CLASSROOM ACTION RESEARCH in ACTION - Zenodo

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ISBN:978-602-1222-40-9ÓFacultyofLetters,UniversityMuhammadiyahPurwokerto

16-17May2015-Proceedingofthe7thInternationalConferenceonTeachingEnglishasForeignLanguage(COTEFL):QuestioningWhatWorksBest:ImplementingPedagogicInnovationforCreatingTeacher&

LearnerAutonomyinTEFL

CLASSROOM ACTION RESEARCH in ACTION

By: Zaitun ([email protected])

Lidiyatul Izzah ([email protected]) Muhammadiyah University of Jakarta

ABSTRACT – In English study program of Faculty of Eduational Sciences, Muhammadiyah University of Jakarta, Indonesia, the students are prepared to become English teachers in secondary levels. One of compulsory subejcts offered to the students is classroom action research. This subject can be taken by the students after they have passed educational research methodology subject. In her preliminary study, the writer found that almost all students were confused to understand this kind of small research. In light of this, the main objective of this study is to explore students’ understanding of classroom action research discussion through classroom action research studies of others. An action study was conducted in order to see how effective these paper reports in helping students to get the main ideas of what classroom action research is. Total number of 11 students registered in the third semester of this bachelor degree participated in this study. The data were collected through two cycles in which in each cycle each student was asked to present other’s classroom action research paper and focused on its background, research method and research findings. The results showed an awesome impacts in which on the first cycle, 50% of the students were able to explain the whole concepts of what classroom action research is and on the second cycle, 85% students were excellent in explaining the details. In addition, since the students totally presented two different papers of others, they were also able to compare and explain the weaknesses and the strenghs of any paper presented in an interesting discussion. In sum, the result of this action research exceeded the target of the writer to improve the students’ achievement in this subject up to 80%. Keywords: action research, classroom action research, research papers

INTRODUCTION It is stated on the Constitution of National Eduaction No. 14/2003 that: “Teacher

is a professional educator in which his/her main duties are to educate, teach, supervise,

guide, train, assess, and evaluate his/her students in formal early childhood education,

basic education, and secondary education.This statement shows that teacher is the main

actor in the process of teaching and learning. Besides teaching, teacher should be able to

assess and evaluate whether his/her teaching has already reached the objectives. One of

the ways to do once the teacher finds problem in his/her class is to do a classroom action

research. As Lodico states, action research aims to enact immediate changes in an

educational setting. It has the potential to produce change quickly because the research is

carried ot by educators in their own work settings (Lodico, Spaulding, & Voegtle, 2010).

Pre-service students of English study program, Faculty of Educational Sciences,

Muhammadiyah University of Jakarta study Classroom Action Research (CAR) after they

have taken Educational Research Methodology subject. This subject is taught in 3-credits

teaching hours to 6th semester students. It is expected that the students who are going to

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be a teacher will have good knowledge related to this subject both theoretically and

practically. Unfortunately, what the writer found was beyond her expectation in which 11

students of this class were still confused about what classroom action research is. Further,

they did not know what steps they needed to do in doing a classroom action research.

Based on this case, the writer decided to do a classroom action research in order

to explore students’ understanding of the subject through classroom action research of

others. The title of her study is: Classroom Action Research in Action. It is expected that

by reading, analyzing and presenting the study of others’ classroom action research, the

students will get the main idea of what a teacher should do in this research.

Action Research

Mills (2000) in Linn defines action research as any systematic inquiry conducted

by teacher researchers, principals, school counselors or other stakeholders in the

teaching/learning environment, to gather information about the ways that their particular

schools operate, how they teach, and how well students learn (Linn, 2003). While Reason

and Bradburry give a description of action research as a living inquiry that links practice

and ideas and creates collaborative learnimg communities to facilitate ongoing renewal of

education. So, by having a classroom action research, a teacher as the researcher are

trying to change and improve educational processes and outcomes (Reason & Bradbury,

2005) .

Wallace (1998) cited in Mackey and Gass maintained that action research is

basically a way of reflecting on teacher’s teaching ... by systematically collecting data on

his/her everyday practice and analyzing it in order to come to some decisions about what

his/her practice should be (Mackey & Gass, 2013).

Classroom Action Research

Kemmis and McTaggart define a classroom action research as a form of

collective self-reflective inquiry 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 (Kemmis, McTaggart, & Nixon, 2013). Classroom Action Research is a

method of finding out what works best in teacher’s own classroom so that he/she 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

(Mettetal, 2000)

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In a classroom action research, teacher as the main researcher starts their study

based on “academic problem(s)” found in their class. The teacher collects the data by

him/herself then reflects what they have done from those data. The process of collecting

the data can be done through some stages or what is called “cycle (s)”. Therefore, Lodico

claims that “action research typically includes several waves of data collection, reflection

on the data, and trying out actions to improve one’s practice” (Lodico et al., 2010).

METHOD OF THE RESEARCH

This study applied a Classroom Action Research and involved 11 pre-service

students of English Study Program, Faculty of Educational Sciences, Muhammadiyah

University of Jakarta. These students were registered on 6th semester of academic year

2013/2014. The students were taking their Classroom Action Research subject after they

had taken Educational Research Methodology subject on the 5th semester. It is a-3 credit

subject with 150 minutes learning hour.

The research was completed in two cycles with 3 meetings in each of the cycle.

On the first cycle, each of the student was asked to find and read classroom action

research of others. Others’ research results can be taken from journal, books or other

sources. Each student should find different discussion. After that, the students were asked

to present the reasons why the researcher did that study (background of the study), how

did the researcher conducted the research, when, where, who were the sample (method of

the research), and what were the results (research findings.. The presentation of the

students took three meetings. From their presentation and explaination, the writer

analyzed that some of the students were still confused about what they had read. Thus,

some of their explaination did not really clear. Based on the analysis of this first cycle,

the writer got her reflection on how to make them understood more and deeper. Then the

writer briefly explained and gave feedback on their mistakes.

On the second cylce, the students were asked to find and read another results of

others’ classroom action research. They were required to do the same tasks as in the first

cycle. At this stage, the writer also involved other students to give comments, feedback,

questions and even suggestions on what their friend was presenting. The results showed a

very interactive activity in which almost all the students actively engaged during the

session. They were looked very enthusiastic on both criticizing their friend’s

understanding and commenting research result presented by their friend.

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FINDINGS AND DISCUSSION

From those cycles, it was found that the students made an excellent progress

towards this subject. On the first cycle, 50% of the students reached the expectations of

the writer. These students were able to tell the background of the research, how the

classroom action research was being implemented by the researcher and what were the

results. While another 50% of the students were still confused and not focused. On the

second cycle, 85% of the students were hit the writer’s target in which they were not only

able to present others’ research studies but also able to give their ideas of the strengths

and the weaknesses of other studies. Another 15% of the students were still considered

failed in generating the main ideas of the studies.

CONCLUSION AND SUGGESTION

Based on the findings above, it can be concluded that Classroom Action Research

of others can be used by the students as the sources to undertand what Classroom Action

Research is and how to run this research. This method is effective to improve students’

achievement even more than what the writer has targetted (the writer target after two

cycles was 80%). Classroom action research can be implemented in effective and

attractive ways as long as the teacher is creative enough to lead its practice. As pre-

service students are taught to become teachers, it is strongly suggested that the lecturer

provides practice teaching rather than theoretical one.

REFERENCES

Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner : doing critical participatory action research. Singapore : Springer Singapore

Linn, R. L. (2003). Accountability: Responsibility and Reasonable Expectations. Educational Researcher, 32(7), 3–13. https://doi.org/10.3102/0013189X032007003

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research : from theory to practice. San Francisco, CA: Jossey-Bass.

Mackey, A., & Gass, S. M. (2013). Second language research : methodology and design. New York: Routledge.

Mettetal, Gwynn. (2000). The journal of scholarship of teaching and learning : JoSoTL. Journal of the Scholarship of Teaching and Learning (Vol. 2). Indiana University South Bend. Retrieved from https://josotl.indiana.edu/article/view/1589/1588

Reason, P., & Bradbury, H. (2005). Handbook of action research : participative inquiry and practice. Thousand Oaks: Sage.

iProceeding International Conference of Teaching English as a Foreign Language

ii Proceeding International Conference of Teaching English as a Foreign Language

Perpustakaan Nasional: Katalog Dalam Terbitan (KDT)Proceeding International Conference of Teaching English as a Foreign Language

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,or transmitted in any form by any means—electronic, mechanical, photocopying, recording orotherwise, without the written permission of University of Muhammadiyah Purwokerto Press.

© Faculty of Letters, University of Muhammadiyah Purwokerto, 2015

Editor : Khristianto & Aldias Surya DadariSelection Team : Handoyo Widodo, Ph.D

Santhy Hawanti, Ph.D. Rina Agustina, S.S., MApplLing. TESOL

Language Editor : Titik Wahyuningsih, S.S., M.Hum.Cover Design : AldiLayout : Bayu, Dimas, Aldias, Vina

First Impression : May, 2015xiv + 714 hal; 21x29cmISBN : 978-602-1222-40-9

Printed and Published byFaculty of LettersUniversity of Muhammadiyah PurwokwertoJl. Raya Dukuhwaluh, Kembaran, Purwokerto, IndonesiaPhone : 62-281-636751 ext 137Fax : 62-281-637239Website: cotefl.ump.ac.ide-mail : [email protected]

Printed in the Republic of Indonesia

Khristianto, Aldias Surya Dadari [Ed.)“Questioning What Works Best: sImplementing Pedagogic Innovation for Creating Teacherand Learner Autonomy in TEFL . Proceeding of the 7th International Conference onTeaching English as Foreign Language (COTEFL) — By: Khristianto & Aldias Surya Dadari(Ed.)—Purwokerto, Central Java: Faculty of Letters, University of MuhammadiyahPurwokerto, 2015

mailto:[email protected]

iiiProceeding International Conference of Teaching English as a Foreign Language

PREFACE

First of all I’d like to start by saying Alhamdulillahirrabbil ‘alamin, thanksto Allah for allowing us to have The 7th International Conference onTeaching English as A Foreign Language (7th COTEFL). I wish to thankthe Rector, the University of Muhammadiyah Purwokerto: DR. H.Syamsuhadi Irsyad S.H.,M.H. and the vice rectors for supporting us tohave this conference. I wish to thank and congratulate the committeewho has worked hard to prepare this annual activity. I’d like to thank allthe keynote speakers: Bapak Anis Baswedan, Ph. D. (The Minister of

Indonesian Education and Culture), Prof. James Chapman, Prof. Dr. Lindsay Miller, Assoc.Prof. Lubna Alsagof, Prof. Helena I.R Agustien, Shanty Hawanty, Ph.D., Handoyo Puji Widodo,P.h.D., and our Dean Ibu Sulasih Nurhayati. My gratitude also comes to our reviewers: Prof.Jufrizal, Rina Agustina, M.App.Ling. TESOL, Handoyo, Ph.D., Michelle Kohler, HameedBarjesteh, Prof. Amporn Sa-ngiamwibool, Vineet Kaul, and Johana Woods for reading and sortingout lots of abstracts, to refine the best ones. I wish to thank the presenters, as you are the chosen.I wish to thank all the participants for spending your time at this COTEFL, without you all thisconference will never be.

We have passed a long journey to survive. It was seven years ago we started this conferencewith the spirit of Hari Pendidikan Nasional. We realize that education, in which the day wecelebrate every May 2nd, is one of principal elements we have to pay attention to make thiscountry a counted one. COTEFL is meant to be parts of the endeavors to achieve the goal.

Surely, the people behind the education are the essence to drive the ideal education, then.In their hands, we rely on the future of our beloved country. I know I address to most of thoseangels, the teachers who will shape the face of the world. You are here now because you care,you want to promote your excellence, especially in English Language Teaching.

The papers we received have shown us that promoting good standards need good practices.Some of you show us you have done well. Some practice humanitarian touch in which varietiesof activities done. Some prepare themselves by implementing high technology as well as creatingnew methods. The ultimate goal is to create an ’autonomous atmosphere’ in the teaching andlearning process of English in all education levels among the students and the teachers.

Your ideas are the seed of higher success tree that, I believe, can protect us from the hotsun’s shine. They will grow up into big trees that give us fresh atmosphere to breathe, to live ourlife. I do hope our sharing ideas will exist, as we have passed it into the 7th COTEFL.

Finally, with the souls of Hari Pendidikan Nasional, let’s color the education on earth. I wishyou a fruitful and flying color conference. Thank you.

Wassalamu ‘alaikum Wr.Wb.

Khristianto, S.S., M.Hum.Chairperson

iv Proceeding International Conference of Teaching English as a Foreign Language

Assalamu’alaikum wr. wb.,

This Seventh Conference on Teaching English as a Foreign Language(7th COTEFL) is monumental this year, held to commemorate the goldenanniversary of the University of Muhammadiyah Purwokerto and the15th one of Faculty of Letters. The word ‘monumental’ not only impliesthe spirit of gratitude for the anniversary, but also the commitment theFaculty of Letters has been making and sustaining to facilitate thedevelopment of English language learning and teaching by theconference. By the development, teaching English should be seen asgrowing along the growth of human culture in which the novelties ofpedagogic innovations are there. Their essence not only marks thedynamic of English classrooms but also their implications on theindependence of English learning process.

Hence, the conference focuses on the essence of pedagogic innovations on the learnerautonomy. This theme is taken into account as the best practices from the theoretical domains ofteaching method in attempt to enhance the students’ self efficacy in learning and using Englishas a foreign language. It also suggests that the innovations should lead to the contextualizationof English language from which the learner autonomy will be achieved.

At last, I would like to express my gratitude to all of presenters and participants who haveattended and presented the papers. The gratitude is also expressed to the committee who hasworked hard and well to run the program. For all inconveniences, may we be forgiven.

We will welcome you to our next conferences.

Purwokerto, 1 April 2015Sulasih Nurhayati, S.S., M.Hum.Dean of Faculty of Letters

ACKNOWLEDGEMENT

vProceeding International Conference of Teaching English as a Foreign Language

TABLE OF CONTENT

PREFACE .................................................................................................... ........................................ iiiACKNOWLEDGEMENT .................................................................................................... ............ ivTABLE OF CONTENT .................................................................................................... ...................v

ADVANCING LEARNER AUTONOMY IN TEFL VIA COLLABORATIVE LEARNINGGeorge Jacobs and Tan Hui Shan .................................................................................................... .......1

USING PROGRESSIVE PEDAGOGIES TO ENHANCE LEARNER AUTONOMYLindsay Miller .................................................................................................... .................................... 9

LEARNER AUTONOMY: WHEN PHILOSOPHY MEETS PEDAGOGYJames W. Chapman .................................................................................................... ......................... 13

INNOVATIONS IN ELT PROGRAMME DEVELOPMENT: BUILDING STRONGFOUNDATIONS WITH LEARNER AUTONOMYLubna Alsagoff .................................................................................................... ................................. 25

HOW SHOULD TRANSLATION COMPETENCE BE TAUGHT?A QUEST FOR A BETTER APPROACH IN TRANSLATION CLASSCondro Nur Alim .................................................................................................... ............................ 31

DESIGNING TASK-BASED SPEAKING MATERIALS USING AUTHENTIC TEXT:LEARNER AUTONOMYAbd. Rahman .................................................................................................... ................................... 37

CULTIVATING STUDENTS’ SOCIAL AWARENESS THROUGH PROJECT-BASEDLEARNING IN SPEAKING CLASSFeisal Aziez .................................................................................................... ...................................... 45

THE IMPLEMENTATION OF ELEVATOR PITCH TECHNIQUE IN TEACHING ANDLEARNING SPEAKING AT THE THIRD SEMESTER STUDENTS OF ENGLISHDEPARTMENT PAMULANG UNIVERSITYEka Margianti Sagimin .................................................................................................... ................... 53

A STUDY OF CODE-SWITCHING OF TEACHER TALK ON TRAINEE TEACHER INPPL II OF STATE UNIVERSITY OF SURABAYARenata Kenanga Rinda .................................................................................................... .................... 60

USING COOPERATIVE LEARNING METHOD IN ENHANCING SPEAKING SKILLIN TERTIARY LEVELAsep Hardiyanto .................................................................................................... ............................. 68

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BREAKTHROUGH IN TEACHING COMPLIMENT FOR SPEAKING CLASSFOCUSING ON STUDENTS’ ENGAGEMENTAulia Nisa Khusnia .................................................................................................... ......................... 74

SPEAKING TEST FOR MEDICAL INTERNSHIP PROGRAM:A CONSTRUCT ANALYSIS AND TEST DEVELOPMENTLasito.................................................................................................... ................................................ 81

LEARNING ENGLISH USING PUPPET SHOW FOR ELEMENTARY STUDENTSIdda Astia .................................................................................................... ........................................ 85

DIFFICULTIES FACED BY EFL UNDERGRADUATE STUDENTS IN SPEAKINGENGLISH (A CASE STUDY IN ONE OF THE STATE UNIVERSITIESIN BANDUNG)Khainur Jannah, Esti Puspitasari .................................................................................................... .... 90

DEVELOPING STUDENTS’ AUTONOMY IN ORAL PRESENTATIONS THROUGHPECHA KUCHAFX.RisangBaskara .................................................................................................... ........................... 95

THE CROSSROAD OF TEACHING ENGLISH PRONUNCIATION:THE CONCEPT OR THE PRACTICERB. Edi Pramono .................................................................................................... ........................... 100

THE IMPACT OF COOPERATIVE INTEGRATED READING AND COMPOSITION(CIRC) ON THE STUDENTS’ READING SKILLNina Sofiana .................................................................................................... .................................. 106

PROMOTING READING-STRATEGIES BASED TRAINING FOR JUNIOR HIGHSCHOOL STUDENTS’ AUTONOMYAlfan Zuhairi, Habibatul Wazna .................................................................................................... ... 113

COMBINING STUDENT-BASED LEARNING ACTIVITIES WITH TEACHER’SENCOURAGEMENTS TO FOSTER LEARNER AUTONOMY IN ELTSudarsono, Lies Amin Lestari .................................................................................................... ........ 118

UNDERSTANDING STUDENTS’ WRITING PROFICIENCY THROUGHDIAGNOSTIC TESTKurniawan Yudhi Nugroho .................................................................................................... ........... 124

ALTERNATIVE ASSESSMENTS: COMPLETING THE MISSING PUZZLEGatotPrasetyo .................................................................................................... ................................ 132

LEARNING FROM ERROR AND MISTAKE : STUDENTS’ PERCEPTION TOWARDSTEACHER’S ATTITUDE IN WRITING CORRECTIONPipit Muliyah .................................................................................................... ................................ 137

STUDENTS’ PERCEPTION ON THE SUPPORT OF THE ASSIGNMENT TO THEIRLEARNINGBayu Adi Sulistyo, Beni Rizki Setiawan ............................................................................................ 143

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THE USE OF MOVIE CLIPS TO BUILD THE CONTEXT FOR GRAMMARINSTRUCTION IN THE EFL CLASSROOMPutri Hayu Austina .................................................................................................... ....................... 148

2R TECHNIQUE TO TEACH WRITINGBenny Krisbiantoro .................................................................................................... ........................ 155

BOOSTING AUTONOMOUS LEARNING THROUGH PROJECT WORK INDEVELOPING TEACHING MATERIALSNur Fatimah .................................................................................................... .................................. 162

USING COMIC STRIPS AS MEDIA TO TEACH WRITING IN EFL CLASSROOMKartika S .................................................................................................... ........................................ 167

LEARNER DIARY AS AN ALTERNATIVE WAY LEADING TO LEARNERAUTONOMYAdnan Zaid .................................................................................................... .................................... 171

THE USE OF COLLABORATIVE WRITING TO ENHANCE STUDENTS’ LEARNINGAUTONOMY IN WRITINGMashlihatul Umami .................................................................................................... ...................... 178

THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE IN IMPROVINGSTUDENTS’ WRITING SKILL IN WRITING NARRATIVE TEXTSCici Riksa Wiliyanti, Muhammad Bayu ............................................................................................ 185

LEARNERS’ PROBLEMS IN QUESTIONING: A PORTRAYAL OFIMPLEMENTATION OF SCIENTIFIC APPROACH IN 2013 CURRICULUMDesi Wijayanti Ma’rufah, Srihidayanti, Cici Riksa Wiliyanti .......................................................... 191

IMPROVING DESCRIPTIVE WRITING THROUGH FACEBOOK USING THECOMMUNITY OF INQUIRY (COI) MODEL TO PROMOTE LEARNERS’ AUTONOMYEka Sugeng Ariadi .................................................................................................... ......................... 199

ELABORATING COOPERATIVE LEARNING IN E-CLASSROOM TO TRIGGEREXPRESSIVE LANGUAGE COMPETENCEFitri Wijayanti .................................................................................................... ............................... 207

EFFECTS OF LISTENING MATERIALS FORMATS TO FOUR TARGET FACTORS OFLISTENING COMPREHENSIONBayu Hendro Wicaksono .................................................................................................... ............... 213

THE CHARACTERISTICS OF LISTENING TASKS IN SENIOR HIGH SCHOOL ELTTEXTBOOKS: A QUALITATIVE CONTENT ANALYSISSyahara Dina Amalia, Nur Amalia .................................................................................................. 219

IMPROVING STUDENTS’ UNDERSTANDING OF SHORT STORY THROUGHRECIPROCAL TEACHINGRosita Ambarwati .................................................................................................... .......................... 225

PROCESS-BASED LEARNING AND REFLECTION JOURNALTO PROMOTE LEARNERS’ AUTONOMY IN STYLISTIC WRITING CLASSFransisca Kristanti .................................................................................................... ......................... 230

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COLLABORATIVE LEARNING THROUGH FEEDBACK IN EFL WRITING CLASS:AN ACTION RESEARCHMira Nissa Murti .................................................................................................... .......................... 237

WRITING DIFFICULTIES: VARYING APPROACHES TO COPE WITH STUDENTSIN THESIS SUPERVISIONLaily Martin .................................................................................................... ................................... 244

SKILLED INTERPERSONAL COMMUNICATION TO NURTURE AUTONOMOUSAND INTRINSIC ENGLISH LEARNINGAdriadi Novawan .................................................................................................... .......................... 250

SUNDAY COOKING: A BREAKTHROUGH IN ENGLISH LEARNINGRizki Februansyah .................................................................................................... ......................... 257

USING PROCESS-ORIENTED STRATEGIES IN THE CLASS TO MAKEESLLEARNING POSSIBLEFarzana Sohail .................................................................................................... ............................... 262

GENDER-BASED MATERIAL FOR RAISING STUDENTS’ MOTIVATIONIN WRITINGDewi Sri Wahyuni .................................................................................................... ......................... 269

BEING AUTONOMOUS EFL LEARNERS BY THE USE OF A CORPUS A CASESTUDY OF MENTAL VERBS ACROSS GENRES IN THE LEARNING OF LEXIS ANDGRAMMARPrihantoro .................................................................................................... ...................................... 274

GENRE-BASED MATERIALS FOR TEACHING INTEGRATED COURSE OF NON-ENGLISH STUDENTS (AN EXPLORATIVE STUDY OF DIPLOMA STUDENTS OFHUSBANDRY FACULTY)Tuti Purwati, Dewi Kesuma Nasution .............................................................................................. 285

TEACHING LITERATURE BY TRANS-NATIONALMIND APPROACH FOR A HIGHER EDUCATION: WHY NOT?Didik Murwantono, Destary Praptawati .......................................................................................... 292

ENGLISH TEACHERS’ MOTIVATION IN PURSUING A HIGHER DEGREE INUNIVERSITIES AS THE IMPLEMENTATION OF THE CONCEPT OF LIFELONGLEARNINGYessy Tri Noviani, Wulandari Putri ................................................................................................. 298

LESSONS LEARNED FROM MONTHLY ENGLISH LECTURERS CLUB (ELC)PROGRAM: A CRITICAL EVALUATIONMuhamad Ahsanu and Tito Ali Buana ............................................................................................. 304

ENABLING LEARNERS TO USE PEER REVIEW AS A SELF REVISION TOOL:WHAT COULD GO WRONG?Asih Santihastuti .................................................................................................... ........................... 314

STUDENT PERCEPTIONS TOWARDS PEER ASSESSMENTIN ORAL PRESENTATIONDini Hadiani .................................................................................................... .................................. 320

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TOWARDS SELF-ASSESSMENT: STUDENTS’ ATTITUDE AND IMPLEMENTATIONFida Anisah, Fathin Anjani Hilman, Lestiyani Sunarto ................................................................... 327

STUDENT TEAM ACHIEVEMENT DIVISION (STAD) STRATEGYTO BUILD A COOPERATIVE LEARNING ENVORONMENTIka Maratus Sholikhah .................................................................................................... .................. 334

PROMOTING AUTONOMY IN EFL WRITING THROUGH OUT-OF-CLASS ONLINEPEER FEEDBACKPriyatno Ardi .................................................................................................... ................................ 341

LEARNING GALLERY AS A PART OF ACTIVE LEARNING INCROSS CULTURAL UNDERSTANDING CLASS: STUDENTS’ RESPONSESErna Iftanti .................................................................................................... .................................... 347

INTEGRATING TECHNOLOGY AND GALLERY WALK:FOSTERING STUDENTS’ AUTONOMYEka Wahjuningsih .................................................................................................... ......................... 353

USERS’ PERCEPTION ON ONLINE INTERACTIVE GAME-BASED INTEGRATEDENGLISH LANGUAGE LEARNING (IELL) IN INTERMEDIATE LEVELListyaning Sumardiyani, Laily Nur Affini, Ajeng Setyorini ............................................................. 358

THE PORTRAYAL OF FINAL TEST ASSESSMENT INSTRUMENTS MADE BYLECTURERS OF ENGLISH TEACHING DEPARTMENT VIEWED FROM BLOOM’STAXONOMYNuri Ati Ningsih .................................................................................................... ........................... 362

TOWARDS SELF-ASSESSMENT: STUDENTS’ ATTITUDE AND IMPLEMENTATIONFida Anisah, Fathin Anjani Hilman, Lestiyani Sunarto ................................................................... 371

THE USE OF WEBLOG WITH FACEBOOK LOGIN FOR PORTFOLIO ASSESSMENTIN AN ENGLISH WRITING CLASS: A PRACTICAL MODELHartono .................................................................................................... .......................................... 378

THE RELATIONSHIP BETWEEN STUDENTS’ MOTIVATION AND ENGLISHLEARNING ACHIEVEMENT IN SENIOR HIGH SCHOOL STUDENTSKhairunnisa Dwinalida, Sholeh Setiaji, Rezy Marazasi, Rusli ......................................................... 385

TEACHERS’ PERSEPTIONS ON EXTENSIVE READING AS AN AUTONOMOUSREADING ACTIVITY IN EFL CLASSROOM (A SURVEY AT ONE OF UNIVERSITIESIN BANDUNG)Iman Hilmansyah .................................................................................................... .......................... 393

PRIMARY SCHOOL TEACHERS’ BELIEFS IN PROMOTING EFL STRATEGIESINCLASSROOM PRACTICESSuciana Wijirahayu .................................................................................................... ....................... 399

FACILITATING STUDENTS’ NEEDS: HOW A TEACHER TAKES INTO ACCOUNTSTUDENTS’ FACTOR IN SELECTING MATERIALSDeby Irawan, Ihsan NurIman Faris .................................................................................................. 407

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ENGLISH LEARNING KIDS ANIMATION: AN INTERACTIVE AND ENGAGINGMEDIA TO PROMOTE YOUNG LEARNERS’ AUTONOMYNovika Purnama Sari .................................................................................................... .................... 413

IMPROVING ENGLISH LEARNING OUTPUTS OF YOUNG LEARNERS THROUGHCHILD-FRIENDLY STORYTELLINGSri Setyarini .................................................................................................... ................................... 418

MULTILINGUAL EDUCATION AND INTERFERENCE: WRITTENUNGRAMMATICAL TAG-SWITCHING AMONG PRE-SERVICE TEACHERS OFENGLISH LANGUAGEOscar Ndayizeye .................................................................................................... ........................... 425

PREPARING GENERATION Y TO BECOME ENGLISH TEACHERSA CASE STUDY AT ENGLISH EDUCATION DEPARTMENT OFUNIVERSITASMUHAMMADIYAH YOGYAKARTAEndro Dwi Hatmanto .................................................................................................... .................... 432

ADRESSING MANAGEMENT OF CLASSROOM ENVIRONMENT BYIMPROVEMENTS OF TEACHER PREPARATION AND ESTABLISHING STUDENTS’SELF CONTROLFatimah Sari Siregar.................................................................................................... ...................... 438

CYBER LITERATURE: INCORPORATING IT IN LITERARY WORKS WRITINGLynda Susana Widya Ayu F, Aidatul Chusna .................................................................................. 445

DESIGNING INTERACTIVE MULTIMEDIA MATERIALS TO ENHANCE EFLSTUDENTS’ ENGLISH PRESENTATION SKILLS IN TERTIARY EDUCATIONIma Normalia Kusmayanti, Florita Diana Sari ,Novie Susantie ...................................................... 450

STUDENTS’ ATTITUDE TOWARDS THE USE OF INTERNET AS A LEARNINGTOOL AND THEIR PERSPECTIVE ON THE USE OF QUIPPER SCHOOLIne Purwanti, Rizdika Mardiana .................................................................................................... ... 460

TEACHING GRAMMAR THROUGH LISTENING TASKS TO STUDENTSAT AVOCATIONAL SCHOOL IN CIMAHIRafitaTioriaSianipar, AgungGinanjarAnjaniputra, Ahmad Affandi ................................................ 467

UTILIZING YOUTUBE.COM VIA E-LEARNING OF JENDERAL SOEDIRMANUNIVERSITY (EL-DIRU®) TO ENHANCE STUDENTS’ GRAMMAR COMPETENCERirin Kurnia Trisnawati, Mia Fitria Agustina, Agus Sapto Nugroho ............................................. 472

ENHANCING STUDENTS’ CRITICAL THINKING AND CONFIDENCE THROUGHINDIRECT EXPLICIT GRAMMAR INSTRUCTION (IEGI) IN LEARNING GRAMMARUlfatul Ma’rifah .................................................................................................... ............................. 481

DETACHED LEARNER AUTONOMY IN EXPRESSING SPEECH ACTS OPERATEDIN TEACHING LEARNING CONVERSATION IN ELTI GRAMEDIA SURAKARTARisma Ardiansyah Nugraha .................................................................................................... ......... 488

MYANMAR EFL TEACHERS’ AND ADULT LEARNERS’ PREFERENCES ON ORALERROR CORRECTIONKhaing Mu MuZin, Steve McKee .................................................................................................... . 494

xiProceeding International Conference of Teaching English as a Foreign Language

LEARNING ACTIVITIES IN THE ENGLISH CLASSROOM AS REFLECTED IN THELESSON PLAN MADE BY THE ENGLISH TEACHER TO DEVELOP LEARNERAUTONOMYAvrita Ayu Kusuma Wardani, Sabanta Azmah Bil Firdausi ............................................................ 501

FACTORS AFFECTING INDONESIAN STUDENTS’ WILLINGNESS TOCOMMUNICATE (A CASE STUDY IN HIGHER EDUCATION)Hesti Wijaya, Putri Amalia Rizkina .................................................................................................. 507

ESP RSEARCH TRENDS IN ASIAN CONTEXTArpawan Jantaravipark, Amporn Sa-ngiamwibool .......................................................................... 514

CREATING FAMILIAL SETTING TO IMPROVE ENGLISH CLASS AUTONOMYTitik Wahyuningsih .................................................................................................... ....................... 522

IMPROVING STUDENTS’ UNDERSTANDING OF SHORT STORY THROUGHRECIPROCAL TEACHINGRosita Ambarwati .................................................................................................... .......................... 526

TOWARDS LEARNERS’ AUTONOMY IN LEARNING ENGLISHSanti Chairani Djonhar .................................................................................................... ................. 531

FOSTERING EFL LEARNER AUTONOMY BY IMPLEMENTING PROJECT-BASEDLEARNING IN EFL CLASSBudi Setyono .................................................................................................... .................................. 538

PROMOTING LEARNER AUTONOMY IN AN EFL CLASSRROOM THROUGHPROJECT-BASED ACTIVITY (A QUALITATIVE STUDY AT THE NINTH-GRADESTUDENTS OF ONE OF JUNIOR HIGH SCHOOL IN BANDUNG)Yuyun Yuliani .................................................................................................... ............................... 544

PROMOTING LEARNER AUTHONOMY THROUGH THE PROCESS OF WRITINGASSESSMENTErwin Rahayu Saputra .................................................................................................... .................. 545

BUILDING ENGLISH TEACHERS’ INSTRUCTIONAL ABILITY THROUGHTEACHERS’ SELF-EVALUATION AND CLINICAL SUPERVISONDewi Cahyaningrum, Kristiandi .................................................................................................... ... 551

LEARNER’S AUTONOMY IN LANGUAGE LEARNING: A CASE STUDY OF PMPBIUNJ STUDENTSCarolina Eka Putri, Tantri Sari Safitry, Yurike Margareta .............................................................. 557

THE IMPLEMENTATION OF ENGLISH MEDIUM INSTRUCTION (EMI) FORECONOMICS STUDENTS IN BILINGUAL CLASS: CHALLENGES AND SOLUTIONSInaya Sari Melati, Sandy Arief .................................................................................................... ...... 572

CLASSROOM ACTION RESEARCH IN ACTIONZaitun, Lidiyatul Izzah .................................................................................................... .................. 579

THE ACOUSTICAL QUALITY OF ENGLISH AND SUNDANESE VOWEL SOUNDSAND ITS IMPLICATION TO THE TEACHING OF ENGLISH TO THE SUNDANESESuhendra Yusuf .................................................................................................... ............................. 583

xii Proceeding International Conference of Teaching English as a Foreign Language

SENIOR HIGH SCHOOL STUDENTS’ WRITING IN COLLABORATIVEFREEWRITING AS A PREWRITING ACTIVITYDini Mustaqima, Nida Mujahidah Fathimah ................................................................................... 589

A RESEARCH ON ERROR ANALYSIS MADE BY THE MALES AND FEMALESSTUDENTS ON THE THIRD YEAR (ACADEMIC 2012) SEMESTER V AT ENGLISHDEPARTMENT IN FKIP UHN PEMATANGSIANTARBertaria Sohnata Hutauruk .................................................................................................... ........... 595

SEMANTIC ERROR ANALYSIS OF STUDENTS’ RECOUNT TEXTWRITING – JUNIOR HIGH SCHOOL STUDENTSPuput Jianggimahastu L.S. & Wahyu Indah Mala Rohmana........................................................... 605

TEACHERS’ PERCEPTIONS ON LEARNER AUTONOMY:RESEARCH FINDINGS FROM INDONESIADwi Agustina .................................................................................................... ................................ 611

USING PRE-LISTENING ACTIVITIES AND SMALL GROUP DISCUSSION TO HELPLOW ACHIEVERS COMPREHEND BETTERHefy Sulistyawati .................................................................................................... .......................... 620

IMPROVING SPEAKING ABILITY THROUGH COMMUNITY-BASED LEARNINGAmbar Pujiyatno, Fitri Rakhmawati ................................................................................................. 625

A STUDY OF ASIAN LEARNERS’ INTENTION TO ENROLL IN ENGLISHLANGUAGE COURSES ON MOOCSYadanar, Steve McKee .................................................................................................... ................... 630

REFLECTIVE PEDAGOGY TO ENHANCE CULTURAL AND LANGUAGEAWARENESSHarris Hermansyah Setiajid .................................................................................................... .......... 638

TEACHER VIEWS ON THE POLICY OF THE RAPID IMPLEMENTATION CHANGESOF THE CURRICULUM 2006 AND 2013Suryanto .................................................................................................... ........................................ 643

IGNATIAN PEDAGOGY IN LITERATUREG FajarSasmitaAji .................................................................................................... ......................... 648

DESIGNING A CONTENT ANALYSIS CRITERIA RUBRICFOR THE 2013 CURRICULUM-BASED TEXTBOOKSElok Putri Nimasari .................................................................................................... ....................... 654

SERVICE DELIVERY MODELS OF ENGLISH IN PRIMARY SCHOOL:A STUDY ON THE IMPLEMENTATION OF CURRICULUM 2013Puji Sumarsono .................................................................................................... .............................. 661

PEDAGOGIC EXCHANGE STRUCTURES OF AN ENGLISH CURRICULUMGENRE IN INDONESIAN UNIVERSITY CONTEXTSunardi .................................................................................................... .......................................... 670

xiiiProceeding International Conference of Teaching English as a Foreign Language

THE EFFECTIVENESS OF USING A BLIND CROSSWORD GAME: AMODIFIED‘SCRABBLE AND CROSSWORD PUZZLE’ IN TEACHING VOCABULARYAfi Ni’amah, Masriatus Sholikhah, Ima Chusnul Chotimah, ........................................................... 678

MOTIVATING YOUNG LEARNERS THROUGH THE INTEGRATION OFLANGUAGE TEACHING AND VIRTUEVenus Karnsopol,AmpornSa-ngiamwibool ....................................................................................... 683

CROSSWORD PUZZLE; AN ALTERNATIVE BRIDGE TO BUILD INDEPENDENTLEARNERSCici Riyani .................................................................................................... ..................................... 693

DESIGNING PROJECT BASED LEARNING WITH MULTIMEDIAIN X GRADE WRITING CLASSROOMDiah Fakhmawati .................................................................................................... .......................... 700

STUDENTS’ PERSPECTIVE TOWARD MULTIPLE-INTELLIGENCES BASEDGAME IN LEARNING VOCABULARYMuhamad Bayu, Wulandari Putri .................................................................................................... 709

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CLASSROOM ACTION RESEARCH in ACTION - Zenodo