal assessment (tests) and with self-

assessment done by the students themselves. (Harris & McCanne, 1994:5). Informal


158

assessments sometimes referred to as criterion referenced measures or performance

based measures, should be used to inform instruction.

Harris & McCanne (1994) said that the information given to the students

should help them identify areas which may cause them difficulties when they do

formal tests. Teachers must also give students feedback and help them to think for

themselves about the information, as well as heightening their awareness of how

they assess themselves. In order to be effective, informal assessment activities must

be carefully planned. With appropriate planning, they can be reliable and valid, and

they can serve diagnostic purposes as well as formative and summative evaluation

purposes within all types of bilingual education programs.

Formal Assessments

Formal assessments are tests that systematically measure how well a student

has mastered learning outcomes. Formal assessments are systematic, preplanned

methods of testing students that are used to determine how well students have

learned the material that is being taught in the classroom. In other words, formal

assessments provide a way of answering the question, 'What do the students know?'

(Study: 2015). Formal assessments consist primarily of standardized tests or

performance reviews that have been validated and tested using samples of the

intended test groups. They have specific test administration and scoring procedures,

as well as credential or training requirements for test administrators. Test scores

may be criterion-based (based on knowledge or ability in a specific academic or

vocational area) or norm-referenced (based on a comparison to the sample of the

test-taker’s peers).

Each formal assessment has the same set of expectations for all of the

students who are taking the assessment. Each formal assessment also has specific

criteria used for scoring and interpretation. Other uses of formative assessments

include; providing a means of comparing a student to other students in the

classroom and providing a means of comparing a student to a larger group beyond

the classroom. The main purpose of formative assessment is to measure the amount

of knowledge that students have retained from what they have been previously

taught. Stuar (2015) writes five types of formal assessment in education, namely:


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Formal Oral Tests

Oral tests are one of the most common formal assessments, and they are

used for everything from grade school to language proficiency evaluations. The

exact format of the test will differ according to the purpose of the test, but most will

require the person to think on her feet and answer concisely but thoroughly. You

can prepare for oral tests by practicing beforehand, and it may help to record your

voice or practice in front of a mirror or with a friend. It is important to not only

answer or evaluate the question properly, but also to articulate the response clearly.

Long- and Short-Answer Tests

Written exams are often administered in schools and colleges, and they are

used to test subjects without conventional "right" and "wrong" answers. In long-

answer essays, students will typically be given a subject and are instructed to

expand on the topic by creating an argument that builds on and is supported by

proof. Because these assessments often rely on critical thinking rather than

memorization, you may be allowed aids like dictionaries. In short-answer tests,

people succinctly answer a question with a few sentences, rather than a full essay.

Multiple Choice Formats

Multiple choice exams are a simple form of assessment in which the person

taking a test is expected to select the correct answer from a list that also includes

several wrong choices. These tests are common in almost any discipline. Unlike

other forms of assessment, multiple choice tests can be answered correctly even if

you are not sure of the answer. You can improve your odds on multiple choice

questions by eliminating answers you know to be wrong and selecting from one of

the answers that may be correct.

Problem-Solving Test Style

Problem-solving tests can take many forms, from simple math tests where

people must solve formulas to more abstract assessments where people are expected

to evaluate a situational problem and develop or select an appropriate solution

These tests often also overlap with other test formats, taking the form of an oral,

written or multiple choice test. You can develop your problem-solving abilities by

taking practice problem-solving tests.


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Observational Assessments and Monitoring

Not every test requires the student to be an active participant in the

assessment. In some cases, an evaluator will assess the subject's level by monitoring

him. This may involve watching the student perform a task or assessing his behavior

in the classroom. Ideally, the subject will not change his behavior because of this

monitoring, allowing the person watching to gain an accurate impression of the

student.

Methodology

This study applied descriptive qualitative design. The study conducted at

Cokroaminoto Palopo University. The subject of this study is the students of

English Education Study Program at Cokroaminoto Palopo University (UNCP) in

the third semester of English for Media Class in which divided in two classes, each

class consist of 40 students. The instruments used are observation, interview and

document review. Other supporting data instruments used in this study are camera

and audio recording. Data analysis conducted by using the interactive model of

Miles & Huberman (1994) covered three strategies: (1) data reduction, (2) data

display and (3) drawing and verifying the conclusion.

Findings and Discussions

This study aimed to know the implementation of a new test design given by

the lecturer in English for Media class and to find out the perceived impacts by the

students related to the tests given. There are many ways to test the students, but

which ways is more fun and reduce the pressure on students in facing the test. In

English for Media class during five months the writer observed and applied a new

way to assess the students.

The writer began this study from the beginning of the course until the end

of the lecture schedule that is two weeks after the final test. The writer as the lecturer

of the course tried different ways of assessing students in the class. A different way

mentioned here is a lecturer gives freedom to the students to choose their own

material to be performed or practice in the final test. Thus, each student has a

different material that will be practiced in the final test. The students chose the test


161

based on their ability, for instance if they feel confidence with speaking test, so they

can perform as a presenter on the test later.

First step, before the lecturer gives the test, students are first provided with

each test material in the learning process of each meeting. So it can be concluded

that each of the students are familiar and know each activities offered in the final

test. In the course English for the Media, the writer as a lecturer gives some topics

about English for media, namely; English for newspaper, magazines, radio,

television, internet, and advertisement. In particular, the use of English for those

media then minimized again on job-related to media, such as TV presenter,

newsreader, storytelling about movies, announcer and writing an article about the

media. All topics above had practiced in daily teaching and learning activities to all

students in English for the media class.

Second step, to determine whether by specify the material or practical tasks

in the test better than giving freedom to the students to decide for themselves what

to do in the test, the writer as the lecturer in the mid test determined the matter of

the test, so that all students tested in the same manner and material that has been

determined by the lecturer. Based on the writer’s observation, the students seemed

under pressured and unexcited when the information about the test is given.

Moreover, the process of the test running bored, the students unexcited, under

pressured, and the results of the test was low, there were only a few students who

can be considered successful in the test.

Third step, at this stage, the writer applied a different way from the previous

test. In the final test the students were asked to choose one topic that has been

studied to be presented. The students are free to choose the material to be presented

in the final test, they can choose a topic based on their interest, talents, ability and

of course they feel comfortable with its choice. By this way, the students do not feel

overwhelmed in facing the final test that determines their final score in English for

Media class. This new method success in reduced the students’ tensions in the final

test, it could be seen by the observation in the process of the test. Where, all students

were excited in selecting and preparing materials to be presented in the test. For the

record, this way has been conveyed two weeks before the test scheduled, with the

consideration that the students need sufficient time for preparation. On the day of


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the test, the lecturer only acts as a jury who assesses and comments on the students’

performance.

Then, how the perceive impact of this test to the students? When the lecturer

announces the different ways to test the students, the first impression that the

lecturer saw is the enthusiasm of the students in facing the test. Lecturer can feel

the positive aura and happiness of students, the students have a passion to asked

and clarify their understanding about the test. Students’ creativity and confidence

increased by providing variety options for students for the final test. Students can

choose freely all options offered for the test, in this case the lecturer has prepared a

variety of options that represent the four skills in the English language that is

speaking, reading, listening and writing. Thus, the students are directly invited to

show their interest and abilities related to the four skills.

Based on the results of direct observation and interview to the students, the

writer concluded that the implementation of this test creates a much more relaxed

atmosphere, fun and the tension level of the students in facing the test are also

lighter. This brings a positive impact on the students where the results obtained by

students in this test were also better than the previous test. In other words, by

providing many options to students in the test is better than just giving one choice

to do in the test, because every student is a different child and each child have

different talents and interests. It would be nice if lecturer provides an assessment to

students not on one thing only. If you teach the elephants and birds to climb a tree,

it would have overwhelmed and lost from squirrels and monkeys, then why do not

teach elephants, birds, monkeys and squirrel to take a green leaf on a tree, so they

may have several different ways to get the leaf.

References

Bransford, B. & Cocking. (1999). How People Learn. The National Academies Press.

Bain, K. (2004). What the Best College Teachers Do. Harvard University Press. Gardiner, F. L. (2005). Redesigning Higher Education: Producing Dramatic Gains

in Student Learning. ASHE-ERIC Higher Education Report, 23(7) p. 109 Lepi, K. (2013). The Types of Assessments and How They are Changing. (Online)

http://www.edudemic.com. Upload on July 22, 2013.

http://www.nap.edu/openbook.php?isbn=0309070368

http://www.nap.edu/openbook.php?isbn=0309070368

http://www.edudemic.com/


163

Lowe, J. (2015). Demand Media. (Online) http://education.seattlepi.com. Pellegrino, J, Chudowsky, N & Glaser, R. (2001). Knowing What Students Know.

The Science and Design of Educational Assessment Committee on the Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Study Council.

Stuart, J. (2015). Types of Formal Assessments in Education. Demand Media. Darling, L. (2008). How Should We Measure Student Learning? (Online)

http://www.edutopia.org. Edutopia Team. Wilde J, Nelson C, Martínez R, & Hargett, G. (1990). Informal Assessment in

Educational Evaluation NCBE. Program Information Guide Series, Number 3, Summer Cecilia Navarete.

http://education.seattlepi.com/

SUBMISSION GUIDELINES

Ethical Lingua invites scholars to submit research findings, literature review,

analysis, classroom best practices, or theories application for the next issues

(Volume 4 Number 1, February 2017 and Volume 4 Number 2, August 2017).

1. Ethical Lingua accepts scholarly article, including, but not limited to, the

following fields:

a. Teaching and Learning of English as a Foreign Language b. Language Teaching Methods, Strategies, Models, and Approaches c. Curriculum and Material Development d. Linguistics and Applied Linguistics e. Language Education Policy f. Cultural Issues in Education

2. The article must be original and has not been published in other journal. The

article submitted will be checked for originality. If the article has been

presented in a forum, the author should mention the forum. The writer takes

full responsibility on the originality of the article.

3. The article must be written in English, formatted as MS Word document (.doc

or .docx), and typed on A4-sized paper, 1.5 spaced, with a 12-pt Times New

Roman font. The text should be 10-15 pages in length.

4. The referencing style of the article must follow The APA Publication Manual,

6th Edition. It is strongly recommended for the authors to use referencing

manager software (i.e. Mendeley or Zotero).

5. The title of the article must not be more than 20 words. It must be followed by

the author’s name without title, email address, and affiliation/institution.

6. Text should have English abstract comprising max. 150 words and at least 3

keywords.

7. Biodata is written in brief with max. 100 words. It contains full name with title,

place and date of birth, educational background, affiliation, e-mail, phone

number and recent publications.

8. Submission can be done via OJS submission system:

http://journal.uncp.ac.id/index.php/ethicallingua/about/submissions

or via e-mail attachment to [email protected]

http://journal.uncp.ac.id/index.php/ethicallingua/about/submissions


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