PROCEEDING OF
SEMINAR IETA (THE INDONESIAN ENGLISH TEACHERS ASSOCIATION)
Cetakan Pertama, April 2019
Editor : Dr. Farikah, M.Pd.
Published by:
Perpustakaan Nasional : Katalog Dalam Terbitan (KTD) “ENGLISH LANGUAGE LEARNING IN 21ST CENTURY: INNOVATION FOR EXCELLENT
CHARACTER”. Tim Editor : Dr. Farikah, M.Pd. dkk. – Yogyakarta : Universitas TIDAR. xiv +
226. 20 x 28 mm. ISBN : 978-602-0785-45-5
ii
SEMINAR ORGANIZING COMMITTEE
Chair : I. Drs. Andri Devrioka, M.Pd
II. Dr. Nur Zaida, M.Pd
III. R. Agus Purnama, M.Pd
Vice : I. Ndayani, M.Pd
: II. Dr. Farikah, M.Pd
Secretary : I. Arlina Candra Dewi, M.Pd
: II. Yuniar Widati, M.Pd
Treasurer : I. Sri Sugiyanti, M.Pd
: II. Dra. Isaratun Nafiah, M.Pd
: III. Indriyani Nurohmah, S.Pd
Program Organizer : Widyawati Palupi, M.Pd
Sri Wahyuni, M.Pd
Proceeding : Retma Sari, M.Pd
Imam Baihaqi, M.A
Alvi Nurhidayati, M.Pd
Endah Ratnaningsih, M.Pd
Venue and Decoration : Yunan Hamami Mubarok, S.Pd
Fauzi, S.Pd
Dalhari, S.Pd
Y. Endri Widyanto, S.S
Moch. Malik Al Firdaus, M.Pd
Refreshment : Yuni Dwi Wiratni, M.Pd
Dila Kusumawati, M.Pd
Lutfi Amaliya Fuadah, M.Pd
Ari Prihatiningsih, M.Pd
Krismawati Indah Lestari, S.Pd
iii
REVIEWERS
1. Dr. Farikah, M.Pd. 2. Retma Sari, M.Pd
3. Imam Baihaqi, M.A
4. Ndayani, M.Pd 5. Dr. Nur Zaida, M.Pd 6. Alvi Nurhidayati, M.Pd
7. Endah Ratnaningsih, M.Pd
SPONSORS
1. UPT Bahasa Universitas Tidar
2. Penerbit Buku Erlangga 3. Yuni’s Batik
iv
CHAIR’S WELCOMING SPEECH
His Excellency Dean of Faculty of Language of Tidar University Distinguished Guests Conference Participants Ladies and Gentlemen A very good morning and Assalamu’alaikum war.wab.
A feel honored to bid you all welcome to the IETA Conference I must be the first to admit that the preparation of the conference came out tops, especially the swiftness of gaining positive responses from invited speakers ; Prof. Dr. Sukarno, M.Si, Dr. Nur Arifah Darojati, M.Pd, Mr. Bradley Horn, Mrs. Itje Chodijah, MA and Amy Griffin. Ladies and Gentlemen
IETA is a professional organization which stands for Indonesian English Teachers Association. The members of IETA are institutions and individual teachers of English in primary, secondary and tertiary education institution in Indonesia as well as instructors in non-formal English course. IETA was set in 2008 as the result of the first congress of English teachers to provide them with opportunities to share and discuss contempory issues and trends as well as developments in language teaching, learning, and research. IETA also aims to provide direction to the future development of English language teaching in the country.
To achive its purpose, IETA conducts conferences and workshops organized by its member institutions. The last conference was attended by more than 300 domestic and overseas participants. The speakers at the conference consist of invited scholars, university lectures, and teachers from schools and other educational institutions. It was conducted in Kupang in September 2017, collaborated with Wira Mandira University.
Since it was established, IETA has conducted a lot of programs and conferences. Until now, It has been established 19 branches of IETA. Since 2010, IETA has been the member of IATEFL (International Association of Teachers of English as a Foreign Language) based in Canterbury, England. IETA has been involved in developing the association in selecting IATEFL board, conducting survey etc, Ladies and gentleman,
In 2013, the ministry came with a new concept of school curriculum, which is claimed to be a curriculum emphasizing the affective domain of education. Therefore, the desired attitudes and characters expected of the learners are explicitly stated in terms of competences across the curriculum. As a whole, Curriculum 2013 is still a competence-based curriculum in that the objectives are formulated in terms of the target competence or the product of language learning. Despite the similarities, however, this new curriculum seems to have sent much bigger shockwaves to the teachers in its implementation. The use of technology in teaching English is also one of teaching challenges for teachers of English. There has been a lot of talk
v
about 21st century skills for learning which are required for progressive learning in modern and effective ways. The essence of these skills includes , Critical Thinking Communication,
Collaboration, and Creativity which are often referred to as the 4Cs of learning. The implementation of Peraturan Presiden No 87, 2017 about “Penguatan Pendidikan Karakter is also one of the considerations in English language teaching. That is why at this conference, we choose the theme “English Langage Learning in 21 st Century Innovation for
Excellent Character”.This theme may give inspiration for their success of EFL teaching and learning in Indonesia, especially at secondary and higher education.
To achieve and support the above government program , the IETA will have hard job in enabling English teachers to: 1. improve learning outcomes for students 2. take a more active role in curriculum planning, including building on and refining
existing practices. 3. constantly develop excellent teaching practices 4. actively participate in evaluation of teaching practices and programs, 5. actively participate in the implementation of local state and national curriculum
initiatives. Ladies and Gentlemen,
On behalf of the National IETA Board, I would like to take this opportunity to extend my high appreciation and sincere gratitude to invited speakers, institutions such as Tidar University, without whom no sessions of the workshop could be held. Our appreciation is also intended to the honourable Dean of Faculty of English Department program of Tidar university and staff for their willingness to support and to host this conference. My highest appreciation also goes to RELO which always give contributions with keynote speaker and Journals at this conference. Likewise, my thanks also go to members of the MGMP Bahasa Inggris of Magelang city as well as the IETA Jawa Tengah and board for their hard work without which this conference would not be what it is now.
Ladies and Gentlemen, Mine is not to make a long speech but rather to welcome you. I invite yo while in this city, certaintly outside the conference sessions to visit a few of tourist resorts such as Borobudur Temple and other Magelang culinaries Distinguished guests, ladies and gentlemen
I wish you fruitful deliberations and have a nice conference, and we’d like to call upon His Excellency, the Dean of English Department of Tidar University to officially open this conference. Thank you.
Drs. Andri Defrioka, M.Pd The President of IETA
vii
TABLE OF CONTENTS
"FUN TASK A TICK CARD" AS EFFORT TO IMPROVE WRITING SKILL IN
DESCRIPTIVE TEXT FOR STUDENTS OF SMP N 1 TEMPURAN
Nursiam Muspiati, S.Pd 1 – 6
INCORPORATING READERS THEATRE AND AUTHENTIC ASSESSMENT IN
LANGUAGE CLASSROOM.
Fuadah, Lutfi Amaliya 7 – 15
THE USE OF POPULAR SONG AS AN INTRODUCTION TO PRESENT
PERFECT TENSE LEARNING FOR THE STUDENTS OF 9F IN MTs N 3
MAGELANG ACADEMIC YEAR 2018/2019
Yuniar Widati, M. Pd 16 – 23
CREATIVE WRITING AS AN EFFECTIVE WAY TO IMPROVE WRITING
SKILLS AND CONVEY STUDENTS’ VIEWS
Rukadah 24 – 32
COMPETENCY BASED LANGUAGE TEACHING (CBLT):
ENHANCING STUDENTS’ SPEAKING SKILL IN EFL
Fery Yanti 33 – 41
USING SIM-C TECHNIQUEIN READING COMPREHENSION OF NARRATIVE
TEXT TO 9D GRADERS OF SMP N 4 MAGELANGIN THE SCHOOL
YEAR 2016/2017
Arlina Candra Dewi, M.Pd. 42 – 50
ENHANCING STUDENTS WRITING DESCRIPTIVE TEXT SKILL USING
BIO POEM AS LEARNING MEDIA
Wibianno Putra Prasadana Herrera and Aji Maulana 51 – 56
USING READING RACE TECHNIQUE IN READING COMPREHENSION OF
RECOUNT TEXT TO X GRADES OF MAN 1 MAGELANG THE SCHOOL
YEAR 2017-2018
Yuni Dwi Wiratni, M.Pd 57 – 66
HABITUATING LEARNERS TO NEW VOCABULARIES
viii
WITH DIRECT METHOD
Leni Pangestuti and Ika Azizah Kusuma Wardhani 67 – 76
RECORDING VOICE TRAINING CAN IMPROVE THE STUDENTS’ FLUENCY
IN SPEAKING
Irnawati, Siti Ulfatul Mu’awanah 77 – 85
BAHASO APPLICATION: ENHANCING STUDENTS’ ENGLISH SKILLS
Jihan Nur Astuti 86 - 93
GAINING STUDENTS’ INTEREST AND UNDERSTANDING
IN LITERATURE CLASS BY USING FILM
Novia Indri Susanti 94 – 99
A MODEL OF TEACHING LISTENING IN NARRATIVE TEXT
FOR GRADE 9TH OF MTS N 4 MAGELANG
Ari Prihatiningsih 100 – 103
IMPROVING STUDENTS ABILITY IN UNDERSTANDING AND
APPLYING PASSIVE VOICE THROUGH NEWSPAPER MEDIA
A STUDY TO XI GRADE CHEMISTRY ANALIST 3 SMKN 7 BANDUNG
Iis Nurhayani, S.Pd, M.M.Pd 104 – 112
TRUE-FALSE AND MATCHING TEST ON
STUDENTS ACHIEVEMENT IN ENGLISH
Sholihatul Hamidah Daulay 113 – 119
CATCHY AND EASY ENGLISH PRONUNCIATION WITH YOUGLISH
Khusnul Wilanten 120 – 130
MORAL VALUES IN READING COMPREHENSION: USING THREE LEVEL
GUIDES STRATEGY SEMESTER III STUDENTS, ENGLISH EDUCATION
STUDY PROGRAM FKIP, UNIKA WIDYA MANDIRA, KUPANG
IN ACADEMIC YEAR 2017/2018
Dr. Damianus Talok, MA 131 – 146
USING PROCEDURAL PICTURE SERIES IN SPEAKING CLASS
Isaratun Nafiah 147 – 153
OPTIMIZING STUDENTS’ ENGLISH SKILLS
THROUGH EXHIBITION PRESENTATION MODEL
IN LEARNING EXPLANATION TEXT AT 11TH GRADERS
ix
IN SMA NEGERI 4 MAGELANG
Sri Redjeki, A.Md., S.Pd, M.Si 154 – 160
HOW CAN DEBATE BUILD STUDENTS’ CONFIDENCE IN SPEAKING ?
Nur Rokhmah Fitriyati, Nur Himah 161 – 166
QUAS METHOD ENCOURAGE THE STUDENTS OF DUKUN 1
JUNIOR HIGH SCHOOL TO SPEAK ENGLISH
Ndayani 167 – 175
LOG CONFERENCING TECHNIQUE IN IMPROVING WRITING
ABILITY FOR EFL STUDENTS
Retma Sari 176 – 182
PREZI : THE NEW GENERATION TOOL TO TEACH GRAMMAR IN
VOCATIONAL HIGH SCHOOL
Atiqoch Novie Ameliani and Septa Hardiyaning Tiyas 183 – 190
STUDENTS’ PERSPECTIVE ON THE USE OF BINGO TWIST STRATEGY IN
VOCABULARY LEARNING
Niken Suryowati 191 – 200
TECHNOLOGY ENHANCE LANGUAGE LEARNING: DIGITAL
NATIVE WAYS IN LANGUAGE LEARNING
Muhammad Rauuf Oktavian Nur 201 – 204
ONLINE DICTIONARY: STUDENTS' DISTRACTION OR ASSISTANCE?
Umi Rahmawati 205 – 212
OLD JAVANESE LANGUAGE ELEMENTS IN MODERN JAVANESE
LANGUAGE APPLICATION: A PROBLEM FOR YOUNG GENERATION
Yulia Esti Katrini, Farikah 213 - 223
x
IMPORTANT NOTES
1. Registration
It takes places at 08.00 – 09.00 a.m on Saturday, October 20th 2018 and Sunday, October 21st 2018 in front of SMA N 4 Magelang auditorium, Jl. Panembahan Senopati, No. 42/47, Kel. Jurangombo Utara, Kec. Magelang Selatan, Magelang, JATENG 56123
2. Information Desk
It will be opened in front of SMA N 4 Magelang auditorium to provide information and assistance during the seminar.
3. Opening Ceremony
Be on time and kindly seated at 09.00 a.m to join the opening ceremony in SMA N 4 Magelang auditorium
4. Session Types
a. Plenary Sessions
All of the plenary sessions are held in SMA N 4 Magelang auditorium, Jl. Panembahan Senopati, No. 42/4, Kel. Jurangombo Utara, Kec. Magelang Selatan, Magelang, JATENG 56123 in two days, Saturday-Sunday, October 20th -21st 2018.
b. Workshop
It will talk about the language teaching and active learning. c. Parallel Sessions
Each presenter will present the paper in 15 minutes followed by 10 minutes question answer session. The presentation is placed in SMA N 4 Magelang auditorium.
5. Certificate dan SPPD
Certificate and SPPD can be taken in the information desk in front of SMA N 4 Magelang auditorium.
6. Prayer Room
It is available in SMA N 4 Magelang auditorium area. Please ask the committee to show the way to prayer room/ mosque or it can be checked in the map.
xi
MAP OF THE SEMINAR
JALAN P. SENOPATI
U S
GUDANG
GUDANG OLAHRAGA
KARA-
WITAN
SCHOOL
THEATRE RUANG
KETE-
RAMPI
LAN
DIS-
PLAY
ROOM
LAB
SENI
RUPA
PARKIR SISWA
AUDITORIUM
RUMAH
DINAS
RUMAH
DINAS
GUDANG
RUMAH
DINAS
PARKIR
SISWA
LAB
KIMIA
R. AUDIO
VISUAL
LAP. BASKET
POS
SATPAM KANTOR
KEPSEK
MASJID
LAPANGAN OLAHRAGA
RUANG
GURU
PARKIR
SAMPAH
H
SATPAM
WC
GUDANG WC
GAZEBO GAZEB0
WC G
U
D
A
N
G
PARKIR
GURU/
KARYAW
AN
TU
LAB PAI
xii
SEMINAR AGENDA
1
st DAY
SATURDAY, 20th
OCTOBER 2018
PLACE: SMA N 4 MAGELANG AUDITORIUM
No. Time Agenda PIC Remarks
1. 08.00-09.00 Registration Committee Venue: Auditorium of SMAN 4 Magelang
2. 09.00- 09.05 Opening Ceremony Committee MC B. Palupi dan B. Sri Wahyuni
3. 09.05-09.15 Singing National Anthem “Indonesia Raya”
Committee B. Sri Sugiyanti
4. 09.15-09.45 Welcoming Speech I Welcoming Speech II
Dean of FKIP/ representative Chairman of IETA
Dr. Dwi Winarsih, M.Pd Drs. Andri Defrioka, M.Pd
5. 09.45-09.55 Traditional Dance Performance “Gambyong”
Committee Students of SMA N 4 Magelang
6. 09.55-11.25 Parallel Session I Presenters Committee 7. 11.25-12.55 Plennary Speaker 1 Dr. Nur
Arifah Drajati, M.Pd
Moderator Arlina Candra Dewi, M.Pd
8. 12.55-13.00 Token of Appreciation Committee 9. 13.00-14.00 LUNCH BREAK AND PRAYER
10. 14.00-15.30 Plennary Speaker 2 Dr. Bradley Horn (Brad) (RELO)
Moderator Dr. Nur Zaida, M.Pd
11. 15.30-15.35 Token of Appreciation Committee 12. 15.35-17.00 Parallel Session 2 Presenters Committee
xiii
2
nd DAY
SUNDAY, 21st OKTOBER 2018
PLACE: SMA N 4 MAGELANG AUDITORIUM
No. Waktu Kegiatan PIC Keterangan
* 03.30- selesai Tour Committee Tourism Resorts in Magelang 1. 08.00-09.00 Registration Committee Venue: Auditorium of SMAN 4
Magelang 2. 09.00-10.30 Plennary Speaker 3 Dr. Itje
Chodidjah, MA
Moderator Sri Sarwanti, M.Hum
3. 10.30-10.35 Token of Appreciation Committee 4. 10.35-11.35 Workshop Amy Griffin
(English Language Fellow)
5. 11.35-12.30 LUNCH BREAK AND PRAYER 6. 12.30–13.30 Parallel Session 3 Presenters 7. 13.30-15.00 Parallel Session 4 Presenters 8. 15.00-16.30 Parallel Session 5 Presenters 10. 16.30-16.40 Closing Ceremony Committee Venue: Auditorium of SMAN 4
Magelang 11. 16.40-17.00 Certificate Distribution Committee Venue: Auditorium of SMAN 4
Magelang
67
HABITUATING LEARNERS TO NEW VOCABULARIES
WITH DIRECT METHOD
Leni Pangestuti and Ika Azizah Kusuma Wardhani
Universitas Tidar
[email protected] and [email protected]
ABSTRACT
English is as a foreign language in Indonesia. English or language has built by
four skills. The one of the skills is speaking. That is speaking cannot be express
without vocabulary, but learners mostly has a difficult way when they are learning
vocabulary. The one of the way to solve this problem is by using direct method.
This method work by drill learner’s mind and this way can habituate learners to
learn new vocabulary directly. The other method that is related with this lesson is
grammar-translation method that has some different way on teaching process. The
way to know the result of this research is by using questionaire, book, journal, and
internet. Experience is also very important to be the basic of thi research. In short,
direct method is very helpfull in learning vocabulary.
Keywords: vocabulary, direct method, grammar-translation method, habituate-
I. INTRODUCTION
In Indonesia, English is as a foreign
language. In fact, students in Indonesia are
mostly do not like learning English as
well. Especially in learning vocabulary
that some of them said that it is very
difficult to learn. Whereas, vocabulary is
the important thing in learn foreign
language for mastering the four skills in
English. Related with that case, learners
who wants to master the four English
skills, they need to master the vocabulary
first.
This problem mostly become a
challenge to the teacher who teaching
English class to make their student can
learning or remembering vocabulary
easily. Some of the teachers in Indonesia
who teaching English has their own
method to make their student can learn
English easily, especially in learning vo-
cabulary. Meanwhile to teach the students
it is not a simple as we think. It is because
teachers need to observe about the con-
dition of the students first and also what
the subject that teacher will give to their
student. After teacher know well about the
condition and what material that they will
present, teacher can know what the right
method that they will use in their teaching
process.
As the follows of the words above, this
paper is written to give the information of
the right method how to teach vocabulary
to the student and explain it with a simple
word. This paper also will explain in short
68
words about the comparison between
direct method and grammar translation,
which one is more goods to be apply in a
class for teaching vocabulary. The basic
problems from this paper are:
• Is direct method better than
grammar-translation method in
teaching vocabulary?
• How can direct method habituate
the learners to learn new
vocabulary?
II. REVIEW OF LITERATURE
Vocabulary is an important thing in
learning English. Without vocabulary
speakers cannot speak what they want to
say, because they do not have word to
express their own meanings. Vocabulary is
the basic component to make a communi-
cation with other and to express people’s
meaning, that is also have important place
on four skills in English (Mofareh
Alqahtani, 2015). In other opinion,
Vocabulary is the main basic term before
learners learn foreign language (Ahmad
Fandi, 2014). That is the basic course that
learners need to learn before learning the
four language skills is vocabulary. It is
because the central part for mastering four
language skills is vocabulary (Jack C.
Richards, 2015). In short, we can say that
vocabulary is the basic or central
component of four English skills that also
can be important part in making
communication with other.
In teaching-learning process for learn
language, teachers also need a method to
be use in their class as their keys to be
success in manage their class. There are
some methods that very useful for teacher
to be use in a class. Yet for each method
has their own purpose, so teachers need to
know which is the right method that
related with the condition of their class.
The one of the methods is direct method.
Direct method itself means that all the
process in teaching-learning is using the
target language. That is in the use of the
mother tongue and translation have been
ignored (Jack C. Richards, 2015). It is
because in this method has aim to drill
learner’s mind to remembering the vo-
cabulary that they have learned before to
improve their public speaking. The other
definition of Direct method is that direct
method also being a technique to improve
the speaking skill with target language,
which is the translation to the mother
tongue is impossible to be given, and also
in this method has a limited grammar
rules that teacher give to their student
(Dictionary.com, 2018). Yet if there are
some words that students cannot define
by their self, teacher can help them with
translate it using body language or other,
except speaking. To the specific definition
of direct method, direct method is that all
of the communication that happen in class
is using target language and there is no
translation to the mother tongue and also
has limited grammar rules.
Related to the aim of direct method,
teacher when they are teaching need to
habituate student’s mind to remember the
material (vocabulary) with practicing it
usually until being their habits. The
definition of habituate itself is to get or to
do something easily, someone need to drill
their attitude to make it usual for their
body in physical or psychology. Habituat-
ing is a way that is needs a long time to
make it success. Another definition is that
69
habituate is a way of how to bears people
habit to do something or get something
(Oxford Dictionary, 2018), and the way to
make someone to get used to something is
called habituate (Cambridge Advanced
Learner's Dictionary & Thesaurus ©
Cambridge University Press, 2018).We can
say that habituating is a way to drill some-
one habituates being their habit to make
someone itself being easy to do that habit
without any problem.
The other method that has a similar
aim to teach vocabulary with direct
method is Grammar-Translation method.
That is a traditional method that teacher
until now have used it in their teaching
class. This method is focus on learning
grammar and the translation of target
language is allowed. According to Jack C.
Richards (2015), Grammar-Translation
method is a method that focusing on ana-
lyzing of the grammar and also the
translation of the target language to the
mother tongue. The differences between
both languages are that grammar-trans-
lation method has translating the meaning
of words to make the learners being easily
to understand the material.
III. METHODOLOGY
3.1. Research Design
This research is using quan-
titative research to collect the data.
Quantitative research is a scientific
approach to collect data using
calculation.
3.2. Respondents
The respondents of this research
are using 15 respondents from the
students of English Department. In
here, they need to fill about 10
questions in the questionnaire and
also the reason why they give that
answer.
3.3. Data Collection
The techniques used to collect the
data are using questionnaire, book,
journal, experience. Questionnaire is
giving some questions to the respon-
dents using online questionnaire to
get the real information. There are
also some data that we get from books
and journals. On the other hand, the
data is completed by using some
experiences.
3.4. Data Analysis
This step is the last step of this
research, that is analyze the data or
processing the data from question-
naire. In this step, writer using quali-
tative approach to analyze the data
from the research. Those in the data
writer give the explanation of the data
of observation using sentences not
with number.
3.5. Instruments
The instrument in this research
was using questionnaire. In that
questionnaire consist of 10 questions.
This is for each question student need
to fill in their own opinion about the
statement on the table, which wrote in
five numbers of choices. Here, stu-
dents also have to write about the rea-
son why they choose that number that
it can make the analysis being easy.
3.6. The Procedures
The procedures of this research
are doing the observation by using
questionnaire. Then the data from that
research being analyze to get the
answer of the problem.
70
IV. FINDING AND DISCUSSION
4.1. Vocabulary
Vocabulary is the important
thing in learning foreign language.
With vocabulary learners can master
the 4 skills in language with easiest
way. In learning language vocabulary
becomes a basic way to learners to im-
prove their skill.
Related to the research from the
questionnaire that the writer has pub-
lished before to the respondents, here
are some questions that related with
vocabulary and followed by the ex-
planation of the data of research.
1. Vocabulary is one of the important
aspects in teaching English. (quest-
ion number 1)
This statement is really clear that
vocabulary is the important thing
in teaching English. Vocabulary is
as a foundation of language. That
is without vocabulary people can-
not make a communication each
other. It is also prevailing in class
that teacher need to make commu-
nication with student to present the
material, so the use of vocabulary
to express meaning is really im-
portance in class.
Based on the research, almost of
the respondents are strongly agree
with this statement because vo-
cabulary is the important thing in
teaching process to make commu-
nication. Vocabulary also being the
important one for increasing the
four skills in language.
In short, vocabulary is really im-
portant to make communication,
especially in teaching-learning pro-
cess. Vocabulary also being the ba-
sic thing to master the four
language skills.
2. Achieving the four English
language skills successfully with
vocabulary. (question number 2)
As the explanation of the statement
before, that vocabulary is the basic
thing to master the four language
skills. The four language skills
itself consist of listening, speaking,
reading, and writing that is the
important courses in learning
language.
The data of the research indicate
that almost the respondents have
agreed with this statement. The
reason is because vocabulary has a
lot of functions that very important
to make communication and also
to mastering the four language
skills. Although, learners need to
be wary in learning vocabulary for
mastering the four language skills.
It is because of the each skill has
their own point that sometimes
different.
The conclusion from that data is
that learners who want to
mastering the four language skills
need to mastering the vocabulary
first.
3. Vocabulary is involved in all as-
pects in English course and that
can improving all skills in English.
(question number 3)
Same with the explanation above,
some respondents here are also
agreeing with this statement. Vo-
cabulary is very important. That is
71
someone can improve their skill in
English. Without vocabulary some-
one cannot learn the four language
skills. It is because vocabulary here
as the connection for each skill in
language.
4.2. Habituating Learners with Direct
Method
Direct Method is a method that
in the process is using target language
and the translation of the meaning to
the mother tongue is not allowed. The
grammatical rules in this method are
not necessary to be teaching, because
in direct method the lesson is focus on
the public speaking. Vocabulary also
has followed to this method because
without vocabulary someone cannot
express their own meaning.
Related with the explanation
above, writer has research about ’is
direct method really useful for
habituating learners to learn new
vocabulary?’
1. Direct method can develop your
interest in learning vocabulary.
(question number 5)
In teaching-learning process
teacher need to make a fun situa-
tion in their class, because student
mostly being bored quickly in their
learning process if the subject that
they learn is not interesting. Re-
lated with that case, direct method
also has a interesting side for built
learners interest in learning langu-
age. The example for this case is
using the native language in a
class.
Some respondents are agree-
ing with this statement, although
they still not sure with the work of
direct method in built the learners
interest, because the thing that can
make learning process successful
depends on the students.
2. Ensures your good pronunciation.
(question number 6)
Direct method is focus on im-
proving the public speaking of the
learners. This case caused that vo-
cabulary is the important thing in
improve speaking skill. Speaking
are identically with pronunciation
and pronunciation cannot be get
without vocabulary. Yet this condi-
tion make the respondents agree
with this statement, but sometime
the respondents think that it can be
difficult to learn both of them in a
same time.
3. Direct method makes the learning
process of English easy and
pleasant. (question number 7)
The research shows that some
respondents agree with this state-
ment because according to the
lesson, direct method is a good me-
thod for teaching vocabulary. Al-
though some respondents are not
sure that direct method can be
success because students are not a
native speaker, so it can be difficult
for them.
4. The teacher does not have to trans-
late every single unfamiliar word
in teaching English. (question
number 8)
72
Teacher is someone who has
professionalism in teaching the
learners in a or some lessons. In
teaching process teacher usually
has to explain clearly about the
material that they give to their
student. Related to the student
learning centered now, that has
been use in the education system in
Indonesia, direct method is the one
of method that teacher can to use
it.
The data from the research,
some of the respondents are agree
the system of direct method,
besides the other respondents say
that teacher needs to explain the
material clearly for their student
(teacher learning centered).
5. It is difficult to learn new vocabu-
lary using direct method. (question
number 10)
The respondents from this
statement almost of them say that
sometime this method is really
difficult, but sometime they also
say that it is easy to learn with this
method. It is depends on each
student interest and condition.
4.3. Direct Method vs. Grammar-Transla-
tion Method
1. The meaning of word in learning
process is to be convoyed directly
with the target language. (question
number 4)
Related to the research, some of the
respondents are agree that teacher
have to translate the meaning of
target language to mother tongue
(grammar-translation). It is
because this way can help the stu-
dent who being confused because
of he or she cannot define some
words in some moment.
2. Direct method is better than
grammar-translation method in
learning vocabulary. (question
number 9)
This case, actually depend on the
student interest. Related to the res-
pondent opinion, direct method
can be good method on teaching
vocabulary, but for some respon-
dents also say that grammar-
translation method is better than
direct method.
73
Table 1. The Percentage of the Participant about Habituating Learners
to New Vocabularies with Direct Method
No. Questions Agree Neither
agree nor
disagree
Disagree Total
1. Vocabulary is one
of the important
aspects in teaching
English.
100% - - 100%
2. You can
successfully
achieve the four
English language
skills with
vocabulary.
80% 20% - 100%
3. Vocabulary is
involved in all
aspects in English
course and that can
improve your skill
in English.
93.3% 6.7% - 100%
4. The meaning of
word in learning
process is to be
conveyed directly
with the target
language.
66.7% 33.3% - 100%
5. Direct method can
develop your
interest in learning
vocabulary.
46.7% 40% 13.3% 100%
6. Ensures your good
pronunciation.
46.7% 53.3% - 100%
7. Direct method
makes the learning
process of English
easy and pleasant.
53.3% 40% 6.7% 100%
8. The teacher does
not have to
translate every
40% 20% 40% 100%
74
single unfamiliar
word in teaching
English.
9. Direct method is
better than
grammar-
translation method
in learning
vocabulary.
73.3% 20% 6.7% 100%
10. It is difficult to
learn new
vocabulary using
direct method.
13.3% 20% 66.7% 100%
Figure 1. The Diagram of the Percentage of the Participant about Habituating Learners to
New Vocabularies with Direct Method
Note : 0-16 (respondents)
Related to the research, the conclusion is
that vocabulary is the important thing to
make communication. Vocabulary also
being the four skills of language. To make
learners being easy on learning vocabu-
lary, teacher needs to use the right method
to teach their students. The one of the
method is direct method that have aim to
train the students to using English in their
daily activity to habituate them to speak
English, so it can make them learning new
vocabulary easily and every time.
In other word, direct method is the
good method to teach student to learn
vocabulary easily. In this process student
has their own process to acquire the mate-
rial that their teacher gave to them. This
method is very effective to drill student’s
mind to remember about the vocabulary
that they already have and used before.
0
2
4
6
8
10
12
14
16
agree
neither agree nor disagree
disagree
75
Student also can learn new vocabulary by
listen what their teacher said with another
vocabulary that student do not know
before, because in the classroom they
using English all the time.
The comparison between the direct
method and grammar-translation itself,
just on the focus on their own purpose like
on translating and grammar, but both
method are good to be use in teaching vo-
cabulary. That is depending on student’s
interest and condition of the class.
V. CONCLUSION
In Indonesia, English is as a foreign
language. This case make the mindset of
Indonesian people should or should not to
learning English. In fact, English is very
importance to learn because with English
they can develop their self in this era
easily. Here, learning new vocabulary is
the most difficulties thing that the stu-
dents have. To make the student learning
English easily, teacher can use direct me-
thod to support their teaching process. In
this method, teacher can make their stu-
dent learning English with using target
language, this method can drill student’s
mind to remember the material that they
have learned. It can also make the stu-
dents can speak English fluently.
Related with the research, teacher is
not necessary to using direct method
mostly in their teaching class. It is because
for each class has their own interest on
what method that they like.
References
[1] Ahmad, F. (2014). The effect of
direct method on student's
vocabulary mastering.
[2] Alqahtani, M. (2015). The
importance of vocabulary in
language learning and how to be
taught. International Journal of
Teaching and Education, III , 21-34.
[3] Cambridge English Dictionary:
Meanings & Definitions. (n.d.).
(n.d.). Retrieved June 27, 2018,
from
https://dictionary.cambridge.org/di
ctionary/english/
[4] Chanastalia, R. N. (2018). The
communication methods in english
classroom for indonesian deaf
students. Theory and Practice in
Language Studies , 9-16.
[5] Crystal, D. (1979). Child language,
learning and linguistics. Edward
Arnold (Publisher) Ltd.
[6] Dictionary.com. (n.d.). (n.d.).
Retrieved June 29, 2018, from
http://www.dictionary.com/
[7] English | Oxford Dictionaries. (n.d.).
(n.d.). Retrieved June 27, 2018,
from Google:
https://en.oxforddictionaries.com/e
nglish
[8] Handayani, U. T. (2012). Teaching
english vocabulary using direct
method to kindergarten students at
kuntum cemerlang school
bandung.
[9] Ivone, F. M. (2005). Teaching
english as a foreign language in
indonesia: the urge to improve
classroom vocabulary instruction.
196 TEFLIN .
76
[10] Juhaeriyah, S. (2010). The
influence of using direct method
in teaching vocabulary.
[11] Leliana, A. (2015, January 09).
Berbagi Ilmu. Retrieved June 26,
2018, from Google:
http://kumpulantugassekolahdan
kuliah.blogspot.com/2015/01/dire
ct-method.html
[12] Richards, J. C. (2015). Key issues in
language teaching. United
Kingdom: Cambridge University
Press.
[13] Smith, J. T. (2004). Acquisition by
processing: a modular
perspective on language
development. Keynote Article , 1-
20.
[14] Wingate, H. (2013). The natural
method of teaching latin: its
origins, rational, and prospects.
Paedagogus , 493-504.
77
RECORDING VOICE TRAINING CAN IMPROVE THE
STUDENTS’FLUENCY IN SPEAKING
Irnawati dan Siti Ulfatul Mu’awanah
Universitas Tidar
ABSTRAK
Most of the students have problem in english, especially in speaking skill. It can be
caused by many factors. Such as lack of vocabularies, did not have self confidence, and
any breakdown when they speak which make their speaking is not efficient. Lack of
vocabularies makes the students are difficult to arrange what have they said. This problem
can be minimized by doing many exercises. The researchers try to discuss one of the
exercises which can improve the students’ fluency in speaking. From literature review,
recording voice training can improve the speaking skill, especially in fluency problem.
The researchers will explain the step to solve the problem and give the respondent
questionnaire to know what are their perception when practice recording voice training to
improve their fluency in speaking. Besides, the researchers also do observation to
student’s who do this training. So, the purpose of this study is to discuss and examine
whether recording voice training can improve students’ ability in speaking especially
fluency.
Keywords: speaking fluency, recording voice training, perception
78
I. INTRODUCTION
Speaking skill is very essential to
communicate. Often in the classroom, the
lectures or teachersspeak for the begining
until the end of the learning process. They
teach speaking skill because the main
purpose of the study is they can commu-
nicate in english orally(Prisnanto, Cipto,
Purnawan, & Ari, 2013). Besides, there are
many aspects which is used to make clear
communication. They are the using of
vocabularies, self-confidence, and fluency
in speaking. However, most of the stu-
dents still have minimum vocanbularies,
self-confidence, and they are not able to
speak fluently in front of the classroom.
In the classroom, the teachers still
find the common problem in students’
speaking. Most of them are still lack of
vocabularies. Because they only have
limited vocabularies, they are difficult to
arrange the sentence orally. When they
speak they consume the time to think
what have they said. In this case, they just
say emm,, ehh,, sst,,, etc. It caused the
breakdown in speaking and make their
quality of speaking are not fluent. If the
students have breakdown, usually they
will do it continously. It will become their
habit to make a mistake in give the space
between words. The common problem in
speaking is the pauses between words
which is spoken(Salazar & Leslie, 2014). In
case, they are not able to collaborate their
first sentence to the next sentence by
appropriate vocabularies. Students have
to think for long time to make it clear.
The other problem in speaking is the
self confidence. Most of the students have
less of self-confidence and feel shy when
they are speaking. When the students
have to speak in front of the class, they
will feel so nervous. It is the main
problem when they are speaking.
Although the students have high ability
and vocabularies in speaking but they
don’t have enough self-confidence,so their
speaking will not maximum. This
problem may be caused by the minimum
exercises because they only practice the
speaking ability in the classroom.So the
teachers should give them exercises
outside of the classroom to improve their
speaking skill. In addition, the students
can make an exercises by themselves.
From the problems above, the writers
is motivated to make a paper and discuss
about this problem. The writers try to give
the solution to enhance the quality of
speaking by recording voice training.
Hopefully, with this exercise the students
can make a effective communication
without many mistakes. The purpose of
this paper is to discuss and examine
whether recording voice training can
improve speaking skill, especially in
fluency.
II. REVIEW OF RELATED LITERATURE
Speaking fluency
In speaking someone need fluency
and accuracy to make their speech can be
understood with others. Speaking fluency
is the process of speaking without too
much hesitation and many pauses in
communication(Mohammed, Nahed,
Elsayad, & Heba, 2016). People who speak
fluently have not a lot of pauses in
speaking. They also have self confidence
without hesitation when speaking.
79
Factor which influence the fluency in
speaking
Minimum vocabularies
Vocabularies are the most important
aspect in speaking. However, most of the
student are lack of the vocabularies which
makes they are difficult to communicate
fluently. The crucial problem in speaking
is when the students hard to speak be-
cause they have limited vocabulary(Singh
& Rajendra, 2015). So, the students have to
master the vocabulary because it will help
the students to enhance the fluency in
speaking. With knowing a lot of
vocabularies, the students will easy to
arrange the sentences orally. They will not
need pauses when they forget the words
because they can change the words with
the similar vocabulary. Mastering vo-
cabulary can minimize the pauses in
speaking and produce the oral sentence
coherently and semantically.
Lack of self confidence
Lack of the self confidence is the
common reason of the fear of public
speaking because the students feel un-
comfortable and have a meek nature
when they are speaking(Raja, 2017). Most
of the students are not confident in
speaking because they are worried about
the mistakes of grammar, vocabularies,
and pronunciation. However, this
problem can be solved by recording their
own voice before they practice orally
(Abdulmanafi, Jalal, Seyed, Seivi, & Asieh,
2014). Practicing the students’ own voice
will enhance the self confidence and
develop the fluency in speaking
(Sweetlove, Kato, Paller, & Taylor, 2013).
After the students get feedback from their
teacher and know their weakness they can
correct their mistakes by listening several
times of their record. So they can build the
self confidence if they have to speak
directly in front of the class.
Breakdown space in speaking
Sometimes the speakers do the break-
down space when they are speaking. This
breakdown usually consist of ehh,, emm,,,
etc. It makes the quality of speaking is
low. The listener are difficult to under-
stand the meaning. Their speaking is not
maximum and not effective. The break-
down spaces also waste the time when
speaking.
Recording voice training
Recording voice training is the
communicative strategies to minimize the
long breakdown when speaking (Minh,
2012). This technique can make the stu-
dents fluency in speaking without many
pauses in the middle of speaking. By
recording the voice, the students can have
a lot of experiences because they have
trained for several time. Students will
enhance their ability in oral skills through
voice recording because they can evaluate
and aware their own voice (Wilches,
2014). It will motivate the students before
they practice in the classroom. The
students have opportunity to do exercises
which is given by their teacher using
smartphone. They can train their own
voice. If there is a mistake, they can repeat
the record until they are correct and
fluent. After that, the students can submit
it to the teacher. They will get the
feedback from the teacher. It has purpose
to make them motivated and be better
80
again in their fluency in speaking directly.
The teacher might give correction and
suggestion to them in order to avoid the
mistakes again. After get the feedback, the
students can correct their mistakes by
using voice recorder. The learners can
hear their own voice in order to enhance
the fluency in speaking (YanJu, Mei, &
Muhamed, 2017).
Recording voice training is suitable
technique to improve the fluency. In
learning process, the students need
fluency ability when they are
communicating or giving presentation to
the public. Before they practice directly,
they can make exercises by recording
voice. (Schier, Mulvany, & Shaw, 2010).
They can do it by using technology, in
order to balance the knowledge and how
they use technology optimally. Recording
voice training as a way to increase the
quality of speaking in target language, so
the learners’ not only focus practice in the
classroom but they have had many other
opportunities to practice speaking.
(Goktur, 2016).
The others advantages is by recording
voice can improve the students’ ability in
speaking, especially the self-confidence
and the fluency (Prisnanto, Cipto,
Purnawan, & Ari, 2013).
Respondents
Respondents from this research con-
sist of the future teachers from fourth
semester Faculty of Education and
Teacher Training, Tidar University, the
teachers from Senior High School, and the
students from Senior High School. The
sample respondent of future teacher from
Tidar University are the learners’ of class
A. Sample of respondent from future
teachers are random based on the class
quality in the class. The researchers
choose 10 respondents from this class.
The second sample are 5 teachers who are
teaching in Senior High School in
Magelang Regency. The other sample are
5 students who are still studying in Senior
High School.
III. METHOD
Instruments
Questionnaire
To ensure the validity of the data, the
researchers give the questionnaire to the
participants. The focus of participants
from this questionnaire are the future
teachers, teachers, and students. They get
the questionnaire which consist of 9
questions and they have to answer based
on their perception and experience. As the
researchers’ main aim was to create a
discussion from the question by giving the
participants a chance to answer the
general question based on their points of
views, such as ‚What do you think about
the recording voice training as an exten-
sive speaking practice?‛, ‚Is speaking
need a lot of vocabulary to minimize the
breakdown space in speaking?‛, and
‚how it contribute to identify your weak-
ness and strength in speaking? The
researchers make this questionnaire by
adapting from the journal by Nazlınur
Gokturk, 2016.
Procedures
The procedures in this research are :
making questiannaire which adapted
from journal related to the topic in this
research, determining the sample of the
81
respondent, asking the respondent about
the questionnaire, and analyzing the
questionnaire based on the respondents’
perception.
Data Analysis
The data will be collected by using
qualitative research. Each question of the
questionnaire is provided yes or no
answer and the reason. From the result of
questionnaire the researchers analyze all
of them to create a disscussion.
IV. FINDING DISCUSSION
Respondents’ perception about the
effectivenes of speaking fluently and the
important of mastery the vocabularies
Speaking without any breakdown is
effective
From the respondent of students, 80
percent of them agreed that speaking
without any breakdown is effective. 4
from 5 respondent of students realize that
they are difficult to understand what the
speakers said if there is any breakdown
space in their speaking. If the speaker
have a breakdown space too much, or the
speaker just say emm,emh,,etc. 20 percent
of the students disagreed with this
statement because they realize that some-
times the listeners need the breakdown
space to think what the speaker said. So if
he listens the speaker speak slowly with
any breakdown, he will be easy to
understand the meaning because he can
think what the meaning for the
breakdown space time.
Respondents from the future teacher
and the teacher almost have same idea. 90
percent of them said that speaking
without any breakdown space is effective.
The speakers of this type is more
interesting. It means that the speaker have
good ability to communicate fluently. So if
they can communicate fluently without
any breakdown their speaking ability will
be easy to be understand.
‚Speaking without any breakdown is
effective because the interlocutor does not
have to wait what the meaning of the
speech. If the speaker can minimize the
breakdown the interaction more commu-
nicative. On the other hand, the
interlocutor more interested to listen the
speaker. They will have motivation to
speak fluently like the speaker. (respon-
dent 4)
The other respondents from teachers
of Senior High School share their opinion
that if someone wants to give important
information but they speak slowly and
there are many a lot of breakdown, the
information will not clear. While someone
has limit of time to communicate, so
speaking with breakdown space just
waste the time and not communicative.
From the problems above imple-
menting recording voice training can
increase the preparation because the
speaker can train many times using it. So
if someone has been doing exercises he
can speak fluently because it becomes
their habit.
Speaking need a lot of vocabularies
Speaking and vocabularies have a
close relation. 90 percent of the respon-
dents said that speaking need a lot of vo-
cabularies. From the future teachers of
Tidar University opinion,the researcher
conclude that speaking need appropriate
vocabularies. Vocabularies influence the
82
quality of speaking, include diction,
meaning, and part of speech of the word.
The other respondents also argue if
speaking need vocabularies which
appropriate with the context in the
speech. For example if someone has to
speak in economic sector, he has to use
word that suitable with that.
All of the respondent from the teacher
of Senior High School also said that
vocabularies are very important in speak-
ing. If the speakers have limited vocabu-
laries, they cannot able to convey the
meaning because the speaker uses the
inappropriate word. So the idea which
will be explain from the speaker will not
received well.
From 5 respondent of students, 3 of
them agree if speaking need a lot of
vocabularies. They know that
vocabularies is very important. The
opinion from the student in Senior High
School share their experience when they
are speaking in the classroom sometimes
they forget some words.
‚.....when my teacher asked me to
speak in front of the class, sometimes I
forget the word what should I said, but
when I have enough vocabularies I can
replace that word with another word. So I
don’t need to stop my speech when I
forget some words.‛ (respondent 16).
40 percent of the students from Senior
High School still not sure if the
vocabularies is very important in
speaking. They believe that speaking
needvocabularies but the important thing
is self confidence.
Contribution of recording voice training
to the fluency of speaking skills
Recording voice training as an extensive
speaking practice
From all of the respondents, 80 per-
cent of them believe that recording voice
training can improve students skill,
especially in speaking. From the respon-
dents’ reason, the reasearcher conclude
that with recording voice training, the
students can make exercises so they can
practice their speech before practice in
front of the class. If the students do it
continously and make it to be their habit,
it is very suitable to be their exercises. So,
it make they be able to speak orally in
front of the class or people. Respondent
who disagree with this statement, most of
them believe that in daily activities, they
are not only use the recording voice.
‚No, because sometimes we don’t
have time to do an exercise like that. We
need to communicate orally in real life
without preparation.‛ (respondent 9)
Recording voice training can elaborate the
content of your speech
60 percent of respondent explain that
with recording voice training we can
elaborate and combine the content of the
speech. From recording voice training the
speaker can listen again the recording.
After that, the speaker can evaluate
whether the content is enough or not.
‚Yes of course. When I use recording
training as my exercises, I always play it
many times to make sure my content is
good or not. Then, I also try to make a
recording with other topic.‛ (respondent
18)
30 percent of respondents agree with
this statement but they don’t give the
reason. And the rest of respondents said
83
that recording voice training need a lot of
time.
Recording voice training can minimize the
breakdown space in speaking
80 percent of the respondents said
that it is very effective to be the exercises.
The students canpractice many time
before they practic orally in real life. So it
will make them can minimize the break-
down space and make their speech are
fluent. 20 percent of responents believe
that the exercises not only come from the
recording voice but the speaker just need
self-confidence.
Recording voice training can develop your
self confidence
For this statement, 80 percent of the
respondent said that recording voice
training can develop the self confidence.
From their reason the researcher conclude
that the students have many chances to
practice their speaking. They may hear
their own voice first to know their quality.
After that they can evaluate it by them-
selves. So with recording they can build
self confidence because they have doing
exercises many times.
‚Yes by recording voice I can improve my
self confidence because when I have to
practice in front of the class, I have trained
speaking in other chance.‛ (respondent 5)
20 percent of the respondent diagreed
with this statement because they belive
that self confidence only can be improve
from speaker its self.
Recording voice training is useful to
identify your strengths and weaknesses in
speaking
From this statement, 50 percent of
them agreed because by recording voice
the speakers can evaluate the ability in
speaking. They can analyze the weakness
and strengths in speaking. The speakers
can check the mistake and repair it when
they speak orally in real life.
‚Yes, by using it I can know where
the mistake are, After I hear for many
times I try to minimize the mistake in next
training.‛ (respondent 9)
However the rest of the respondents
did not know well if the recording as
effective way to know the strengts and
weakness because the students need other
people to correct them, not only their
selves.
Recording voice training is effective
learning before speaking practice
80 percent of these respondent believe
that it is effective learning before speaking
practice. From their reason the researchers
has conclusion if by recording voice the
speaker can evaluate their speech. It is
effective to correct their mistakes or errors
when they want to give a speech.
‚Yes, with recording voice I can
evaluate the quality of my speech. I can
correct my pronunciation. And I also
manage the time before I give speech in
front of the class‛ (respondent 3)
20 percent of the respondent said that
recording voice training need a lot of time.
Sometimes they do not have time to do
this exercise.
‚ No, sometimes I do not have a lot of
time to record my voice first before I
speak.‛ (respondent 10)
84
Recording voice training can enhance the
quality of speaking skill
50 percent of the respondents belived
that by recording voice training the
speaker can replay it many times then
they can correct the mistake and be better
in next exercise. If they do it continously,
The speaker will have good potential to
speak with good quality.
30 percent of the respondents from
students of Senior High School believed
that they just do it sometimes so they can
not make sure whether it is can enhance
the quality of speaking skill or not.
The rest of the respondent said that
quality of speaking skill become from the
speaker figure. The quality not only comes
from the recording voice but their
background knowledge also influence the
quality of the speech.
V. CONCLUSION
Speaking is the important skill which
have to be mastered by the students in
order to communicate. However, the
learners have a problem in fluency in
speaking. They are difficult in arranging
the words when speaking because they
still have minimum vocabularies. It makes
there are pauses or breakdown in the
middle of the speaking which makes the
speech is not effective. Besides, they are
still lack of self-confidence. Therefore, it
needs morepractice outside of the class-
room to improve their fluency and
enhance their self-confidence. The effect-
tive way to make exercises is recording
voice training. By recording voice
training, most of the respondents explain
that they can practice and do exercises to
make their quality of speaking is better
than before. It will increases the
motivation and makes the communication
more effective, especially in learning
process.
VI. REFERENCES
[1] Abdulmanafi, Jalal, Seyed, Seivi, &
Asieh. (2014). Dialog journal
writing and its effect on learners'
speaking accuracy and fluency. Study
in english languange teaching, 10.
[2] Goktur, N. (2016). Examining the
effectiveness of digital video
recordings on oral performance of efl
learners. Teaching english with
technology, 72.
[3] Minh, N. N. (2012). Recording
technique : possible applications and
teaching and learning speaking skills
for EFL learner. Journal of sience, 11.
[4] Mohammed, Nahed, Elsayad, &
Heba. (2016). Using voice thread to
develop EFL pre-service teachers'.
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participations through video
recording method for the seventh
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in the academic year 2015/2016. 8.
[6] Raja, F. (2017). Anxiety level in
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and remedies. Journal of education and
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(2010). Use of student audio
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recordings to develop communication
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86
BAHASO APPLICATION:
ENHANCING STUDENTS’ ENGLISH SKILLS
Jihan Nur Astuti
Universitas Tidar
ABSTRACT
Technology has developed quickly along with the changes in daily life. Almost all of
the activities can be done through the use of technology. Currently, almost
everyone includes students have a smartphone and various applications on it. The
availability of mobile networks and apps allows a mobile learning. The aim of this
study is to know that Bahaso application has the impact to improve English skill of
the students. This study used qualitative research and conducted in fourth-
semester students with the collecting data using the questionnaire. Almost all of
the research findings supported using Bahaso to enhance English skills, enrich
their vocabulary, also enjoy learning grammar. So, the use of mobile application
might give positive effect to enhance students’ English skill.
Keywords: bahaso, application, students, English skills
I. Introduction
The 21st-century education system
and technology are growing rapidly and
bring any change in some aspect of life.
Technology is changing our daily life,
everyone has used it, one of them is a
mobile phone. The use of mobile phone
has expanded upon children to adults
includes students in school.
There are many advantages due to
the use of mobile phone, it is correlated
with Gliksman (2011) stated advantages of
using mobile phones such as the
flexibility, mobility, touch interface and
long battery life. This fact enables the
online learning to be implemented, it is in
line with Mulyono(2016) proved that
using technology in foreign language class
can be done as long as it is useful and can
develop the skills of the learners.
Therefore, using application become one
of the choices to bring technology in EFL
activities.
There are also many difficulties that
faced by students in learning English, so it
affects their skills. Moreover, English
which is known as a foreign language that
assumed as a complex language to be
learned. Even students get English
language education in school does not
mean that the students have high
proficiency level. So, this paper will
discuss using Bahaso app to improve
students’ English skill.
87
II. Review of Literature
2.1 Bahaso Application
Bahaso is an interactive and easy to
use English learning application. Bahaso
presents quality and targeted content in 4
levels: beginner or A1, elementary or A2,
intermediate or B1, and upper-interme-
diate or B2. The existence of many levels
makes students choose the appropriate
level based on their experience. It is an
interesting application and can students
can get the facilities free, but need to pay
to get the premium membership.
Bahaso as an interactive application
means that bahaso is an application that
gives interactive learning process. It helps
students to accelerate their study in
listening, speaking, reading, and writing.
Moreover, each material will be given in
the text, picture, audio, and video.
Bahaso is available on Google play
store, Apple App store and bahaso.com.
Students can get in Google play or known
as an international android market. They
also can get in Apple App store as the
service of application distribution.
Bahaso app is simple and easy to use,
learners can try all of the facilities on the
application. They can simply open the
application they have installed before and
followed the step as stated in the
application.
After installing the application, they
have to create an account by registering
first and last name, email address, and
password as desired. The next step after
doing registration is login by choosing
‘log in’ and enter the username also the
password. Finally, learners can access the
learning feature to start to learn the
course. Bahaso contains a lot of lessons
that each lesson contains around ten
questions with the explanation of how to
answer.
2.2 English Skill
English skill is four skills that need to
learn when we learn a language. The four
skills are listening, speaking, reading, and
writing. All of the skills are related and
should be integrated in an effective way.
According to Aydogan (2014), speaking is
often connected with listening. It seems in
two-way communication that one person
becomes a speaker and the other one is
the listener. Aydogan (2014) also prove
that reading is the receptive skill in a
written mode that can improve vocabu-
lary. The alliance of listening and
speaking with reading and writing make
the learners become good listeners,
speakers, readers, and writers and can
communicate effectively.
III. Methodology
3.1 Research Method
This study used the qualitative me-
thod to get some data.
3.2 Data Collection
Data collection classified into primary
and secondary data. According to Liu &
He (2014) stated that primary data was
data that often unknown before the
research taken and obtained directly for a
specific research project, and the se-
condary data was data that collected
through qualitative research that has been
published in form of journals, books, and
magazines. In this study, the researcher
used the secondary data to conduct this
study.
88
3.3 Population
The population of this study was 20
students male and female aged 19-21
years old. They were the fourth-semester
students of English Department, Univer-
sity of Tidar.
3.4 Instruments of the Study
The instruments that use to collect
data for this study was students’
questionnaire.
3.5 Procedure
This research was conducted using
paper survey tool. The participants were
asked whether their agree or not with
each item in the questionnaire. Below was
the researcher question:
1. Using Bahaso helping me to develop
my speaking skill.
Yes/No. Reason:
2. Using Bahaso helping me to develop
my reading skill.
Yes/No. Reason:
3. Using Bahaso helping me to develop
my writing skill.
Yes/No. Reason:
4. Using Bahaso helping me to enrich my
vocabulary.
Yes/No. Reason:
5. Using Bahaso helping me to enjoy
learn grammar.
Yes/No. Reason:
6. Using Bahaso helping me to think in
English.
Yes/No. Reason:
7. Using Bahaso helping me to overcome
my fear to use English language.
Yes/No. Reason:
8. It is easy to download Bahaso in my
cell-phone.
Yes/No. Reason:
9. Using Bahaso motivate me to learn
English.
Yes/No. Reason:
IV. Findings and Discussion
1. Using Bahaso helping to develop
speaking skill
The researcher wrote the statement
because bahaso has some features that
need to answer by speaking. The question
was come in audio form and the learners
should answer it by speaking. They had to
respond by dictating to microphone.
Based on the questionnaire, 75% of res-
pondents or 15 students agree with the
statement.
Here are 3 of 15 respondents’ reasons
who agree with statement 1 (Using
Bahaso helping me to develop my
speaking skill) :
‚Bahaso is useful and help me to
practice speaking.‛ (student 7)
‚Bahaso can help me to learn speaking
well.‛ (student 11)
‚Bahaso has a lot of speaking form
answers.‛ (student 12)
Based on those reasons, it can be seen
that they have some different reasons but
same perception about how bahaso
helped them to develop their speaking
skill. It is in line with Rashid, Mohamed,
Rahman, & Shamsuddin (2017) that stated
interactive audio application can be used
to develop students’ confidence to speak
English.
Although 15 of 20 respondents agree
with statement 1 complete with their own
arguments, there are 5 respondents do not
agree. Here are 2 of 5 respondents’
reasons:
89
‚Speaking is oral practice and not
using an application to practice it.‛
(student 1)
‚I did not find speaking question or
question that need to answer by
speaking.‛ (student 10)
There are possibilities that make those
5 students have a different choice. They
may believe that to develop speaking skill
may involve by personal motivation first.
A student who wants to be a success in
English learning must have own
motivation. After having personal
motivation, a student needs to have high
self-confidence, because starting to speak
in other languages, especially in a foreign
language which is different with the
mother tongue is so complicated.
Sometimes students do not believe
that they can do it, they often think that
they can not. The challenge starts with
their self first after they can believe in
their self they can speak well. The use of
Bahaso can make students learn inde-
pendently without worrying about their
friends’ derision also in low-stress.
2. Using Bahaso helping to develop
reading skill
This statement has relation to the topic
of this research. Bahaso which is an appli-
cation that set aside many lesson force
learners to develop their reading time. By
the time they read the question given by
the application in form of reading text will
make them develop their reading skill.
The answer from the respondents shows a
good result. For about 90% or 18 students
agree with statement 2 and 10% or 2
students disagree.
Here are 3 of 18 respondents’ reasons
who agree with statement 2 :
‚Bahaso is a good application to
learn reading because has a lot of
sentences.‛ (student 2)
‚Bahaso can help and facilitate me to
learn reading.‛ (student 11)
‚There are a lot of reading passage.‛
(student 14)
Based on those reasons, there was the
same perception of the respondents about
the use of Bahaso to develop students’
reading skill. It is in line with Van Wyk
and Louw (2008) that stated some
programmes are effective and fast in
overcoming the reading problems of
learners.
There are 2 respondents disagree with
statement 2 that show their different
perception about using bahaso to develop
reading skill. Here were the reasons:
‚I do not think so, because Bahaso
contains a lot of question so learners
have to read, does not mean that Ba-
haso helps to develop my reading
skill.‛ (student 17)
‚Bahaso have a lot of question in
form of sentences.‛ (student 19)
There are possibilities make those 2
students have different reasons for state-
ment 2. It may influence by their expe-
rience or their comprehension in using
Bahaso application. Reading should
become a habit for language learners.
Through reading they will increase their
language skills.
3. Using Bahaso helping to develop
writing skill
This statement comes as Bahaso has
writing part of the lesson. In some part of
90
the lesson, learners have to write a
passage. According to the questionnaire,
75% or 15 respondents agree with the
statement. Here are 4 of 15 respondents’
reasons who agree with statement 3:
‚Bahaso attracts me to write.‛
(student 2)
‚Bahaso makes me learn how to
make sentences from a word by
word.‛ (student 10)
‚I can learn writing using Bahaso.‛
(student 11)
‚Bahaso guides me to write well‛
(student 14)
Based on those reasons, 75% of
respondents have the same perception
about the use of bahaso to develop
writing skill. They may practice their
writing by Bahaso and attract them to
write effectively.
There are 25% or 5 respondents who
do not agree with statement 3. Here are 2
of 5 respondents’ reason:
‚In writing I just let it flow.‛ (student
1)
‚I do not think so, it makes me face
some difficulties.‛ (student 17)
Those 5 students had different
reasons but still correlate because of their
disagreement about statement 3. They
may have different consideration,
utilization, and experience when using
Bahaso.
4. Using Bahaso helping to enrich
vocabulary.
The researcher writes this statement
because Bahaso gave many lessons which
had many vocabularies. Learners can find
new vocabulary easily through do the
lesson. The questionnaire shows 100%
respondents agree with the statement.
Here are 3 of 20 respondents’ reason
about statement 3:
‚There were so many new
vocabularies I found.‛ (student 1)
‚I know some strange words.‛
(student 5)
‚I find many new words on Bahaso.‛
(student 13)
Based on those reasons all of the
respondents have almost same reasons for
statement 3. All of them agree with the
statement. It can be said that bahaso really
help them to enrich their vocabulary. It
also in line with Rajayi & Poorahmadi
(2018) claimed that vocabulary learning
through application had a significant
effect on vocabulary learning.
5. Using Bahaso helping to enjoy learn
grammar
The researcher used the statement
because it still has big relation with
English skill. Grammar always becomes
the most demanding and challenging
aspects of English learning. According to
the result of questionnaire given to
students, 80% or 16 of 20 respondents
agree with the statement.
Here are 3 of 16 respondents’ reason
about statement 5:
‚Bahaso makes learn grammar
easier.‛ (student 5)
‚It will decrease boredom in learning
grammar.‛ (student 7)
‚Using technology in learn grammar
is not boring.‛ (student 11)
Based on those reasons, the respon-
dents have the different reason but the
same perception about how Bahaso help
them to enjoy learning grammar. It was in
91
line with Saeedi and Biri (2016) that
proved that use application in teaching
grammar can help EFL learners.
There was 20% or 4 respondent do
not agree with statement 3. Here are 2 of 4
respondents’ reason:
‚I prefer use textbook.‛ (student 1)
‚I do not think so.‛ (student 3)
The disagreement of 4 respondents’
caused by the different reason. Most of
them just did not think so, but one of
them said that he prefers to use a
textbook. The feature used in grammar
lesson of Bahaso challenge the learners to
correct the grammatical structure. It was
easier than memorizing a lot of
grammatical rules but did not help
learners to understand the concept. By the
time they choose the wrong answer, they
would get some experience of it.
6. Using Bahaso helping to think in
English
The use of English application would
make the user influence in English. So,
that was why the researcher gives the
statement. Based on the questionnaire,
95% or 19 respondents agree with the
statement. Here are 3 of 19 respondents’
reason about the statement:
‚It helps me to think critically.‛
(student 6)
‚It forced me to learn English.‛
(student 11)
‚The more I use Bahaso, the more I
will use English.‛ (student 13)
From the reason above, it seems that
the use of Bahaso makes them think in
English more.
There is 5 % or 1 respondent does not
agree with the statement, but he did not
put the reason.
7. Using Bahaso helping to overcome
fear to use English language
Most of the students do not have the
bravery to express themselves in English.
In other words, they prefer to do not use
English. Based on the questionnaire, there
are 85% or 17 respondents agree with the
statement. Here are 2 of 17 respondents’
reason :
‚It feels like a game which makes us
enjoy the language learning.‛ (student 2)
‚It makes my self-maintain to use
English.‛ (student 5)
Besides that, 15% or 3 respondents did
not agree with the statement. They did not
give specific reason caused their dis-
agreement.
8. It is easy to download Bahaso in cell-
phone
The researcher put this statement
because Bahaso is an online platform. In
order to get Bahaso, learners should
download it to their cell-phone. Based on
the questionnaire, 80% or 16 respondents
agree with the statement. Here are 3 of 16
respondents’ reasons:
‚It is easy to find in play store.‛
(student 5)
‚No big problem to download
it.‛(student 8)
‚It can be downloaded in smartphone
easily.‛(student 12)
According to the above reasons, most
of the respondents could get the
application easily. Bahaso application
available on Google play store or Apple
92
app store. Learners also could go to
bahaso.com if the did not want to
download it.
There was also 20% or 4 respondents
do not agree with the statement. Here
were 2 of 4 respondents’ reason:
‚The size is too large.‛ (student 2)
‚I do not think so, because I do not
have the internet connection.‛ (student 20)
There were possibilities to make their
reason different. It could be their device,
facility, and desire. It does not a big
problem, if learners can not download,
they can go to bahaso.com. Besides that, if
they do not have the internet connection
they can go to a place which supplies free
internet connection. Nowadays, there are
many places give free internet connection.
9. Using Bahaso motivate me to learn
English
The reason of researcher put this
statement because of the use of something
which enjoyable might make learners
addicted. So, with the use of bahaso that is
not tedious to enable learner to motivate
to learn English more and more. From the
questionnaire, 80% or 16 respondents
agree with statement 9. Here are 3 of 16
respondents’ reason:
‚Because it is fun.‛ (student 2)
‚it is an exciting way to learn
English.‛ (student 8)
‚It forced me to learn English.‛
(student 14)
Based on those reasons, it seems that
most of the respondents accept Bahaso as
one of their motivation to learn English.
But, there are 20% or 4 respondent do not
agree. One of the respondents’ reason:
‚I am not really like using
application.‛ (student 1)
Based on the reason above, using
bahaso that become one of the motivation
of learner to learn English is not approved
by the respondents. It may depend on
their appetite for using something.
V. Conclusion
According to the finding and dis-
cussion above, It can be said that the use
of an application can be an effective way
to learn something. The mobile appli-
cation brought technological equipment in
the learning process. Besides that, the use
of a mobile application in English learning
might give positive effect to learners.
Language learners could enhance their
skill through the use of it.
Since technology developed rapidly,
as a youth we need to know and use it.
We should update these applications that
may help our activities. Moreover, if these
applications can make us a better person
through the learning that given.
VI. References
Aydogan, Hakan. (2014). The four basic
language skills, whole language &
integrated skill Approach in mainstream
university classroom in Turkey.
doi:10.5901/mjss.2014.v5n9p672
Gliksman, S. (2011). Exploring the use of
iPads and eBooks in schools and
colleges, discussion and blogs:iPads in
education.
Liu,Q. & He, X. (2014). Using mobile apps to
facilitate English learning for college
students in China, bachelor’s thesis in
informatics.
93
Mulyono, H. (2016). Teaching English
with technology. Using quipper as an
online platform for teaching and learning
English as a Foreign Language. Volume
16 (Number 1). Retrieved from
http://www.tewjournal.org
Rajayi, S. & Poorahmadi, M. (2018). The
impact of teaching vocabulary through
‚kik‛ application on improving
intermediate EFL learner’s vocabulary
learning, Volume 5 (Number 1).
Retrieved from
http://dx.doi.org/10.5430/ijelt.v5n1p22
Rashid, R., Mohamed,S., Rahman,M.,
Shamsuddin, S. (2017). Developing
speaking skills using virtual speaking
buddy. Volume 12 (Number 5).
Retrieved from https://doi.org/
10.3991/ijet.v12i05.6955
Saeedi, Z. & Biri, A. (2016).Teaching
English with technology. The
application of technology in teaching
grammar to EFL learners: the role of
animated sitcoms, Volume 16 (Number
2). Retrieved from
http://www.tewjournal.org
Van Wyk, G. &Louw, A. (2008).
Technology-assisted reading for
improving reading skills for young
South African learners. The electronic
journal of e-learning, Volume 6.
Available online at www.ejel.org
94
GAINING STUDENTS’ INTEREST AND UNDERSTANDING
IN LITERATURE CLASS BY USING FILM
Novia Indri Susanti
Tidar University
ABSTRACT
In the 21st century, technology in teaching-learning activity becomes very popular.
Films are one of the results of the enhancement of technology in literature. Films can be
used as a material for learning in literature class. This study discusses the using of films
to gain the students’ interest and understanding in literature class and how the films can
improve the students’ skill in literature. This study used qualitative research and
questionnaire. The data is collected from the questions of questionnaire that is given to
the students after they watch films and analyze the intrinsic and extrinsic elements. The
results are students agree that accessing and watching films for study are interesting,
using films for analyzing intrinsic and extrinsic element of literature is fun, and they can
improve their skill in analyzing literature by practicing using films. The using of films
gives many effects for the enhancement of students’ interest and understanding in
literature class.
Keywords: films, fiction’s elements, literature class
I. Introduction
According to (Pospelov, 1967), Litera-
ture is the development of art in the hu-
man society which all of the ages quiet
independently of sociology. Literature
comes from Latin word litteratura which
means ‚writing that is formed with letter‛.
Literature can be defined as the expression
of human imagination such as drama,
fiction, non-fiction, poems, songs, etc.
Literature is a media for human to express
their imagination through the work of
arts.
The using of films in the classroom
especially in literature class is a practice
that began with black and white film
strips. It becomes more popular in the
digital form. Films nowadays are easy to
access and watch anytime and every-
where. Films can be played in any digital
devices such as computer, mobile phone,
and even television. Films can be used for
discussions, writing assignments, giving
access to language input, and for power-
fully moving picture books (Baddock,
1996). Compared with the words and pic-
tures in books, students have more in-
terest in the changing pictures and sounds
of films, and they can concentrate on the
story more easily (Huston & Wright,
1987).
95
The purpose of this study is to
examine how to gain students’ interest
and understanding in analyzing elements
of fiction in Literature class by using film.
This study discusses the following re-
search questions:
1. How is the students’ perception of
using film in Literature class?
2. What are the benefits of using film
to study intrinsic and extrinsic
elements of fiction?
3. How is the integration of film and
teaching in Literature class?
II. Review of Related Literature
Film
Film is a part of culture which is popular
and most teenagers spend much time to
watch film and/or television (Russel,
2012). It means that film is a familiar thing
for the students. Film contains cultural
aspects which will be analyzed easily by
the students. It is because students tend to
understand easily thing which is familiar
to them.
Elements of Fiction
Elements of fiction consist of intrinsic and
extrinsic elements. Intrinsic elements are
character, setting, atmosphere, plot,
theme, point of view, moral value
(Handayani, 2017). Extrinsic elements of
fiction is the social and psychological
condition in the society (Yulani, Salombe,
& Waris, 2013)
Literature Class
Literature courses are important for the
curriculum of English (Arikan, 2005). It is
because it can be a tool for the teacher to
teach English in the classroom. English
skills such as listening, speaking, reading,
writing and translating can be promoted
while encouraging teaching of literature
with a practical output in mind
(Fernandes & Alsaeed, 2014).
III. Method
Research Design
This study used qualitative research and 5
questions questionnaire was given to the
participants to get the data.
Participants
The participants of this study are 32
students of Literary Appreciation class of
English Department from 4th semester.
They are given the questionnaire after
analyzing the elements of fiction in
Literary Appreciation class by using film.
Instruments
This study used questionnaire adapted
from (Chen, 2012). The questionnaire con-
sisted of 5 questions. Students had to
answer yes or no and also had to give the
reason why. The first question was how
the perception of the students of using
film in Literature class. The second until
fifth questions are what the benefits of
using film to study fiction’s elements.
Procedures
After the students of Literary Apprecia-
tion class analyzed the fiction’s elements
of the film, they had to answer the
questionnaire that consisted of 5 yes-no
question.
96
Table 1.1 Students’ perception of using film in Literature class
No Question Yes No Reason
1 Do you think that watching film can increase
your motivation in Literature class?
Table 2.2 Benefits of using film to study fiction’s elements
No Questions Yes No Reason
2 Do you think that watching film can enhance
your listening, speaking, reading, and writing
skill?
3 Do you think that watching film can increase
your vocabulary ability?
4 Do you think that watching film can increase
your knowledge of western cultures?
5 Do you think that language skill, vocabulary, and
culture knowledge are needed in analyzing
fiction’s elements?
Data Analysis
The result of the 32 questionnaire of the
students was analyzed to answer the re-
search questions. This study used quali-
tative description to get the percentage of
the variables.
IV. Finding Discussion
Students’ perception of using film in
literature class
The result of the first question about the
students’ perception of using film in Lite-
rature class is shown in the table below:
Table 2.1 Students’ perception of using film in Literature class
No Question Yes No Reason
1 Do you think that
watching film can
increase your motivation
in Literature class?
84.3% 15.6% S.1 Watching movies is more
interesting and simple than
reading novel
S.7 Watching movies is a cool way
to study
S.19 I prefer reading novel than only
watching the film
Based on the questionnaire’s result,
84.3% of students agree that accessing and
watching films is an interesting, simple,
and cool way to study. The view of films
such as a good plot, graphic, and audio
will make the students more interest to
pay attention on the materials of literature
class. The popularity of films also makes
the students can discuss with each other
about the films and the materials that they
learn in the class of literature. Students
just need to watch on the projector that is
provided by the teacher in the classroom.
They don’t need to bring printed novel
which is very heavy and had so many
pages.
97
5 of the students prefer another materials
or tools to practice on literature class
because there are many others materials or
tools with the same function. The other
materials can be used to practice in
literature class as good as films such as
novels and poems. Some of them also
prefer using traditional way like using
printed novel or poems for practicing in
literature class because the paper is easy to
be gotten and learnt.
Benefits of using film to study fiction’s elements
No Questions Yes No Reason
2 Do you think that watching film
can enhance your listening,
speaking, reading, and writing
skill?
90.6% 9.37% S.5 We have to use all skills
to watch the movie
S. 27 Sometimes I difficult
to understand the movie
3 Do you think that watching film
can increase your vocabulary
ability?
81.2% 18.7% S.13 I found lots of new
vocabulary
S.20 It’s difficult to know
what they said
4 Do you think that watching film
can increase your knowledge of
western cultures?
93.7% 6.2% S.22 Lots of western movies
that I watch
S.23 I don’t really
understand about the
culture
5 Do you think that language skill,
vocabulary, and culture
knowledge are needed in
analyzing fiction’s elements?
96.8% 3.1% S.15 We need to understand
the movie by listening
S.29 We need to write the
analysis well
S.30 We only need to
understand the story only
Language skills enhancement
90.6% of students agree that watching
film can enhance their language skills
because they need to use all skills to watch
the film. English skills such as listening,
speaking, reading, and writing can be
promoted while encouraging teaching of
literature. The audio of the films can be
used to improve students’ listening skills.
Students can improve their speaking skill
by listening to the native speaker on films.
Lecturers can ask students to write
paragraphs about the analysis of the films
to improve the students’ reading and
writing skills.
9.37% disagree that watching film
can enhance their language skills because
they difficult to understand the movie.
Sometimes the level of the movie is too
difficult to understand started from the
language and the story.
Vocabulary ability enhancement
81.2% of students agree that watching
film can increase their vocabulary ability
98
because they found lots of new vocabu-
lary. They found unknown words then
they looked for the meaning. It can make
the number of vocabulary that they mas-
tered increasing. Translating an English
film into native language can improve
students’ vocabulary and translating skill.
18.7% disagree that watching film can
increase their vocabulary ability because
they don’t understand what the people in
the film said. Sometimes the language of
the movie is difficult to understand and
the students couldn’t find it on dictionary
because they didn’t know the spelling.
They are also difficult to listen to the
difficult words.
Knowledge of Culture Enhancement
93.7% of students agree that watching
film can increase their knowledge of
western culture because there are lots of
western movies. We have to understand
the different culture in order to learn it
effectively. It is because different cultures
cause different rules and different way of
life in the context of literature.
6.2% students disagree that watching
film can increase their knowledge of
western culture because they don’t
understand the culture. Some of the
students didn’t really pay attention to the
culture in the film so they just missed it.
The importance of language skills, vo-
cabulary, and culture knowledge in ana-
lyzing fiction’s elements
96.8% of students agree that language
skills, vocabulary, and culture knowledge
are needed in analyzing fiction’s elements
because we need to listen to understand
the movie. They need to master the
writing skill also to make a good analysis
of the fiction’s elements. Every story of a
movie contains cultural aspects so
students need to understand the culture in
order to analyze the story.
3.1% students disagree that language
skill, vocabulary, and culture knowledge
are needed in analyzing fiction’s elements
because they only need to understand the
story to analyze it. Few of students think
that they still can analyzed the story
without really paying attention to the
skills, vocabulary, and culture knowledge.
The integration of film and teaching in
Literature class
Teacher can use films in order to en-
hance the interest of the students in
literature class by asking them to do an
active learning activity in the class.
Teacher starts the lesson by playing one of
the scenes of the movies, and then the
teacher asks the students to analyze the
elements of fiction of the films. Teacher
only needs to play a part of the films
because the original films have long
duration for about one hour.
In order to improve the language
skills, teachers can use the authentic
English film to improve the listening skill
of the students. Teachers also can improve
the speaking skill by asking the students
to discuss the movie they had watched.
For the reading and writing skill, teachers
can ask the students to start analyze the
elements of fiction of the film in the class.
In order to support the teaching and
learning activity are mostly about the faci-
lities. In order to make the using of films
in literature class effective, the facilities
that support the teaching and learning
99
activity are already fulfilled. It is because
films needs projector in the classroom to
access and use it so the teachers have to
make sure that there’s good projector
during the class. Films also need good
audio so the students will easily listen and
understand the films. Not only facilities,
teachers also should give clear instruction
about the using of films in literature class.
Teachers also have to manage and control
the using of films during the literature
class.
V. Conclussion
In general, accessing and watching
films is an interesting, simple, and cool
way to study because students don’t need
to bring printed novel which has many
pages. Film can enhance their language
skills because they need to use all skills to
watch and understand the story of the
film. By watching film, students can
increase their vocabulary ability because
they found lots of new vocabulary on the
film. It also can increase their knowledge
of western culture because there are lots of
western movies. They need to master the
language skills, vocabulary, and culture
knowledge also to make a good analysis of
the fiction’s elements. To make the using
of film effective, teachers should make
sure there are enough facilities and
manage the classroom well.
VI. References
Arikan, A. (2005). An evaluation of
literature component of Hacettepe
University English language
teaching department. Hacettepe
University Journal of Education, , 40-
49.
Baddock, B. (1996). Using films in the
English class. Phoenix ELT.
Chen, M.-L. (2012). Effects of Integrating
children's literature and DVD films
into a college EFL class. English
Teaching Practice and Critique , 88-98.
Fernandes, L., & Alsaeed, N. H. (2014).
Using English literature for the
teaching of English. International
Journal of English Language and
Literature Studies , 126-133.
Handayani, L. (2017). An analysis of
intrinsic elements of Efendi's
Refrain.
Huston, A. C., & Wright, J. C. (1987).
Effects of television preplay formats
on children's attention and story
comprehension. Journal of Applied
Developmental Psychology , 329-342.
Pospelov, G. N. (1967). Literature and
sociology. International Social Science
Journal "Sociology of Literary
Creativity" , 534-550. Russel, W. B.
(2012). Teaching with film: a
research study of secondary social
studies teachers use of film. Journal
of Social Studies Education Research ,
1-14.
Salombe, M. K., & Waris, A. (2013). An
analysis the main characters and the
plot in the novel of Bacharuddin
Jusuf Habibie's Habibies and Ainun.
e-Journal of English Language Teaching
Society (ELTS) , 1-14.
100
A MODEL OF TEACHING LISTENING IN NARRATIVE TEXT FOR GRADE 9TH OF MTS N 4 MAGELANG
Ari Prihatiningsih
MTs Negeri 4 Magelang
ABSTRACT
To have an active class in teaching English, teachers should have certain method
that can be enjoyed by most of the students. Having a relaxed and fun situation in
learning will motivate students to learn better. Teachers should be creative in making and
preparing media as a means of fun teaching to get a succesful class.To developthe
students skills in learning language, listening is a phase that should be well prepared.
Listening as one of the languge learning skills need to be facilitated with appropriate
media.
This paper will discuss a model how to teach listeningfor grade 9 of Junior High
School Students in a fun situation using some media of teaching. Through sets of fun
activities students are motivated to learn English by giving some pictures, a film and a
set of closed text. This model has been applied in the writer’s classes from 9A – 9F of
State Islamic Junior High School (MTs N 4 Magelang).
The result of applying this model, the students are more activelly involved in the
teaching learning process during the class.
Keywords: fun learning, listening, media
I. INTRODUCTION
From the 'four skills' in learning
language, listening is the first one to be
introduced to the learners. Listening is a
way to give model for the language
learners get examples how words are spo-
ken. The main function of listening is to
facilitate understanding of spoken langu-
age. Students of grade nine in Junior High
School are categorized as novice or
beginners in learning English. Beginners,
especially non-literate learners, should be
given more listening activities than speak-
ing ones. It's essential for the teacher, as a
model; to speak as close to natural speed
as possible.
An intelligent teacher, yet , should
select a technique or model of teaching
listening which involves students during
the teaching learning activities in a fun
atmosphere.Model of teaching is a design
that visualizes the process and environ-
ment situation design which makes
students cooperate each other in order to
make change or development in students.
Model is related with planning strategy.
101
A fun learning will create students’
motivation to learn more. On this paper,
the writer offers a model of teaching
listening which mostly involves students
during the classroom activities in a fun
way. This model may helpsteachers to
facilitate students’ develop their listening
skill. It is not the best one, but at least it
becomes a good model of teaching
listening.
For that reason, this paper mostly
gives details conception of this model and
the way how to apply it. The explanation
will start from the definition of listening in
general and how to be successful to teach
it and the way to apply this model in the
classroom through sequences of activities.
In Pre-Listening, the activity is showing
some pictures related to the topic.
InWhilst-Listening, the students will
watch a film then they have to answer
some questions about the film. At last as a
closing in the Post-Listening the students
will complete a cloze text based on what
the teacher read.
II. REVIEW OF RELATED LITERATURE
Accordinng to Ricards (2008), strate-
gies for effective listening should be inte-
grated into the materials. He also writes
that students should be given chances to
gradually construct their listening by
paying attention to a text several timesand
by doing increasingly interestinglistening
tasks which give opportunities for them
to play an active role in their own learn-
ing. Students should understand what
they are listening for andwhy they should
do so.
Richards also describes that succesful
listening can also be looked at in terms of
the strategies the listener uses when
listening. There are two kinds of strategies
in learning listening ; cognitive strategies
and meta cognitive strategies. The teach-
ing of listening covers listening as compre-
hension and listening as acquisition. Lis-
tening as comprehensioin is based on the
view that listening in second language
learning is to facilitate understanding of
spoken discourse. Spoken discourse is ge-
nerally instantaneous and immediate that
often there is no chance to listen it again.
In understanding spoken discourse, the
process may be bottom up.
Learning listening in second langu-
age may use grammatical approach which
give students opportunities to use some
words to make grammatically correct
sentences. (Flowerdew and Miller- 2005)
Good listening lessons givestudents
the listening tasksusing sets of related acti-
vities before and after the listening. The
simple constructions are:
Pre-Listening
Prepare the students by introducing the
topic and knowingwhat they already
identify about it. Brainstorming is a
good way to do recall the students un-
derstanding about the topic. Giving
them some essential background know-
ledge and new vocabulary will help
the students to listen better during the
listening activity.
Whilst-Listening
Be specific about what students need to
listen for. They can listen for selective
details or general content, or for an
emotional tone such as happy, surprise-
ed, or angry. If they are not marking
answers or otherwise responding while
102
listening, tell them ahead of time what
will be required afterward.
Post-Listening
End the listening activity by giving
some exercises which help the students
extend the topic and remember the
new vocabulary. Itmay be a group dis-
cussion, craft project, writing task,
game, etc.These three phases are sui-
table with Steps of Learning Cycle: stu-
dents’ prior knowledge, motivate stu-
dent to create idea based on his/her
prior knowledge, introduce new spe-
cific information to student (definition,
concept etc.), plan activity to give stu-
dent experience (challenge, cognitive
conflict, develop idea), guide student to
questioning, discussing, debating and
making conclusion as well as develop-
ing concept.
In online oxford dictionaries, media or
medium, as it is singular form,
III. METHOD
This paper is a suggestion model of
teaching listening for novice or beginner
students as a best practise. The writer has
applied this model to make the students
motivated in learning narrative text
through Learning Cycle , using three
phases of listening; pre- listening, whilst-
listening, and post-listening using media
of picture, a video and a cloze text.
IV. FINDING DISCUSSION
As listening activity is the first step in
learning language, teachers should make
the activities run smoothly to gain the next
steps of learning. Teachers should prepare
some media which can make the process
of learning is interesting to follow.
In this best practice, the writer uses
some pictures related to narrative text as
the pre-listening activities. The picture are
set in some slides.Not all classrooms in the
writer’s school have LCD so as alterna-
tives, the writer displays the picture on
pieces of paper. The pictures show some
characters in narrative text such as Snow
White, Aladin, Sangkuriang, Roro
Jonggrang, Golden Snail, Malin Kundang,
Cinderella, etc. The writer asks the
students to answer some questions orally
about the pictures. The students’ answers
may vary dipend on their experiences. Let
them answer by using their ownlanguage
and give them feedback.
In the second step, the writer gives a
video .Inthis best practice she chooses
‚Little Red Riding Hood‛. In order to give
the best listening materials, the writer
should ensure that the media is useful
totally during the process of listening. The
writer makes sure by checking whether
the sound of the film can be heard by all
students in the class or not. A mini por-
table loudspeaker will help the students to
listen better. The writer plays the video
twice without pausing. After playing the
video, the writer asks the students to
answer the questions related to the film in
pairs. The form of the first exercise in this
best practice is true- false statement with 8
questions. The writer gives the students
chance to discuss the answers with their
tablemate. She discusses the answers and
gives them feedback in order to crosscheck
the right answers. The writer also gives
the students more activities to answer
questions still in pairs. The writer uses 5
questions to comprehend in this model.
The questions are related to the content of
103
the text like the characters, the setting of
place and time of the story, the conflict ,
the resolution and re-orientation of the
story. The students should understand
first about the questions before the teacher
plays the video. After playing the video
twice,she discusses the answers and gives
the students response to ensure the
appropriate ones.
In the post-listening, to make the
students memorize the vocabulary they
have learned, the writer uses a cloze text
entitle Sangkuriang. The students should
do the activity individually. The writer
distributes the text in the form of slide or
students’ work sheet when there is no
projector or LCD in the classroom . The
witer asks the students to read the text
first and guessing the missing words
before they are listening. The writer reads
the text in common speed and asks the
students to complete the 15 missing
words. She repeats to read it twice and
checks the answer as the feedback. At the
end of the activities, the writer informs
that for the next meeting, in reading and
writing learning they will discuss more
narrative texts.
V. CONCLUSION
This model of listening class has
helped the writer make the class alive and
entertaining. The students of 9A to 9F MTs
Negeri 4 Magelang where this model used
seem to be excited in joining the class. It
can be applied in any level of Junior High
School or higher level by modifying the
materials based on the syllabus of each
grade.
VI. REFERENCES
[1] Richards, Jack C (2008). Teaching
Listening and Speaking ,from Theory to
Practice. Cambrige : Cambrige
University Press
[2] Flowerdew, John and Miller, Lindsay
(2005). Second Language Listening :
Theory to Practice. Cambrige :
Cambrige University Press
[3] Richards, Jack C ( ....). Current Trend in
Teaching Listening and Speaking.
Oxford : Oxford University Press
[4] Kemendikbud. (2017). Silabus
matapelajaran Bahasa Inggris SMP dan
MTs . Jakarta: Kementerian
Pendidikan dan Kebudayaan
104
IMPROVING STUDENTS ABILITY IN UNDERSTANDING AND
APPLYING PASSIVE VOICE THROUGH NEWSPAPER MEDIA
A STUDY TO XI GRADE CHEMISTRY ANALIST 3 SMKN 7
BANDUNG
IIS NURHAYANI, S.Pd, M.M.Pd
Supervisor for SMK
DINAS PENDIDIKAN PROVINSI JAWA BARAT
Jl Dr. Rajiman no 6 Bandung
ABSTRACT
This report is about Classroom Action Research which was done in grade XI
Chemistry Analyst Department 3 SMKN 7 Bandung. It was carried out in 3 months in
2015.The study of this Classroom Action Research based on the unsatisfied feeling of the
result of the researcher class dealing with the passive voice topic and the basic competence
7 that is understanding and applying sentences to express activities without telling the
doer based on the context appropriately. The minimum passing criteria (KKM) of English
for curriculum 2013 is 2,67. The score got by the students for the pre test they did was far
away from 2,67. The average was only 1,13.There were two cyles used in this study. Each
one consisted of planning, actuating, observing, and reflecting. In the part of actuating,
students were explained the passive voice topic then they were asked to divide themselves
in a group consisted of 3 students. The researcher shared the newspaper, Student Globe,
to each group. The students were asked to choose the topic from the newspaper they like.
After that the researcher asked them to find out the sentences using passive voice form in
it as many as they could and write them down on the board. The next activity was the
students and the researcher discussed whether the sentences were right or wrong. After
that the students had to get the meaning and the main idea of each paragraph. The last
activity was they made the passive voice in their own words.In each cycle, there was
always a post test. The test was about finding out the passive from a text, reading
comprehension, and making the passive voice in their own words. The result was quite
satisfied; the score is getting bigger and bigger. Somehow it is concluded that the study is
good enough to teach the passive voice topic and the basic competence 7 that is
understanding and applying sentences to express activities without telling the doer based
on the context appropriately.
Key words: passive voice, newspaper media
105
INTRODUCTION
A. Background of the Study
In the year of 2015, SMKN 7 Bandung
has been implementing the new curri-
culum in two grades, year X and XI. Some
problems have come up when we have
been implementing the curriculum, they
are, (1) there are many basic competences
added. This becomes very complicating
for us as teachers because (2) the time gi-
ven is only two hours, which is less than
the previous year that is 5 hours. It means
so far away sufficient to fulfill all basic
competences, and (3) not all teachers are
ready to use the new curriculum thus
somehow the new curriculum comes, the
old teaching methodology is still used.
One of basic competences for year XI
is understanding and applying activities
expressing sentences without telling the
doer based on the context appropriately
(Basic Competence 7). That competence
contains passive voice topic. The pattern
of passive voice actually tells the doer but
it’s not a must.Generally, most of text used
in public speaking or media use passive
voice which does not tell the doer.
The researcher teaches six classes,
four classes of grade XII and two clasess of
grade XI. From the two grade classes
taught Basic Competence 7, Chemistry
Analist 3 class shown unsatisfied per-
formance.
The real situations we have are:
• Students do not understand the whole
tenses.
• Passive voiceis taught using a usual
method like explaining, discussing, and
giving exercises.
• Students’motivation are low.
• Some of the students are chatting when
the class is going on.
• Some of the students do not care with
the material discussed.
• The students do not feel like
challenging.
To improve the students' grammar
comprehension and the Basic Competence
7, the researcher uses newspaper media.
Why is it newspaper? Newspaper is used
with two reasons they are (1) to make stu-
dents realize that passive voice sentences
without telling the doerare used in real
world (says newspaper) (2) to help stu-
dents easy to understand the newspaper
languages (3) to help teachers in teaching
grammar as an implementation for im-
proving the grammarcomprehension’s
ability (4) to help students easier to cons-
truct some passive voice sentences using
vocabularies they find in a newspaper.
The target of this research is that the
students can analyse passive voice, to
improve their understanding of the factual
text using those sentences in it and to
produce passive voice. Therefore, the re-
searcher will use the title: Improving Stu-
dents Ability In Understanding And
Applying Passive voice Through News-
paper Media.
B. Statement of the Problem
The research questions are:
1. Doesnewspaper media improve stu-
dents' ability in understanding Basic
Competence 7based on the context
appropriately?
2. How is the students behaviorwhen
newspaper media is used in the class?
106
C. The Objective of the Study
The objectives as follows:
1. To identify whether newspaper media
can improve students' ability in un-
derstanding and applying passive voice
based on the context appropriately.
2. To describe the students behavior when
newspaper media is used in the class.
LITERATUREREVIEW
A. Action Research
According to Kemmis and McTaggart
(1988)action research is a form of collec-
tive self-reflective enquiry undertaken by
participants in social situations in order to
improve the rationality and justice of
their own social or educational practices,
as well as their understanding of these
practices and the situations in which
these practices are carried out.
Based on the definition, thisstudy can
be done by every people who are
interested and eager to do the research to
answer some questions they have in their
mind in order to solve the problem.
Action researches are usually done by the
academic for some purposes. The result of
the them can be used for the better
qualification or the improvement of the
field applied.
B. Classroom Action Research
Classroom Action Research is similar
to action research. This is a study of the
small unit of field. Classroom Action
Research should be done by teacher for a
better quality of the education. According
to Hermida (2001) Classroom Action
Research is a method of finding out what
works best in your own classroom so that
you can improve student learning. There
are many ways to improve knowledge
about teaching. Many teachers practice
personal reflection on teaching, others
conduct formal empirical studies on
teaching and learning. Classroom Action
Research is more systematic than personal
reflection but it is more informal and
personal than formal educational research.
She states that the goal of Classroom
Action Research is to improve your own
teaching in your own classroom, depart-
ment, or school. While there is no require-
ment that the findings be generalized to
other situations the results can add to
knowledge base. Classroom Action Re-
search goes beyond personal reflection to
use informal research practices such as a
brief literature review, group compare-
sons, and data collection and analysis.
Validity is achieved through the triangu-
lation of data. The focus is on the practical
significance of findings, rather than
statistical or theoretical significance.
C. Classroom Action Research Procedure
A Classroom Action Research (CAR)
never be realized well if it is not carried
out in a good order. There are some
experts talk about the Classroom Action
Research Procedure. One of them is
Kemmis & McTaggart. According to
Kemmis & McTaggart (1988) as cited in
Burns (2010), here are the procedures of
doing Classroom Action Research:
1) Planning
2) Actuating
3) Observing
4) Reflecting
107
Planning is the first thing a researcher
does. In this step compiling problem is
supposed to be conducted. Compiling pro-
blem is good to make us focus on the tar-
get of our research. Don’t take a broad
problem to discuss because it’s going to
take longer time to finish however take the
smallest and important one that could be
finished in two or three cycles. The
problem chosen should be related with the
material or basic competence discussed.
Don’t make a topic like the relationship
between what and what because we are
not going to write a thesis but solve the
problem with our effort like changing the
methodology of teaching, or adding the
new instructional media. After that, we
have to plan the action to do by making
the schedule of action research.
The next step is actuating. This is an
important step because we as a teacher is
cooking here. We apply our trial and plan.
Don’t forget to observe it. We can ask our
colleague to do it so there will be you and
observer who do observing. You also have
to observe it in order to make a compa-
rison with what the observer says.
From the performance seen and ob-
served, the result is studied and discussed
with the observer. There will be adding
and erasing action if necesarry. In this
step, not only we a s teacher who can give
the idea but the researcher does. Idea of
adding or erasing the action could come
from anyone.
Reflecting is when we see whether the
acting is done as we plan or not. We can
do revising if it is necessary. The aim is to
make the action better than before. After
that we do replanning for the next cycle of
course with some changesin it.
The scheme of CAR is drawn like this
below:
Cyclical AR model based on Kemmis and
McTaggart (1988, as cited in Burns, 2010)
Taken from Hilda gupitasari, 2013
http://repository.upi.edu
D. Learning Theory
Learning theory below is summarized
fromhttp://www.thirteen.org
1. Behaviorism
Behaviorism is a theory of animal
and human learning that only focuses
on objectively observable behaviors
and discounts mental activities. Beha-
viorism theory defines learning as
nothing more than the acquisition of
new behavior. Behaviorism was used
long time ago and was believed to be
the best theory for learning.
Based on Behaviorism, role of learn-
ers are basically passive, just responding
to stimuli. They are not given time to
express their idea or wants. They cannot
choose the topic they want. While the
role of teachers based on Behaviorism,
108
Instructor designs the learning environ-
ment. Instructor shapes child’s behavior
by positive/ negative reinforcement,
teacher presents the information and
then students demonstrate that they
understand the material. Students are
assessed primarily through tests. The
researcher think the students’ results are
more important than the process they
have done.
2. Cognitivism
In Cognitivism, learners process,
store, and retrieve information for later
use that is creating associations and a
knowledge set that is useful for living.
The learner uses the information pro-
cessing approach to transfer and assi-
milate new information.While teacher
or instructor manages problem solving
and structured search activities, espe-
cially with group learning strategies.
Instructor provides opportunities for
students to connect new information to
schema.
3. Constructivism
Constructivism focuses on how
learners construct their own mean-
ing. They ask questions, develop ans-
wers and interact and interpret the
environment. By doing these things,
they incorporate new knowledge with
prior knowledge to create new mean-
ings. Constructivism Learning is an
active process in which learners cons-
truct new ideas or concepts based upon
their current or past knowledge, social
interactions, and motivation affect the
construction.
Educators focus on making connec-
tions between facts and fostering new
understanding in students. Instructors
tailor their teaching strategies to stu-
dent responses and encourage students
to analyze, interpret, and predict infor-
mation. Teachers also rely heavily on
open-ended questions and promote ex-
tensive dialogue among students.
Constructivism calls for the elimination
of a standardized curriculum. Instead,
it promotes using curricula customized
to the students' prior knowledge. Also,
it emphasizes hands-on problem
solving.
E. Instructional Media
Syaifullah compiles some theories
about media or instructional media in
http://syaifullaheducationinformationcente
r-teaching.html
1. Functions of Instructional Media
Audio-visual materials and devices
can add interest and variety to your
classes.
Skillful use of audio visual material
can be great motivator and can add
life and color to the classroom.
Furthermore, the use of audio-visual
aids puts your points across. Well-
used audio-visual aids add to the
impact of the presentation.
2. Kinds of Instructional Media
still pictures
Realia
Drawings or Teacher Made Drawing
Charts, Posters, and Cartoons
Puppets
Real Objects
109
RESEARCH METHODOLOGY
A. Setting and Subject of the Study
The subject of the study is XI
Chemistry Analist 3of SMK 7 Ban-
dung in the fourth semester of
2014/2015. The number of the students
is 31. The place is in SMKN 7 Ban-
dung on Jl Soekarno Hatta no 596
Bandung.
B. Research Preparation
The steps of research prepara-
tions are as follows:
1. Arranging a schedule classroom
action research
2. Designing a lesson plan
3. Preparing some students‘ work-
sheets
4. Preparing the newspaper as the
media
5. Preparing the students’ question-
naires
6. Preparing a form of assessment
7. Preparing observation sheets
C. Cycles
There are two cycles in this class-
room action research. Each cycle con-
sists of planning, acting, observing,
and reflecting. Both cycles focus on
activity using newspaper media. Each
activity needs 3 meetings.
One meeting is for building
knowledge of the field,modeling of
text, and analysing the text. Another
meeting is for comprehending text,
and individual construction of text.
The each last meeting is for doing the
test. So, the two cycles of the action
research need 6 meetings.
The process is set as follows:
1. Students watch the video clip
containing passive voice ma-
terial.
2. Teacher explains the material.
3. Students are asked to make
groups.
4. Each group gets two pieces of
newspaper.
5. They are asked to find out as
many passive voice sentences
as in it.
6. Each member of the group
should write down the sen-
tences found on the board.
7. Students and teacher discusses
whether the sentences right or
wrong.
8. They are asked to discuss the
meaning of the articles and
explain it.
9. At the end, one of the students
should make a conclusion
about passive voice.
10. Teacher does confirmation.
D. Instruments
The instruments used to collect
the data area test and observation
sheets. A form of assessment, the
students’ questionnaires, and the
observation sheets are used to:
1. assess the students before and after
the learning process.
2. check whether the students enjoy
or like the learning activity using
newspaper media.
3. Check the students’ understanding
about the passive voice topic.
4. check the students’ understanding
about the a text in a newspaper.
110
5. check how the students enable to
construct Passive voice Without
Telling The Doer.
6. check how the students enable to
answer the text comprehension.
7. check the students’ attitude to take
part in the learning process of
passive voice topic by using news-
paper as the media of teaching.
E. Research Plan
The research will be done in three
months from January to March 2015.
The schedule can be seen in the
tablepage. (table 1)
RESULT OF THE RESEARCH
A. The Implementation of Cycle 1
Before implementing cycle 1, the
researcher administered pre-test by asking
the students to read text from a Student
Globe newspapercontains Passive voice.
The pre test is finding some passive voice
in the text, some questions of reading
comprehension and makingpassive voice
sentences. The result of the test indicates
that most students cannot do the test.
Based on the observation and interview to
the students, the problem is that they
donot well comprehend the topic of the
passive voice.
In cycle 1 the researcher presented the
passive voice by explaining and dis-
cussing. After that, they are asked to make
group consists of three students in it and
shared the newspaper. In a group, they
have to choose the text they like and find
out as many Passive voice Without Telling
The Doer as they can. The next activity is
they have to write down the sentences and
discuss them with the class. They have to
analize them in their discusion.
When the students were doing their
activity, the researcher and observer ob-
served them. It is done to know the stu-
dents motivation and their activeness in
doing the task as influence of the use of
newspaper media. In this activity, the re-
searcher and observer wrote the students’
development happened during the
observation.
The result of the implementation of
cycle 1 shows that the students’ writing
ability is improved, but it has not achieved
the criterion of success. The minimal stan-
dard criterion of the students’ compre-
hending ability is when the mean score of
all the students is 2,67. The result reveals
that the mean score of the students is only
2,09. It means that the study has not been
successful yet.
The students’ scores for the first cycle
can be seen in the table pagetable (table 2).
From the table 2, the score is put into test
score range like the table in table page
(table 3).
B. Reflection for Cycle 1
It can be stated that the implementta-
tion of using newspaper media to improve
the students’ ability in the Basic Compe-
tence 7is not successful yet. The criterion
of success is if the mean score of the
students is at least 2,67 and the students
are active in class of Basic Competence
7activity.
In terms of the students’ activeness in
Basic Competence 7activity, the result
shows that some students are active, but
some others are not active. They look still
111
confused in answering reading compre-
hension that means they do not com-
prehend the text, and they cannotmake
their passive voice.
Although some students show their
improvement in Basic Competence 7, the
motivation and score of the test, the cycle
2 needs to be conducted. The cycle 2 is
done to find the appropriate strategy in
improving students’ ability of Basic
Competence 7 using newspaper media.
C. The Implementation of Cycle 2
In cycle 2, the researcher still used
newspaper mediain presenting the Basic
Competence 7. After the students have un-
derstood and been confident, the re-
searcher gave them the text in newspaper,
and the students do the same activities
like they did in cycle 1. The difference is
the students are guided carefully in cons-
tructing the sentences in their own words.
The result shows that most students are
very active and serious doing their tasks.
Before the time given is over, all students
submitted their sentences. When they
were interviewed, they stated that they
understood how to find the Passive voice
by analyzing them, comprehend the text,
and somehow, they can construct the
sentences by the help of the newspaper
mediaand the researcher’s explanation.
In Cycle 2, researcher also gave
questionnaires to the students to fill like
stated in table page. (table 6)
CONCLUSION AND SUGGESTION
A. Conclusion
It is concluded that the use of news-
paper media can improve the students’ of
SMKN 7 Bandung ability in coping the
Basic Competence 7. The students’ mean
score is 2,89. It fulfills the criterion of
success which is determined 2,67 or more.
In terms of students motivation and
activeness, during the teaching and
learning process using newspaper media
the students are actively involved and
more motivated to read the text or
newspaper.
For the questionare, it can be conclud-
ed that students state agree or yes is about
70,96%, about 15,80% of the students state
disagree or no and about 19,35% state in
doubt. The students are sure that they
have ever got the passive voice topic be-
fore in the previous grade. They are sure
that the previous teacher use media
besides a text book. They state that they
haven’t mastered the passive voice topic at
that time. They admit that the teacher use
other media besides a text book when
teaching passive voice. They also state that
the passive voice topic is easily under-
stood using the newspaper media. They
add that the topic should be given two or
more to make it clearer to catch. They
admit that learning using newspaper
media can make them fun. They are sure
that they need a newspaper media in the
learning process. They also need audio or
song media in the learning process. They
like game media in the learning process as
well.
B. Suggestions
The suggestions are for:
1. English teachers of SMK 7 Bandung:
newspaper can be used as an alterna-
tive media for teaching English, in the
teaching of grammar especially passive
voice or Basic Competence 7.
112
2. For the future researcher: the result of
the study can be used as reference to
conduct further study about the effec-
tiveness of using newspaper media.
BIBLIOGRAPHY
BOOKS:
Arsyad, Azhar. 2002. Media Pembelajaran.
Jakarta : PT Raja Grafindo Persada.
Braine, George and May, Claire. 1992.
Grammar In Use. London: Myfield
Company.
Fauziyyah, Desti Fatin. 2013.
Pengembangan Multimedia Interaktif
Berbasis Kecerdasan Jamak Dalam
Pembelajaran Inkuiri Untuk
Meningkatkan Kemampuan Menulis
CeritaPendek Di SMA Daarul Quran
Bandung. Bandung. Universitas
Pendidikan Indonesia
Huddleston, Rodney and Geoffrey K
Pullum. 2007. A Student’s
Introduction to English Grammar.
Cambridge: Cambridge University
Press.
Kemmis, Stephen and Robin McTaggart
(eds.), 1988. The action research
planner. Victoria, Australia: Deakin
University Press.
Mulyasa, Enco. 2009. Praktek Penelitian
Tindakan Kelas. Bandung: Remaja
Rosdakarya
Skehan, Peter. 1998. A Cognitive Approach
to Language Learning. London.
Oxford University Press
Woods, Geraldine and John Wiley & Sons.
2010. English grammar For Dummies.
Second Edition. Indianapolis: Wiley
Publishing, Inc
Van Els, Theo et al. 1984. Applied
Linguistics and the Learning and
Teaching of Foreign Languages. New
York: Chapman and Hall, Inc
-. 2009. Silabus Bahasa Inggris Untuk SMK.
Jakarta. Badan Standar Nasional
Pendidikan
-. 2013. Silabus Bahasa Inggris Kurikulum
2013 Untuk SMK. Jakarta. Badan
Standar Nasional Pendidikan
Website:
http://www.crlt.umich.edu/tstrategies/tslt,
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http://teachinglearningresources.pbworks.
com/w/page/19919565/Learning%20
Theories, found dated on 2 Februari
2015
http://sydney.edu.au/education_social_wo
rk/learning_teaching/ict/theory/cons
tructivism.shtml, found dated on 2
Februari 2015
http://www.thirteen.org/edonline/concept
2class/constructivism/, found dated
on 2 Februari 2015
http://www.learning-
theories.com/constructivism.html,
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theories-about-english-
teaching.html, found dated on 2
Februari 2015
113
TRUE-FALSE AND MATCHING TEST ON STUDENTS ACHIEVEMENT IN ENGLISH
Sholihatul Hamidah Daulay
Universitas Islam Negeri Sumatera Utara Medan
email: [email protected]
ABSTRACT
The aims of this research were : 1) To know the students’ achievement in English
evaluated by true-false test, 2) To know the students’ achievement in English evaluated
by matching test. This research is a quantitative research, where the total of population
consisted of 4 classes. Furthermore, the sample were taken by using cluster random
sampling techique. The total of sample were 72 students which consists of two classes.
The instrument of this research was test. In analyzing the data, the researcher used T-test
Formula of statistic. There was a significant difference between students’ achievement
evaluated by true-false test and matching test. Furthermore, by looking for average score
(mean), it can be seen that the students’ achievement evaluated by true-false test was
higher than students’ achievement evaluated by matching test.
1. Background
Learning is a process of efforts
to acquire a new behaviour changes as a
whole, as a result of his own experience
in interaction with the environ-
ment. Learning is a complex event, many
factors and conditions involved in it. Each
factor is closely related to other factors
jointly; it also influences the process and
the result of learning activity will be
achieved. There are two factors that influ-
ence students’ achievement. They are in-
ternal and external factors. Internal factor
is the factor which exists in students’ own
selves, while external factor is the con-
dition of environment outsides of stu-
dents. One of external factor which affects
students’ achievement is school and all
elements found in it, like the teacher that
hold an important role in learning process. A component of learning process is
evaluation. In learning process, one step
must be taken by the teacher is evaluation.
It means evaluation is very important in
teaching learning process. Evaluation is a
deliberate attempt to allow a person
(student) experienced growth through the
learning process. It is also an activity or
process to assess things. To determine the
value of something that is being assessed
in evaluation, we must use a test as the
instrument of evaluation. Test is an ins-
trument or procedure used to determine
or measure something which related with
value. In general, the test differentiated
into two forms, namely the subjective tests
and objective tests. The kinds of objective
114
test are true-false, matching, and comple-
tion test. In this discussion, the writer li-
mited the problem that once a variable is a
discussion about the objective tests that is
completely true false and matching test. True-false test is the type of tests that
matter-because the form of a statement
(statement), there is right and wrong state-
ment. Students who were asked in charge
of marking each question with a question
mark it by circling the letter T if it is true
and the letter F if it is false. While the test
match we can replace with the term equa-
lize, match, or pair. Matching test consists
of a series of questions and a series of
answers. Each question contained the true
answer in the series of answers. Students’
task is to find and place the answer, so in
accordance with the question. Dealing
with the background of study, the writer
formulated the problem of the reasearch
as follows, how is the students’ achieve-
ment in English evaluated by true-false
test and matching test?
2. Evaluation in Education
Harold (1971) stated that evaluation is
a process of education which makes use of
measurement techniques which, when
applied to either the product or process,
result in both qualitative and quantitative
data expressed in both subjective and
objective manner and used for compa-
risons with preconceived criteria. On the
other hand, Anas (2005) argued that as for
"evaluation" is includes two activities that
have been raised earlier, it includes
"measurement" and "assessment". Evalua-
tion is an activity or process to assess
things. To determine the value of some-
thing that is being assessed, measurement
must be done. So, an instrument of that
measurement is a test.
The term ‚test‛ is taken from the
word ‚testum‛ a sense in Old French
which means the plate to set aside pre-
cious metals. Some are interpreted as a
dish made from ground. Arikunto (2009)
stated that the test is a tool or procedures
used to determine or measure something
in the atmosphere, with the way and the
rules that have been determined. To do
this test depends on the instructions given
for example: circling the correct answer,
explain the answer, crossing out the
wrong answer, perform tasks or errands,
answering verbally, and so forth.
Slameto (1988) stated that the mean-
ing of achievement test is a group of qu-
estions or tasks that must be answered or
solved by the students with the aim to
measure students' progress.
1. Essay Test/Subjective Test
Essay is also often known as the
subjective test (subjective test). It is one
type of achievement test that has certain
characteristics.
2. Objective Test
Objective tests require a brief res-
ponse of recall or recognition and gene-
rally are concerned with smaller informa-
tion. Objective test is also known as short-
answer test (short answer test), testing for
"yes-no" (yes-no test) and a new model
test (new-type test). It is one type of test
which consists of grain- point items that
can be answered by the tested with
choosing one (or more) between several
possible answers that have been attached
to the respective items; or write (fill) the
115
answer in the form of words or specific
symbols in place which has been provided
for each item in question.
3. Definition of True-False Test
Stanley (1964) declared that an alter-
native-response test is made up of items
which each permit only two possible
responses. The usual forms are the fami-
liar true-false test. Others similar forms are
right-wrong, correct-incorrect, yes-no,
same-opposite, and two-option multiple
choices. True-false test is a statement
which contains two options, namely true
or false. The students asked to determine
their choice about the questions or
statements which asked in the instruction
of exercise. One function of this test is to
measure the students’ ability in distingu-
ish between fact and opinion. This test
more used to measure the students’ ability
in identifying information based on a sim-
ple connection. Stanley and Marvin stated
that true-false test item is nothing more
than a declarative statement to which the
student responds in one of two ways-the
statement is true or it is false. Occasio-
nally, the statement is so worded that it is
more convenient to ask the student to
respond with ‚Right‛ or ‚Wrong‛ rather
than ‚True‛ or ‚False‛. Moreover,
changing the declarative statement to a
question need not necessarily increase the
number of possible responses. In these
instances, the question can be phrased so
that a ‚Yes‛ or ‚No‛ response is re-
quested.
True-false items cannot be depended
on to provide valid information on
students’ achievements unless the stu-
dents are first taught the meaning of the
phrases true-statement and false state-
ment. Teachers sometimes choose a true/
false format because they think the items
will be easy to score and the statements
can be readily developed. Surely true/false
items are easy to score, but developing the
statements and training students to take
true/false items are difficult tasks (James:
1990).
True-false test often known as an
objective test of "yes-no" (yes-no test).
True-false test is an objective test which
the form of items is statement. There are
true statement and false statement. Here
the task of tested is signing a particular
symbol or cross out the letter T if the state-
ment is true, or signing specific symbol or
cross out the letter F is wrong. Thus, the
form of objective tests is sentence or
statement which containing two possibi-
lities of the answer; they are true or false,
and the tested was asked to determine an
opinion on these statements as defined by
the instructions above how to do the test.
4. Definition of Matching Test
James (1990) stated that matching
items are a common variation of the mul-
tiple-choice format. A matching item
presents students with two lists and the
task of associating each entry of one list
with an entry from the second list. The
matching test item in its simplest form
consists of two lists of items and a set of
instructions for matching each of the items
in the first with one in the second. The first
is known as a list of premises; the second is
the list of responses. The instructions ex-
plain how the students are to much each
premise with one or more of the res-
ponses. Premises and responses may be
116
statements, names of peoples or places,
titles of works of art, dates, formulas, and
symbols, even parts of a picture or dra-
wing. They may very greatly but will tend
to be homogeneous within a given list.
Usually the length of each premise or
response is (and should be) relatively
short, perhaps no longer than a word or
two. In some matching exercises, the
number of premises and responses in the
same in each response can be used only
once; this is a ‚perfect matching‛ exercise.
In other instances some responses do not
match any of the premises; this is an
‚imperfect matching‛ exercise. An ‚im-
perfect matching‛ exercise can be cons-
tructed by making the list of responses
longer than the list of premises or, if the
lists are of equal length, by including some
responses that must used more than once.
Matching test commonly known as
the match, looking for a partner, adjust,
match, and compare test. Matching test
can be changed by suitable term. Matching
test consists of a set of question and a set
of answer. Every question has answer that
is in set of answer.
5. Population and Sample
Population is the generalization
which consists of objects/subjects who
have certain qualities and characteristics
that set by the writers to learn and then
take the conclusions. Population is the
whole subject of research. So, the popula-
tion of this research were all students of
class X as many as 142 students. Accord-
ing to Sugiyono, sample is part of the
number and characteristics possessed by
the population. Syahrum and Salim (2007)
stated that sample is a part of population
that is as research object. On the other
hand, Indra Jaya (2010) explains that
sample is a part of amount and charac-
teristic that has the population. Based on
the opinion above the sample of this
research were a population study. The
writer took the sample by using Cluster
Random Sampling. It’s mean that the writer
taking two classes as the sample from four
classes randomly. They are class X-1 and
X-3 with the total is 72 students.
a. Students’ Achievement in English
Evaluated by True-False Test
Students’ achievement in English
when evaluated by true-false test at MAN
Sidikalang shows that the lowest score is
40 and the highest score is 90. The com-
plete scores can be seen at the following
table:
No Name Score
1 Alvin Khaira 70
2 Andania Gajah 90
3 Bella Monika 70
4 Cakra Syahputra Sir 80
5 Eka Elpida Sari 70
6 Friska Situngkir 60
7 Halimatussa’diah 40
8 Haryanti. D 60
9 Ilham Sholeh 90
10 Irma Yanti. D 50
11 Julius Stg. 70
12 Kharissa’adah 70
13 M. Arif Husein. G 60
14 M. Arsyad Bayazid 90
15 M. Diky Andika 70
16 M. Irham Maha 70
17 M. sura Pelima. B 90
18 Mariah Karina. G 70
117
19 Meyyeshy. M 90
20 Mirawahni. Gtg 50
21 Murni Banurea 90
22 Nurjannah. M 60
23 Nuryahnita 80
24 Robbyansyah 60
25 Safrini Limbong 90
26 Sangapta Girsang 40
27 Siti Rohma Munthe 80
28 Sri Marlina. Rtg 80
29 Sunartina Manik 70
30 Susi Susanti. A 80
31 Titik Puji Lestari 60
32 Tiya Nariadi. S 80
33 Torus Sarjono Lingga 90
34 Tria Susnita. M 70
35 Yanti Bintang 40
36 Yayang Zhulaini 80
b. Students’ Achievement in English
Evaluated by Matching Test
Students’ achievement in English
when evaluated by matching test at MAN
Sidikalang shows that the lowest score is
40 and the highest score is 100. The com-
plete scores can be seen at the following
table:
No Name Score
1 Agustina Sagala 80
2 Alexandro 60
3 Ani Rafikah 60
4 Canra H. Pinayungan 70
5 Doni Alfian Capah 50
6 Doni Kurniawan 40
7 Dosniati Angkat 90
8
Eka Putri Purnama
Yanti 80
9 Fauziah 50
10 Fitriani Maha 70
11 Ika Putri Hariyati. S 80
12 Junairah 50
13 Juwita Putri Padang 40
14 Lasma Manik 50
15 Nenni Khamsani. S 70
16 Nia Elvina Padang 50
17 Nurhidayah 70
18 Nurifahmi 50
19 Nurleli Kudadiri 40
20 Putri Nuraisah 80
21 Rahena Tinambunan 60
22 Ramadhan Banurea 50
23 Rayadi Sahputra 100
24 Rika Masriah 60
25 Risky Fajar 60
26 Ropanta Maibang 40
27 Salamah Maibang 60
28 Sartika Padang 70
29 Sawaliyah 90
30 Silfa Yani Siregar 60
31 Siti Hajar Sagala 80
32 Sri Handayani 60
33 Sri Wahyu 70
34 Susanti 50
35 Susanti Sagala 80
36 Zarabiatul M. Lubis 70
6. Discussion
Based on calculation and analyzing
data above, finding of research can be
showed as follows:
1. Students’ achievement evaluated by
true-false test got average 1X = 71,11,
variant (S2) is 227,30 and standard
deviation (S) is 15,07
2. Students’ achievement evaluated by
matching test got average 2X = 63,61,
118
variant (S2) is 240,87 and standard
deviation (S) is 15,51.
The result of research shows that
students’ achievement evaluated by true-
false test is higher than students’ achieve-
ment evaluated by matching test. This fact
is caused of the students more concentrate
in doing true-false test. That result got by
analyzing the data of the students’ score
which tested to the samples. With the
distribution of two kinds of test to two
groups of samples at man sidikalang that
aim to know the comparison of students’
avhievement, so mean of the students’
achievement evaluated by true-false test as
the first sample is 71,11 and the mean of
students’ achievement evaluated by
matching test as the second sample is
63,61. Furthermore, normality and homo-
genity test show that the data is normal
and the sample is also homogen. And
then, the result verification which shows
that there is a significant difference bet-
ween true-false and matching test on the
students’ achievement is done with t-test.
The result of this test with total n=36 from
each sample, and dk 36 +36 -2 got t(0,05)(70) =
1,667; so got tcalculate 2,136. So that, the result
of analysis shows that students’ achieve-
ment evaluated by true-false test has the
difference significant with the students’
achievement evaluated by matching test.
7. Conclusion
Based on the description, the writer
concludes that students’ achievement at
class X1 that evaluated by true-false test get
the average score 71,11 with the highest
score is 90 and the lowest score is 40 from
total items are 10. On the other hand,
students’ achievement at class X3 that
evaluated by matching test get the average
score 63,61 with the highest score is 100
and the lowest score is 40 from total items
are 10.
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A. M, Sardiman. 1992. Interaksi dan
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Ahmadi, Abu dan Widodo Supriyono.
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Ahmann, J. Stanley and D. Glock, Marvin.
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Arifin, Zaenal. 2009. Evaluasi Pembelajaran.
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Purwanto, Ngalim. 1990. Prinsip-Prinsip
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120
CATCHY AND EASY ENGLISH PRONUNCIATION
WITH YOUGLISH
Khusnul Wilanten
Tidar University
ABSTRACT
This paper describes the author’s research about the use of audio-visual media
such as Youglish in pronunciation learning. This study aims to analyse students’
responses to some questions from the questionnaire. Although pronunciation is a
very important skill in English, but it often get less attention by students or
teacher. In this case, Youglish comes as a new way of pronunciation learning. It
provides a more practical, easy, and fun learning for the students.
The method that is used in this paper are descriptive qualitative approach. The
respondents of this study are 17 students of English Department of Tidar
University. The findings show that students have positive response to audio-visual
media like Youglish in pronunciation learning. They are interested to use audio-
visual media in learning pronunciation. Moreover, Youglish has many advantages
such as it gives accurate example of words pronunciation, easy to use, and it also
includes the words’ context.
Keywords : Pronunciation, learning, practical, audio-visual and Youglish
1. Introduction
English is an international language
which is spreading fast around the world.
The number of English speakers increase
every years. Soon, we will face the time
where English becomes a usual language
that is spoken by almost all of the world
citizen. If we want get more knowledge
from the world, the first step that we have
to do is mastering the bridge of universal
communication, that is English. Therefore,
learning English becomes very important.
Talking about learning English, ac-
tually it is easy, but maybe sometimes we
will find difficulties in it. Some of that
difficulties are in words pronunciation
and the use of English words in appro-
priate context. As the foreign language
learners, when we learn about English, we
will find that it is quite difficult to pro-
nounce English words correctly because
we are not accustomed, also because of
our mother tongue influence. Many
linguist and researches on (SLA) conclude
that problems of the foreign learners in
English pronunciation are the same but it
is relative based on their language back-
ground (Hassan, 2014). Moreover, there
are mistake cases we often find on
language learners about the choice and the
121
use of words in their purpose context.
That is why the writer bring that problem
to be discussed in this paper. After doing a
simple research, the writer find YouGlish
as the solution for a practical learning of
English pronunciation and words use in
context. It is a strategic way because using
multimedia technology to integrate
pictures or video into the lesson, can help
teacher giving students the necessary
contextual clues to understand new
concepts (Maria Neira et al , 2011).
2. Review of literature
2. 1 Learning English Pronunciation
The purpose of learning a language is
to be able to communicate well by using
that language to the other person. When
we speak English as foreign language, we
do not simply only say words, but we also
have to pay attention about how we say
that words in the correct way. How we
pronounce a word as it should be pro-
nounced, so we do not cause misunder-
standing to our interlocuters. According
to Yates as cited in (Gilakjani, 2016) pro-
nunciation is the production of sounds
that is used for creating meaning. While
Paulston and Burder as cited in (Gilakjani,
2016) defined pronunciation as the pro-
duction of a sound system which does not
confuse with communication either from
the speakers’ or listeners’ point of view.
Different sound may cause a different
meaning, that is the emphasis and why we
need to learn pronunciation. It may be one
reason of the statement that English pro-
nunciation is one of the most difficult
skills to acquire and learners should
spends lots of time to improve their pro-
nunciation (Gilakjani, 2016). Good pro-
nunciation will help you in learning
process, while bad pronunciation will
make the learning process more compli-
cated (Gilakjani, 2012). The difficulty is
also found by the teachers, according to
(Gilakjani, 2016) Teachers are left without
clear directive and dealt with contradic-
tory practices for pronunciation instruct-
tion. There is no definite standard for
determining the lesson.
2.2 Using YouGlish to Learn Pronuncio-
tion
From the explanation above, there are
two main problems of this discussion, they
are how to improve our pronunciation to
be more accurate and how to use the
words precisely with the context. If you
want to make your lesson to be more
attractive for your students and be closer
with them, technology is the answer!
(Maria Neira et al , 2011). Relating this
stement with that problem, technology is
the right solution for it. Moreover we live
in 21st century, where education is very
sophisticated. The education in the 21st
century means preparing students to
utilize an ever-expanding various techno-
logies to improve intellectual develop-
ment, career opportunities, either in local,
national and global connections (Maria
Neira et al , 2011).
Based on (Gilakjani, English
Pronounciation Instruction: A Literarture
Review, 2016) although the role of pro-
nunciation is very significant in English
language, many teachers do not take
enough notice to this important skill. It
occurs because unlike the other subjects in
English language teaching, there is not
enough clear guidelines in pronunciation
122
teaching. That is why we have to give
more attention in pronunciation. Based on
the research that has been done by the
writer, there is a solution in that can help
the learners, and the finding is YouGlish.
The 21st century of pronunciation learning
media.
What is YouGlish? YouGlish is a site
that similar with youtube where people
can find the pronunciation of English
words by native speakers through watch-
ing part of Youtube videos. This site is
created by Dan Barhen, a software
engineer from Paris. This site is such a
serendipity for pronunciation learners,
because it helps so much. Well, what make
it different from Youtube is the concern of
video . In the Youtube, the videos that we
watch are filtered based on the context of
the content, while in YouGlish the videos
are according to the context of the words
that we search. YouGlish simply is an
audio-visual pronunciation dictionary. It
does not only give us the examples of
pronunciation, but also the context where
we should use that word. This is a good
way for the learners, because video is
particularly powerful tool (Maria Neira et
al , 2011). It is certainly a practical learning
of pronunciation and also words context,
because we do not need to open our heavy
dictionary, find word by word, and read
the phonetic transcription manually. We
just need to type the word that we want to
know, click enter, and the result is on your
grab in seconds. This site also provides
subtitle, transcription and even the option
to choose the accents, such as American,
British, and Australian.
3. Method
3.1 Data Analysis
3.1 Descriptive qualitative approach.
The design employed of this research
is descriptive qualitative approach.
According to (Council) the goal of qualita-
tive descriptive studies is a comprehensive
summarization, in everyday terms, of
specific events experienced by individuals
or groups of individuals. It is used to gain
an understanding of underlying reasons,
opinions, and motivations (DeFranzo,
2011). The sample size is typically small,
and respondents are selected to fulfil a
given quota (DeFranzo, 2011).
3.2 Respondents
The subject of this research was 17
students of English Department of Tidar
University. 16 respondents are from 4th
semester students and one student from
2nd semester.
3.3 Instrument and Procedures
In order to collect data, the writer
used questionnaire to get information
from the respondents. The questionnaire
was made by addopting questions from
some different researchers in their papers.
It was done to adjust the need of this pa-
per focus, so the writer can get the re-
quired information. Those questions were
taken from Alice Henderson, Dan Frost et
alii,2012; Marta Nowacka,2012; Magdalena
Szyszka, 2015; Narmeen Mahmood
Muhammad, 2014. There are totally 9
questions about pronunciation learning,
which consists of 8 questions with degree
answers and 1 question with choice op-
tion. The form is completed by reason
123
column for each questions, so the respon-
dents could give their reason too.
The questionnaire was shared ran-
domly to the 4th semester students of
English Department of Tidar University.
The file was sent in soft copy form via
internet. Then, the respondents answered
the questions by giving checklist or
choosing the option and also enclose their
reason. After finishing the questionnaire,
the respondents sent back their file in soft
copy form to the writer via internet. The
collecting questionnaire data was done in
2 weeks.
4. Findings and discussion
The research main goal is to know
whether or not audio visual such as
Youglish can improve students’ skill in
pronunciation. So after distributing the
questionnaire, here are the findings that
were collected.
4.1 The importance of pronunciation in
relation to the other language skills
The first question in the questionnaire
is ‚pronunciation is important in relation to
the other language skills?‛. This question
measures the respondents’ opinion about
how importance is English pronunciation
according to them. There are 5 points of
choices which measure the degree, they
are ‚strongly agree - agree – undecided –
disagree – strongly disagree‛. The result
can be seen below.
Figure 1: ”Pronunciation is important in relation to the other language skills?”
Based on the graphic above, it can be
concluded that the majority of students
(82%) agree with statement that pronun-
ciation has important role in relation to the
other language skills. With the specifica-
tion 35% strongly agree, 47% agree, and
18% undecided to make answer. Besides
choosing the answer, the respondents also
gave their reasons for this statement. Some
of the reasons are because it makes the
communication easier, it affects the other
skill in English, avoid misunderstanding
in communication. Pronunciation is also
considered as the first thing people notice
from our speech. From this first question,
the conclusion is most all of the respon-
dents considering pronunciation has the
important position in learning language. It
help people to communicate well.
4.2 Desire to have a good pronunciation
The second point in the questionnaire
is ‚It is important for me to have good English
pronunciation‛. From this statement we can
know whether good pronunciation is a
priority or not for the respondent. The
result is shown by this graphic.
strongly agree 35%
agree 47%
undecided 18%
0%
124
Figure 2: “It is important for me to have good English pronunciation”
It is obvious that all of the respon-
dents (100%) agree if they need to have a
good pronunciation. Specifically, 47%
strongly agree and 53% agree with the
statement. Thus, the respondents have the
same good motivation to master English
pronunciation. There are various reasons
they put in the questionnaire. It is because
the respondent wants to go abroad, make
the communication more understandable,
help them when they become teacher in
the future, to be good in speaking, being
confident when talking to native speaker,
even to be earned better.
So, from some reasons collected
above, the respondents think they need to
have good pronunciation, because it will
give them many advantage. It means a
good start for them because at least they
already had a good principal about
pronunciation. It will grow their
motivation to learn pronunciation.
4.3 Use audio visual media to learn pro-
nunciation
The third point is ‚Using audio visual
media is interesting way to learn pro-
nunciation‛. This statement will detect the
respondents’ interest with audio-visual
media in pronunciation learning, whether
they like this way or not.
Figure 3: “Using audio visual media is interesting way to learn pronunciation”
The majority of respondents (83%)
agree with the statement, with specifica-
tion 12% respondents strongly agree, 71%
agree, 12% undecided, and 5% disagree.
The reasons that was given by affirmative
respondents are: because it is fun,easy and
effective;it is a valid source; it includes
pictures and sounds; make the learner
interested and not bored; students are
excited using application in learning.
There are 2 respondents who chose un-
decided. It shows that they still have
doubt whether audio visual media in
learning pronunciation is interesting or
not. One respondent said disagree with
reason that some ways in learning
pronunciation do not give any significant
output.
For the data above, we can conclude
that the majority of respondents consider
audio visual media as an interesting way
to learn pronunciation. Rather than the
Strongly agree 47% Agree
53%
0%
0%
Strongly agree 12%
Agree 71%
Undecided 12%
Disagree 5%
125
convetional way of learning like looking
for phonetic in dictionary, this way is
much fun, interesting, and easier for the
learner.
4.4The effectiveness of audio visual media
as pronounciation learning way
The fourth point is ‚Using audio visual
media is an effective way to learn pro-
nunciation‛. One of the most important
indicator of a learning way is about its
effectiveness. A good learning way is if it
gives effectiveness in students’ learning
especially for process and output.
Figure 4: Using audio visual media is an effective way to learn pronunciation”
As shown in the graphic, the majority
of respondents agree with the statement
that audio visual media is an effective way
to learn pronunciation. More details, there
are 18% respondents strongly agree, 53%
agree, 24% undecided, 5% disagree. Here
are the reasons of affirmative respodents:
students can listen how to pronunce the
word well, they can learn the correct pro-
nunciation of the word happily, it is easy
to remember, more enjoyable than learn
only with printed words, if we get more
intensive correct promounciation, we will
get more perfect english also. There is
respondent that positioned her self as
teacher point of view, thought that this is
practical and effective too. There are few
of them have no decision about the ans-
wer, it maybe because they have never
tried this learning way before. Also there
is one respondent disagreed just with the
similar reason with the previous question.
Learning pronunciation by using
audio visual media gives more chances for
the learners to learn better. Since it is an
extraordinary way from the conventional
way, it gives the students new and fresh
experience in learning pronunciation.
4.5 Learning audio visual media
stimulates learners’ interest in
learning pronunciation
When someone insterests about a
certain subject in lesson, it feels like the
subject becomes easier and enjoyable.
That is the work of interest in learning
process. It is an important aspect that
should be on every learners mind before
they start learn something. Learners need
to be interested to make them learn some-
thing well. What is important in learning
is not only how to make them reach the
goal of learning, but also how to make
them enjoy the process. In this case, inte-
rest becomes the key to learner, so they
can love their lesson. It relates to the fifth
point in the questionnaire‚Learning audio
visual media can stimulate my interest in
learning pronunciation‛. Here are the result.
Strongly agree 18%
Agree 53%
Undecided 24%
Disagree 5%
126
Figure 5: “Learning audio visual media can stimulate my interest in learning pronunciation”
Based on graphic above, the majority
of respondents agreed that learning audio
visual media stimulates learners’ interest
in learning pronunciation. The number of
respondents who strongly agreed is 24%,
agree 59%, undecided 12%, disagree 5%.
Some of their reasons are: it is not bored;
more interesting; native speakers’ style in
speaking make them insterested; I like
watching picture and hearing sound, so it
helps me a lot when it comes to speaking.
While one respondent who disagreed
prefer that internal motivation is more
affected to interest him in learning.
From the data above, we can conclude
that learning audio visual media can sti-
mulate learners’ interest in learning pro-
nunciation. So it will make them enjoy the
pronunciation learning which gives the
positif impact to their pronunciation
improvement.
4.6 Use English media such as television,
movies, and videos to learn new
English sounds.
When people learn about something,
we often know that they may use their
own style, so they can comprehend the
subject easier, that is called individual
learning stategy. Relating to the pro-
nunciation learning, the learners also can
get many sources to improve their skill,
such as from dictionary, audio, video, etc.
That is the sixth question of the
questionnaire ‚When I am trying to learn
new English sounds, I use English media such
as television, movies, and videos‛. Here are
the opinion of the respondents.
Figure 6: “When I am trying to learn new English sounds, I use English media such as
television, movies, and videos”
Still, the majority of respondents
agree with this statement, although there
are decent amount for other options too.
18% respondents agreed with the state-
ment, 47% agree, 18% undecided, 5%
disagree, and 12% strongly disagree. For
the affirmative respondents their reason
are: it can not make me bored, it is a valid
source, easy&fun, imitating the native
speaker, it is such a daily activity. One
respondent disagreed becauseshe uses
online and offline dictionar in learning
pronunciation. The another strongly dis-
Strongly agree 24%
Agree 59%
Undecided 12%
Disagree 5%
Strongly agree 18%
Agree 47%
Undecided 18%
Disagree 5%
Strongly disagree 12%
127
agreed because he prefer using e-dic-
tionary.
Many respondents use English media
such as television, movies, and videos to
learn new English sounds. It is a funny
way to learn pronunciation. While some
others have different way, they tend to use
dictionary whether offline or online. It is
back to individual style of learning.
4.7 Repeating words silently when lis-
tening to someone speaking English
The next question is ‚When I am
listening to someone speaking English, I repeat
their words silently‛. Actually it is a very
common thing that is done by many of
language students. Sometimes it works as
it is a spontanity. However, language stu-
dents have tendency to practice their new
language.
Figure 7: “When I am listening to someone speaking English, I repeat their words silently”
The number of percentage is domi-
nated by ‚agree‛ respondents (60%), spe-
cifically 18% strongly agree and 42%
agree. A considerable amount for ‚unde-
cided‛ 35%, and disagree 5%. Some of the
affirmative respondents’ reason are: in
order to adapt their accent so other people
will more understand about what we said;
to remember the words; to learn their
pronunciation;it happened everytime after
I watch a movie, I started to imitate what
the actors had said. While generally for
them who chose undecided, they do it but
just sometimes. Then, for respondent who
chose disagree, it is because she rarely do
it.
From the result above we can con-
clude that there are many respondents do
repeating words silently when listening to
someone speaking English. Those come
with various reason depends on indivi-
dual. However, try repeating someone
speaking English may help someone
improving their pronunciation skill.
4.8 Imitating native speakers in learning
pronunciation
There are many English speakers,
since it spread around the world. Various
kind of accents becomes the phenomenon
because the expanding of English globali-
zation. There are called Japanese English,
Indianese English, Chinese English, etc.
However, although if someone success-
fully master English in four aspects of
skills, there are still a desire to speak as
closely similar as the native speaker. That
is we talking about in this point ‚I imitate
native speakers‛. Here are the responses of
the participants whether they imitate the
native speaker or not.
Strongly agree 18%
Agree 42%
Undecided 35%
Disagree 5%
128
Figure 8: “I imitate native speakers”
The majority answer is dominated by
‚agree‛ option (71%). More details, 18 %
respondents strongly agree, agree 53%.
undecide 18%, and disagree 11%. The
affimartive reasons are: to be as natural as
native speaker, it is such a necessity, it is
passion, it is cool.Mostly undecided res-
pondents’ reason is that they tried but it
was not easy. While, the reason of respon-
dent who choose disagree are because‚ I
want but I can not‛ and the result is not
satisfying enough.
We can conclude that most of respon-
dents imitate the native speaker because
as English student, becoming as natural as
native speaker is such an complement to
make their practice perfect. While the
doubt from some students decreases their
willingness to imitate native speakers.
4.9 Factors affecting the learners’
pronunciation progress
The last question has a different type
from the previous questions. If the pre-
vious questions ask the respondents to
choose one from 1 to 5, in this last point,
the respondents have to choose which is
the factor affecting their pronunciation
improvement. The purpose is to know in
which way the learners feel most enjoy
and like to use. The question is ‚What
factors have contributed to improving
your English pronounciation most?‛. Here
are the options.
a. Listening to authentic English
b. Practical phonetic classes
c. Contacts with native speakers
d. Imitating authentic speech
e. Self study on pronunciation
f. Primary/secondary school
g. Descriptive grammar classes
Figure 9: Factors affecting the learners’ pronunciation progress
From the graphic above, we know the
respondents have various answers. The
first factor that affects most of respondents
are ‚Listening to authentic English‛ and ‚
Imitating authentic speech‛, both of them
get 27% vote. The second vote (15%) are ‚
Self study on pronunciation‛ and ‚
Contacts with native speakers‛. The third
Strongly agree 18%
Agree 53%
Undecided 18%
Disagree 11%
0%
0% 5% 10% 15% 20% 25% 30%
Listening to authentic EnglishPractical phonetic classes
Contacts with native speakersImitating authentic speech
Self study on pronunciationPrimary/secondary school
129
vote (8%) are ‚Primary/secondary school‛
and ‚Practical phonetics classes‛.
From the result above, the conclusion
is that the learners have tendency to get
the example of pronunciation from
authentic English speaker. It means that
native speaker still becomes the first prior
source for them.
5. Youglish as an audio-visual media to
make pronunciation learning easier and
funny
Well from the findings above,
although the questionnaire can not be so
specific to explain about Youglish as pro-
nunciation learning media, but we can
conclude that it the same that respondents
indirectly have the positive responses to
Youglish. Since Youglish literally is an
audio-visual media, so it relates to the
case. Moreover, Youglish has more ad-
vantage than the only an audio-visual me-
dia because it serves practical and com-
plete package of pronunciation learning. It
includes the accuracy, an authentic
pronunciation example, different accents
example, and also giving example for con-
text of the words.
Here are the practical steps to learn
pronunciation by using Youglish:
1. Open https://youglish.com in your
browser.
2. There are 4 options for accents,
British, American, Australian, or
all of them, choose which one you
want to search.
3. Input the word that you want to
know how is the pronunciation in
‚search for‛ tab, klick enter/
search button.
4. The the result of your word will be
displayed in your screen just in
few second. There are many videos
show speakers use that word in
their speech. The important one
also they speak according to the
word context. So it will make you
clear with the different meanings
of a word.
5. Conclusion
English pronunciation is very im-
portant in English learning. In this 21st
century we can integrate learning process
with technologies to support it. Audio
visual is an option of media in learning
process. One of that audio-visual media
that we can use to learn that subject is
YouGlish. This site becomes a practice
way for the learners to improve pro-
nunciation and make them more under-
stand about the use of words according to
the context. The respondents that consist
of English students showed a positive
response of the idea. They are intersted to
use audio-visual media like Youglish.
Hopefully by using this media in learning,
the students can be more helped in
learning and make its process to be much
enjoyable. Finally the learners can increase
their English pronunciation and wording
proficiency that will boost the whole of
their English skill.
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DeFranzo, S. E. (2011, September 16).
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Snapsurveys.
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Gilakjani, A. P. (2012). A Study of Factors
Affecting EFL Learners' English
Pronunciation Learning and
Strategies for Instruction.
International Journal of Humanities
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Gilakjani, A. P. (2016). English
Pronounciation Instruction: A
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Education.
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131
MORAL VALUES IN READING COMPREHENSION: USING THREE
LEVEL GUIDES STRATEGY SEMESTER III STUDENTS, ENGLISH
EDUCATION STUDY PROGRAM
FKIP, UNIKA WIDYA MANDIRA, KUPANG
IN ACADEMIC YEAR 2017/2018
Dr. Damianus Talok, MA
Prodi Pendidikan Bahasa Ingris
FKIP, Unika Widya Mandira
ABSTRACT
Through three level guides strategy students can fully comprehend the text they read.
More than that, through the strategy students may be able to discover the meaning of the
text, It is indeed the message a writer intends to convey to readers. It is not only the
overall idea of the text that a writer intends to convey to readers, but it is possibly a moral
message as well. The moral message is a basic principle of how people can select what is
appropriate or inapproriate to him or her; and this is present in the text they are reading.
The three level guides strategy leads students to easily find such a significant message,
provided that teachers of English are competent enough selecting reading texts for the
obtaining of this purpose.
Introduction
Various offerings from the modern
world to the young generation insist that
the education world should take necessary
steps to lead them to live morally a good
life among others. For teachers of English
to introduce the so called ‚moral values‛
to the students through the teaching and
learning of the English language, at least,
to the Indonesian young learning English,
thus, gains its appropriate momentum.
Speaking of moral values, it is necessary to
propose, roughly at least, what the moral
value is all about. Moral values may be
defined as some important ethical points
which may become guides or the founda-
tion for people to select for himself or
herself for a better life of people, especially
concerning their doings and behaviors in
their social togetherness. In human life,
people who are living together in a
community or in a state, e.g. in Indonesia,
need to have clear conscience of what they
can do, what they can act out or what they
can perform. Likewise, they know so
surely what they can not, in accordance
with social and cultural codes they have
been practicing and have been internali-
zed as social guides in their daily activities
in their communities.
132
Having knowledge of moral values is
possibly inadequate. To have knowledge
about it is just and only the starting point
for those who are living together with
other people. People indeed need to live
what they know. What they live is, by the
social point of view, to strengthen the
existence of joint honor among community
members. Hence, in their togetherness
there are, at least, no destruction and no
deviation of the togetherness principles.
Of course, this will add up to the life
quality among mankind.
Is it possible to introduce the moral
values to the students? How to act this
out? To be able to do this, teachers have to
select relevant reading materials. Texts to
read are expected containing the so called
‚moral values.‛ The texts may offer some
ideas leading the students to acquire the
meant values. To state it differently, read-
ings in classroom for students demand
teachers of English to decide what to read
and then the materials have to be designed
in such a way so that students may obtain
some basic principles dealing with morali-
ty for their good lives now and in the fu-
ture in various communities.
This research aims to propose the way
teachers of English afford to endorse the
growth of knowledge of moral values
which may lead students to intake them as
their subconscious social control in the
everyday lives. By this, individual mem-
bers may select what is best for him or her
in relation to his or her living together
with others.
Armed with this idea, here is a
research which entitles ‚Moral Values in
Reading Comprehension: Using Three
Level Guides Strategy, Semester III
Students, English Education Study
Program, FKIP, Unika Widya Mandira,
Kupang, In Academic Year 2017/2018‛
A. Basic Idea on Moral Values
‚Moral‛ is an adjective of the word
‚morality‛. If the word ‚moral is attached
to the word ‚value‛, a new lexical phrase
appears, that is ‚moral value‛. Let us pro-
mote some questions, like: What is morali-
ty? What is moral value? Why is moral
value important for the teaching of
English in Indonesia? How is it planned
and implemented in the classes for
English?
Moral values refer to some principles
or some ethical points which may function
to guide or lead human beings to select
what is good and accepted in their lives in
a community. People in a community
indeed live their lives based on social rules
which they have practiced thus far in their
togertherness. To say it differently, in
living together, there are some endowed
rules of lives which are given down by
poeple of some previous generations to
the now generation to be the guide of their
lives wherein they live. Say for example, to
help one another or what is known as
‚gotong royong‛ in Indonesia. People in a
community help one another if a member
of a family in the community passes away
or is going to wed one of the family mem-
bers, others will come to offer their help-
ing hands. They will sacrifice their energy
working to enable the event going very
well. Even they donate some money to the
family to help them handle with full care
either for the dead or to entertain others in
their social gatherings.
133
Derived from this basic concept, thus,
what is meant by moral value is that it is
the impact of such endowed principles to
the now generation in their real lives in
the community in that they may perform a
life which indicates clearly that they have
mutual honor and love; and hence, peace
grows and stays in individual hearts as
members of a community.
Reading Comprehension
The main objective of reading is to
comprehend what is read. When we read
what we want to gain is that the essence of
the text we read. Yet, when talking about
comprehension, we are talking about not
only the essence of the text we read, but
any implication the text may carry to the
readers.
According Ledesma (1986) and
Hyldebrant (2014) comprehension can be
seen in, at least, three levels. They are
literal comprehension, inferential compre-
hension and critical comprehension. Lite-
ral comprehension is claimed to be the
lowest. It concerns only what is cleraly
stated in the text. Very commonly,
questions of this level are who, when,
where, which of...and or specific infor-
mation clearly stated in the text. Or else,
to check students’ literal comprehension,
teachers may provide some exercises in
forms of like Yes – No or True – False or
Agree – Disagree.
With the inferential comprehension,
readers are hoped to make use of their
ability to draw conclusion and to make
relevant interpretation to some statement
taken from the text. Still, for the inferen-
tial, questions are made with Wh- qu-
estions words like, How and Why.
Meanwhile, with the critical comprehen-
sion, readers are required to find general
idea of the whole text; or they are also
required to find the theme of the text; even
they find the moral message of what they
read.
Thus, what is very significant here in
all comprehension activities is that to find
the so called (moral) message the text
conveys. It is the message functioning as
the subconscious power which is inten-
tionally promoted in the reading text. Yet
to enable readers to really understand the
message, readers are to act out or to de-
monstrate how the message gets its fullest
meaning to them. Only by this final ac-
tivity over a reading text, it is possible to
inject such a value into their brain, while
hoping that they will be able to make use
of it in their actual lives with others.
Research Method
This is a Classroom Action Research
(CAR). For the present CAR, classroom
activities were divided into two cycles. In
the first cycle, there were two reading
texts to read. To each text, questions and
or statements aimed to trace students’
comprehension were made in three levels:
literal, inferential and critical. Specially in
the critical level, students were asked to
speak out the moral message each text
conveys to them. Further, if necessary,
individual students were to draw values
personally, how they behave, acts, do in
accordance with the found values. After
all texts were read and activities done,
researcher did some deep reflection and
then decided to move to the second cycle.
134
In the second cycle, there was a text to
read. Similar activities were also done. The
researcher, as well, did a deep reflection
on how and the result of reading compre-
hension activities were based on what
students did. Heavy emphasis was given
to individual students’ reflection on the
moral message from each text.
At the end of the research, there was a
post test. A text was selected and compre-
hension items were prepared. Included
was the message rather ‚moral message‛
of the text. The aim is that to see if the
result of the post test does give evidence to
the process of comprehension activities. It
is worthy saying that the effective process
is verified by the post test.
RESULTS
The following is the analysis of
classroom activities divided into two
cycles.
A. Cycle 1
A.1 Activity 1: Understanding the text
Text One
MANE SUKAER
Once upon a time, there lived a family
in a vey remote area. They were nine of
all; the father, the mother and their
seven beautiful girls. The youngest was
Buik. Aside from going to the corn and
rice fields, the girls were fond of going
to the river nearby. They took bath and
also each of them tried to catch any fish
in the water pool.
The youngest, Buik, was not so lucky.
Everytime they went to the river, she
failed to catch any fish at all. To this,
her six older sisters teased and even
bullied her. They said: ‚ Your are a very
unfortunate woman. Everyday you fail.
You only catch all sank tamarinds.‛
They continued: ‚It seems that no man
will marry you because of your
unfortunate fate. How pity you are!‛
Everyday, Buik heard such a tease and
bullying words. Many times she cried
but nobody cared for her cry. Then, she
tried and tried again to make up her
mind. She kept silent. Yet, she did not
know what to do. What she did was she
brought home all tamarinds she picked
up from the river. Sometime later, she
built her own hut near her parent’s
house. She stayed there alone. Yet, she
joined all activities as her six sisters did
everyday. One day, after coming back
from the field, as usual, they went to
the river to clean themselves and to
catch fish for dinner. Again, she failed
to catch any fish but she got a very
unique tamarind. It was straight and
long not as the other tamarinds she
already took home. It was what she got
that day. They went home. She kept
that special tamarind in another basket
in her hut.
Early next morning, she also went to
the field. It was so surprising when she
came back home. The dinner was ready
for her to eat. This went for seven times
successively. She decided to know who
prepared dinner at her hut. The next
morning she pretended to go to the
field. Indeed, she hid at the back of her
hut. She peeped into her hut, the wall
of which was from ‚bebak‛. Finally,
she knew that the special tamarind was
a young and handsome man. They got
married. They worked hard. They were
happy. Her six sisters stayed single, no
135
young man came and asked to get
married with any of them.
(Abridged by Talok, 2016)
A.1.1 Literal level
Say YES if each of the statement is in
the text. Say NO if each of the
statement is not as in the text!
a. The title of the folktale is Mane
Sukaer
b. A family with 6 persons lived in a
remote area
c. The eldest of the six children is
Buik
d. The six girls were fond of going
only the corn and rice fields
e. They usually went to the nearby
river to clean themselves
f. They also went to the river to
catch fish
g. The older five girls were
successful in catching fish
h. Buik was unsuccessful in catching
fish
i. The youngest caught tamarinds
j. One day the youngest got a rare
tamarind
k. She put the rare tamarind in a
special basket in her hut
l. Everyday the youngest also went
the corn and rice fields
m. Buik was so surprised when she
arrived at her hut for the dinner
was ready
n. The surprising dinner occured 7
times before she decided to know
who did it
o. Finally, she knew that the rare
tamarind was a young and
handsome boy
p. The eldest merried to tamarind
boy
q. All older girls were not married
r. Buik and husband worked very
hard for their happy life
s. Buik’s husband died before their
merriage taking place
A.1.2 Inferential level
Say AGREE with some textual rea-
sons to each of the following state-
ments if you think it is an appro-
priate inference of the text!
Say DISAGREE with some textual
reasons to each of the following sta-
tements if you think it is an inappro-
priate inference of the text!
a. Buik did not regret of what she
got when she and her sisters were
in the river.
b. Buik did not bother herself to the
bullies from her elder sisters
b. Buik appeared to be happy with
all tamarind she got when she
and others were in the river
c. Buik was also a hard workers as
her other sisters
d. Good luck sides the youngest,
Buik
A.1.3 Critical level
Speak out whether or not each of the
two statements below is the message
of the text!
a. Nobody knows what happens to
his or her future life
b. Rubbish is, but it can mean a lot
for someone’s life
c. Tamarind is still a tamarind which
tastes sour
136
d. The youngest, Buik, symbolizes
the unfortunate
Analysis of Activity 1
20 students, as the subject of this
research scored 100, an answer is
scored 5 if it is correct. The perfect score
in this level is due to the students’ abi-
lity to select the correct answer of each
stem since it is in the text they read. It
is worth saying that True – False can be
one of many ways to help students
understand what they read literally. In
addition, one point to note here is that
the time needed to accomplish this ac-
tivity was only 14 minutes.
To the inferential level, again, each
student scored 100, provided that to
each correct answer scores 25. This is
due to their ability to read critically. As
well, they are able to draw conclusion
or else they are able to make necessary
interpretation, as what this level re-
quires. Yet, for this level, although the-
re were only 4 questions, students
needed about 24 minutes to accomplish
the task.
With the critical level, all students
also scored 100, provided that each
item scored 50 if it is correct, and there
are two items which are accepted as
correct answers. This is due to the
students’ ability to read the text thrice.
The time spent for this activity was
about 26 minutes.
The following is another activity
using WH-questions. Yet it is still in the
three level guides exercises.
A.2.1 Activity 2: Understanding the
text
Text Two
THE CLEVER CROW
Once upon a time there lived a crow.
She had built her nest on a tree. At the
root of the same tree, a snake had built
its home.
Whenever the crow laid eggs, the snake
would eat them up. The crow felt help-
less. ‚That evil snake. I must do some-
thing. Let me go and talk to him,‛
thought the crow.
The next morning, the crow went to the
snake and said politely, Please spare
my eggs, dear friend. Let us live like
good neighbors and not disturb each
other.‛
‚Huh! You can not expect me to go
hungry. Eggs are what I eat.‛ Replied
the snake, in a nasty tone.
The crow felt angry and thought, ‚I
must teach that snake a lesson.‛
The very next day, the crow was flying
over the King’s palace. She saw the
Princess wearing an expensive neck-
lace. Sudenly a thought flashed in her
mind and swooped down, picked up
the necklace in her beak and flew off to
her nest.
When the princess saw the crow flying
with her necklace, she screamed, ‚so-
mebody help, the crow has taken my
necklace.‛
Soon the palace guards were running
around in search of the necklace.
Within a short time the guards found
the crow. She still sat with the necklace
hanging from her beak.
137
The clever crow thought, ‚Now it’s
time to act.‛ And she dropped the
necklace, which fell right into the
snake’s pit of house.
When the snake heard the noice, it
came out of its pit of house. The palace
guards saw the snake. ‚Snake! They
shouted. With big sticks they bit the
snake and killed it.
The guards took the necklace and went
back to the princess. The crow was
happy, ‚Now my eggs will be safe,‛
she thought and led a happy and
peaceful life.
Read the text again carefully! Answers
the following questions!
A.2.1.1 Literal Level
1. What is the title of the text?
2. Who built the nest on a tree?
3. Where did the snake build its
house?
4. What happened to the eggs of the
crow?
5. Who ate up the eggs of the crow?
6. What did the crow feel knowing
her eggs were eaten up by the
snake?
7. What did the crow say to the
snake to stop it from eating the
her eggs?
8. What did the snake reply to the
crow?
9. What did the crow do to give a
lesson to the snake?
10. To what place did the crow drop
the necklace?
A.2.1.2 Inferential Level
1. How did the crow take the first
step to solve the problem she
faced concerning her eggs which
the snake ate up?
2. Why did the crow take another
step to solve such a problem?
3. How did she end up the life of the
snake?
4. What was the feeling of the
princess?
A.2.1.3 Critical level
1. What is the overall idea of the
text?
2. What significan message can one
get from this text?
Analysis of Activity 2
19 out of 20 students perfectly
scored 100 to the literal level. Thus
there was only 1 student who did
not score 100. He scored 80. He
failed to provide acceptable answers
to question number 6 and 7. Here
are their answers, as compared to
the one considered accepted as
answers for question 6 and 7. The
answer provided: (6) The crow felt
shelpless and decided to talk to the
snake; (7) ‚Plesase spare my eggs
dear friend. Let us live like good
neighbors and not disturb each
other‛. The answers from the two
students are as follows:
(6) The crow is not afraid of the
snake (student 1)
(7) The crow talked to the snake
(student 1)
Since one of CAR main ob-
jectives is to lead students to acquire
138
appropriate information to what
they are learning, the researcher
reminded all students joining the
CAR, especially the one who failed
to provide acceptable answer to
question number 6 and 7 that for
literal level comprehension students
may find the answer in the text they
read. Accordingly, all students went
through the text again. The one who
failed confirmed that the answers
were in the text. The following are
his answers:
(6) The crow felt shelpless and
decided to talk to the snake;
(7) ‚Plesase spare my eggs dear
friend. Let us live like good
neighbors and not disturb
each other‛
For the inferential comprehen-
sion, 16 out of 20 students failed to
provide acceptable answers. Thus 4
(four) students did not score 100 for
the inferential level. In average, they
only scored 75 to this level of com-
prehension. The following are the
answers provided:
(1) To her helplessness, she decided
to take a step in order that the
snake stopped eating her eggs.
The step is that the next
morning she met the snake and
talked to him friendly. The crow
begged that the snake did not
eat her eggs again because of
being neighbors. But, the snake
did not heed to what was
requested by the crow. Instead,
the snake said prodly that eating
eggs was what he had to do in
order that he was free from
hunger.
(2) Because the snake did not listen
to what she said and appeared
to continue eating the eggs after-
wards.
(3) The crow frustrated and hence
tried to find another solution.
Incedentally when she flew over
the palace she saw the princess
wearing a necklace. She flew
down and beaked the necklace
and flew up again to her nest.
The palace guards found the
crow with the necklace on her
beak on the top of the tree. The
crow dropped the necklace and
it fell right on the pit of the
snake’s house. The snake came
out and killed.
(4) The princess got her necklace
again and she was happy. She
was also so thankful to the
palace guards.
The following will be the answers
from four students:
(1) The crow and the snake met and
talked (student 2)
(2) The crow went to the palace and
took the necklace from the
princess and the princess solved
her problem (student 3)
(3) The snake was stupid. He came
out of its house and died
(student 4)
(4) The story did not tell this
(student 5)
To all and specially those who
failed, another activity will be
139
designed and given to them in order
that they may have additional
practices. The objective is that to
help them get the message of the text
when reading via the three level
guides for comprehension.
1. What is the overall idea of the
text?
2. What significan message can one
get from this text?
As for the critical level, 2 out of
20 students who gave unsatifactory
answers. Their answers are not
written grammatically. In addition
the content of question 1 neglected
one or more points. Here are the
provided answers:
(1) The overall idea of the text is (a)
the crow did all she can to
protect her eggs; and (b) the
snake did not have good deed to
stop eating the crow’s eggs; (c)
the crow found a solution which
ended the life of the snake;
(2) Those who do not listen and
have no good deed to change to
will have bad fate
The following are the answers of the
two students:
(1) The crow and snake fighting
and the crow won (student 6)
(2) The crow had good kuck but the
snake has bad luck (student 6)
These students were reminded
to read the text more critically in
order to discover the whole story
and can draw the message the text
aims to convey to readers.
To prove that the three level
guides for comprehension can help
students understand the text they
read critically; as well as the
students may be successfully getting
the message.
Moral Discussion of Cycle 1
To each activity, the following
question was delivered to the subject of
the study. The question is ‚ What signi-
ficant message can you get from the two
texts you have read? ‚ The given questions
aim to detect if the two texts selected for
cycle 1 do offer the students a moral
information and to which it is hoped that
they will get them and retain them in their
memory. Further, they hoped to apply
such a moral point in their lives.
The following are what students
spoke out in the discussion of text one.
Based on their chosen points in the
Critical Level on A.1.3 and A.2.1.3,
students were to speak out their own
standpoints. The following are some sa-
lient statements from students of text one.
(1) Consistency of Buik, the youngest, to
all tamarinds she picked from the
water pool and she brought them
home and kept them in a special
place. This has become the lucky point
for her future life. Some students gave
evidences from the text, as follows:
(par.2: 8) What she did was she brought
home all tamarinds she picked up from the
river. (par 2:12) Again, she failed to catch
any fish but she got a very unique
tamarind. It was straight and long not as
the other tamarinds she already took
home.....She kept that tamarind in another
basket in her hut.
140
(2) The six elder sister had evil heart to
their youngest sister. Some students
displayed the evidences as follows: (a)
(par 2:3) They said: ‚You are a very
unlucky woman. Everyday you fail. You
only catch all sank tamarinds.‛ (b) They
continued: ‚It seems that no man will
marry you because of your unfortunate
fate. How pity you are.‛
(3) The youngest received what is good
for her life. Some students gave
quoted some sentences as evidences,
as follows: (a) (par 3: 1) (a) Early next
morning she also went to the field. It was
surprising when she came back home. The
dinner was ready for her to eat. This went
for seven times successively.She decided to
know who prepared dinner at her hut. (b)
(par. 2: 20) Finally she knew that the
special tamarind was a young and
handsome man. They got married.
(4) The others received badness for their
lives. Some students quoted the
following sentences as the sole
evidence: (par.2: the very last line) Her
six sisters stayed single, no young man
came and asked to get married with any of
them.
(5) Do not hesitate to go forward despite
you have weaknesses. The following
is the quotation from students: (par.
2:6) Many times she cried but nobody
cared for her cry. Then she tried and tried
to make up her mind. She kept silent. Yet
she did not know what to do. What she did
was she brought home all tamarinds she
picked up from the river.
Students were, likewise, to speak out
their own standpoints. The following are
some salient statements from students of
text two.
The question raised to students is as
what is in A.1.3, number 2, namely: ‚What
significant message can one get from the
text?‛ To this question every student could
speak out his or her own idea. The
following are some salient standpoinst:
(1) The wisdom. Some students said that the
solution taken by the crow indicates the
wisdom. The crow reminded the snake of
the mistake he (the snake) made. But for
the snake would not heed to the
reminding, the crow took another step
which caused the deeath of the snake.
(2) The greed. The fact that the snake ate up
all the Crow’s eggs indicates the greed. He
(snake) ate up all eggs to satify his
stomach. Indeedm the students said:
‚what belongs to others, it is not right to
take it for one’s satisfaction.
(3) The creativity. In the part of the snake,
do what is commonly done signs what is
called ‚no creativity‛. Meanwhilem the
second step the crow took to punish the
snake clearly indicates the creativity.
(4) Luck sides who is true. The crow is true
as far as her eggs are concerned. Her
attempt to save her eggs finally occured.
Why Move to Cycle 2?
Although, what have been done by
students in the first cycle very obviously
indicates the workability of this technique,
another cycle needs to be taken. At least,
the new cycle can confirm whether or not
the technique for reading really helps
students to find what is suggested to find.
For the first cycle, although it is till
temporary, a conclusion that the technique
is good for students to obtain what they
want to, is by evidences right. To
emphasize, this technique is effective in
141
the sense that students can get the
message a selected reading text offers to
them to read. In this case it is what is
meant by the moral message.
B. Cycle 2
B.1 Understanding the text
THE SILVER SWAN
(Anonymous, 1612)
The silver swan, who living had no note,
When death approached, unlocked her
silent throat;
Leaning her breast against the reedy shore,
Thus sung her first and last, and sung no
more:
Farewell all joys; O death, come close my
eyes;
More geese than swans now live; more
fools than wise
B. 1.1 Literal Level
B.1.1.1 True – False Items
1. The silver swan lived with many
notes
2. The silver swan unlocked her throat
when she was about to die
3. She put her breast against the reedy
shore
4. She did not sing any song
5. Her song is:
Farewell all joys; O death, come
close my eyes;
More geese than swans now live;
more fools than wise
B.1.1.2 Yes – No Items
1. The silver swan lived had no note
2. The silver swan only unlocked her
throat when she was about to die
3. She put her breast on the sand
4. The silver swan sang her first and
last song
5. This is her song:
Farewell all joys; O death, come
close my eyes;
More geese than swans now live;
more fools than wise
B.1.2 Comprehension
Literal Comprehension Questions
Answer each of the following
questions!
1. Who lived with no note?
2. When did she sing her first and last
song at once?
3. Where did she put her breast when
the death approached her?
4. What is her song?
Inferential Comprehension Questions
1. Why did the writer (the poet)
mention ‚geese‛ at he last line of his
poem?
2. What is meant by the ‚swam‛ in the
last line of the poem?
3. What is the difference between the
geese and the swan?
Critical Comprehension Question
What is the message the poet
conveys to us?
B.1.3 Combination of the three Levels
Multiple Choice items
1. Who lived with no note?
a. The geese
b. The swan
c. The duck
d. The seagull
142
2. When did the silver swan sing her
first and last song at once?
a. When she rested in the shore
b. When she liked to sing
c. When the death approached her
d. When the night caught her
3. Where did she put her breast when
the death approached her?
a. On the sandy shore
b. On the windy shore
c. On the high tide shore
d. On the reedy shore
4. What is her song?
a. Farewell all joys; O death, come
close my eyes;
More geese than swans now live;
more fools than wise
b. Welcome all joys; O death, go
away with your bad deed
c. Come friends, et us enjoy our
lives by singing many songs
d. Come friends, learn from me,
working and enjoying, and
speaking all the time
5. Why did the poet mention the
‚geese‛ at the last line of the poem?
a. He wanted to show the good
character of the geese
b. He wanted readers to imitate
what the geese did
c. He wanted to show the goodness
of the geese
d. He wanted to say that swan is the
good one
6. What is the difference between the
geese and the swan?
a. Swans are fools and geese are
wise
b. Geese are wise and swans are
fools
c. Swans are wise and geese are
fools
d. Both swans and geese are fools
7. What message does the poet convey
to us?
a. Talk more but work less
b. Enjoy talking than working
c. Like talking than working
d. Working is first and talking just
next to it
Analysis of Cycle 2
20 students, as the subject of he
research, scored 100 to all activities. In
WH-questions activities, dividing up
into literal, infrential and critical levels,
individual students scored 100.
Likewise, in activities using multiple
choice, again, individual students
scored 100.
Thus, here, the researcher is so
confident to say that this technique is
effective. Through this technique,
students read the text may get what he
wante to get. Their comprehension is
well graded, from literal up the
inferentian and to the highest – the
cfritical. In terms of the moral mesaage,
the selected texts given to students
indeed haven successfully identified by
the students.
Moral Discussion of Cycle 2
The following is the question address-
ed to the subject of the study to speak
about. Againm the aim is to discover the
moral message they can gain from the
given text. The question is: ‚What is the
message the poet conveys to us?‛
143
The following are some stand-
points from the subject of the study:
(1) To speak when it is so necessary.
Some students said that what was
done by the swan is the very important
indication. As the swan spoke when
she was about to die, and it was his
first and last talk as well. Yet, some
syudents added that the swan
preferred working for her own needs
rather than talking. For the students
talk less and work harder is the
message from the text.
(2) To remind us to live a gtood life.
The students said that at the last line
of the poem, the poet clearly
distinguished the swan from the geese.
The wisdom addressed to the swan is
meant to lead us to live a life an
examplified by the swan. They argued
that a good life is not from the fool as
what the poet addressed to the geese.
The Result of Post Test
The following is the post test.
THE MOTH AND THE STAR
James Thurber
A young and impressionable moth
once set his heart on a certain star. He told
his mother about this and she counselled
him to set his heart on a bridge lamp
instead. ‚Stars aren’t the things to hang
around,‛ she said; ‚lamps are the things to
hang around.‛ ‚You get somewhere that
way,‛ said the moth’s father. ‚You don’t
get anywhere chasing stars.‛ But the moth
wouldn’t heed the words of either parent.
Every evening at dusk when the star came
out he would crawl back home worn out
with his vain endeavor. One day his father
said to him, ‚ You haven’t burned a wing
in months, boy, and it looks to me as if
you were never going to. All your bothers
and sisters have been terribly singed
flying around the house lamps. Come on,
now, get out of here and get your self
scorched! A big strapping moth like you
without a mark on him!‛
The moth left his father’s house, but
he would not fly around the street lamps
and he would not fly around the house
lamps too. He went right on trying to
reach the star, which was four and one-
third light years, or twenty five trillion
miles, away. The moth thought it was just
caught in the top branches of an elm. He
never did reach the star, but he went on
trying, night after night, and when he was
a very very old moth he began to think
that he really had reached the star and he
went around saying so. This gave him a
deep and lasting pleasure, and he lived to
a great old age. His parents and his
brothers and sisters had all been burned to
death when they were quite young.
(Ledesma, et al, 1986: 215)
Multiple Choice
Instruction
Choose one of the following options of
which you think the correct answer to the
question?
1. What is the title of the text?
a. the Star and the Moth
b. the Moth and the Star
c. the Moth, the Mother, and the
Father
d. the Moth and the Family
2. Who once set up his heart to a
certain star?
144
a. the father
b. the mother
c. the moth
d. the brother
3. What did the mother say to the
moth?
a. stars are not things to hang
around
b. stars are the things to hang
around
c. street lamps are not the things
to hang around
d. street lamps are things to hang
around
4. Having listened to his father’
words, the moth .............
a. flew around street lamps
b. flew around house lamps
c. tried to fly to the star
d. tried to stay at the house
5. How far was the star from the
moth’s house?
a. only twenty trillions miles
b. only fifty trillions miles
c. only twenty five trillion miles
d. only fifty two trillion miles
6. What did he compare the distance
to the star?
a. It was a high as the branch of
an elm
b. It was just higher than the
street lamps
c. It was just as high a their house
d. It was just not so far from his
house
7. How many times did the month
try to reach the star?
a. He tried only one time
b. He tried only two times
c. He tried three times
d. He tried again and again
8. What did the moth say to himself
and others?
a. He failed to reach the star
b. He succeeded to reach the star
c. He regretted to go to the star
d. He regretted not to obey the
parents
9. What happened to the moth’s life?
a. He lived longer
b. He died young
c. He died like his brothers’
d. He lived for ever
10. What did you learn from the
passage?
a. The naughty young moth
b. The common life of moth
c. Keeping life tradition on
d. Making new path of life
Essay Questions
1. What is the title of the passage?
2. Whom do you like best in the story
3. What do you think about the dream of
the young moth?
4. Why did the young moth live longer
than others?
5. What is the message the story offers to
you?
Scores of Multiple Choice
Code
Number
Scores
01 100
02 100
03 90
04 100
05 100
06 100
07 90
145
08 80
09 100
010 100
011 100
012 100
013 100
014 100
015 90
016 100
017 80
018 100
019 100
020 90
Total
Score
1.830
The average score of the subject of the
study is as follows:
Total score X 100 = the average score
Total num of subj.
1830 X 100 = 91.50
20
As of the answers to the WH-
Questions, result of the post test shows
that all students scores 92.00.
What does this mean? The average
score of the post test has become a con-
firmative evidence that the technique is
effective to help students understand the
text they read. More than this is that the
students are able to get the message pro-
posed by the the texts they read.
It is the confirmative evidence because
the post test also endorses what the pro-
cess in both cycle one and cycle two. The
process has clearly indicates that students
using the the techniques of reading
comprehended the texts better; and
moreover, they get moral message the
texts offer to them.
The strong points of the techniques
are as follows:
(1) Students know complete information
of the text through all literal com-
prehension activities. At this point,
every information (even in individual
sentences) is put into more than one
exercises.
(2) In inferential comprehension, stu-
dents are to make conclusion or inter-
pretation concerning the text. By this,
they better comprehend the text. They
have been able to understand what is
called ‚information between the
lines‛.
(3) In critical comprehension, students
are led to know not only the overall
idea of a text but also the message the
text may offer to readers to know.
(4) Finally, the students are able to speak
in their own words the message of
any of the texts they have gone
through.
Conclusion
The following are two conclusions,
namely:
1. Three level technique for reading
comprehension is effective to help
students understand a text in an
overall way. They know both
detailed and overall infomation in
the text.
2. Three level technique has been able
to help students to come up with
the moral message in a text they
have read. They have been able to
speak out about the message.
146
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