6 kumpul abstrak ing s3 2

7/31/2019 6 Kumpul Abstrak ING S3 2

1/7

Kumpulan Abstrak Disertasi

Semester Genap 2008/2009

Pendidikan Bahasa Inggris (ING)


2/7

148 KUMPULAN ABSTRAK TESIS & DISERTASI 2008/2009

The Use of English as a Medium of Instruction by Senior High School EFL Teachers in NTT

Agustinus Semiun

Abstract

This study deals with the use of English as a medium of instruction, concentrating on the intensityof using English by the teachers and comprehensibility on the part of the students. The sources of the data are

samples of EFL teachers and their students selected by proportionate stratified random sampling technique,from the public and private senior high schools in one Kota i.e. Kupang, and four regencies i.e. Kupang,

Timor Tengah Selatan (TTS), Timor Tengah Utara (TTU), and Belu, in West Timor, the province of NusaTenggara Timur (NTT).

The data obtained by means of questionnaire deal with the opinions about the intensity of usingEnglish by the teachers and comprehensibility of the students, while by means of observations and interviews

deal with respectively the way the teachers use English and the reasons behind the teachers use or not to useEnglish. The study therefore is to answer research questions dealing with: (1) the level of intensity of using

English by teachers and of comprehensibility on the part of the students; (2) the contribution of length ofteaching experience of the teachers towards the intensity of using English by the teachers and

comprehensibility on the part of the students; (3) the way the teachers use English during the classroominstruction, and (4) the reasons of why the teachers use or do not use English during classroom instruction.

The study uses multiple designs of quantitative approach, that is, the use of descriptive and

inferential design. The descriptive design deals with the average scores and category levels of intensity, while

the inferential statistics with two-way ANOVA to see the contribution of length of teaching experience to theintensity of using English and comprehensibility, the differences according to the educational background

and length of teaching experience. The descriptive design is also used to obtain observation and interviewdata. The inferential design uses a questionnaire as instrument containing 34 items dealing with intensity of

using English and 6 items with comprehensibility. In terms of observation and interview, the descriptivedesign uses transcripts obtained by means of a 90-minute classroom meeting recording and interview

questions. Recording and interviewing are done with thirteen teacher subjects of different backgrounds andschools where they are teaching, and therefore are purposively selected from the teacher samples.

To analyze the questionnaire data, the study uses a descriptive statistical analysis to answer research

question (1) and two-way ANOVA to answer research questions (2). The two-way ANOVA analysis isfollowed by T test and One-way ANOVA to test again the equality in intensity of using English andcomprehensibility according to respectively the English educational background and the length of teaching

experience. To analyze the recorded and interview data to answer research questions (3) and (4), thedescriptive statistical analysis i.e. by categorizing is used.

The results of the analyses are as follows. First, the intensity of using English and comprehensibilityare categorized as high or good level of intensity (according to the expected scales). Second, there is no

significant contribution of the length of teaching experience towards the intensity of using English by theteachers and comprehensibility on the part of the students. The analysis also shows no significant difference

according to the English educational background and length of teaching experience in the intensity of using

English and comprehensibility. Third, on the average, the teachers use English (68%) more than Indonesian(32%) by applying a number of ways of code switching or code mixing, and based on the analysis of

interview data, the challenges to use English are related with the students background, class size, complexity

of teaching topic, feeling confident, curriculum, teacher proficiency, and teaching experience. In addition tothese factors, the teachers find conveying information the most difficult for them so they limit their English if

they explain or describe something to their students.To close, using English in the way of code switching or code mixing is common or usual in teaching

English as a foreign language. However, it is unusual that the level of intensity of using English as well asthe level of comprehensibility of the students, as presented above, does not vary significantly according to

both English educational background and length of teaching experience of the teachers. In other words,higher education and longer teaching experience do not always have effect on the intensity discussed. This

contradicts to the theory that higher education and longer teaching experience contributes to higher or betteruse of English particularly the intensity of using English of the teachers and comprehensibility on the part of

the students. This may be very specific in teaching English in senior high schools in NTT in general and inWest Timor in particular. The finding may be true in the case that the factors of various conditions in the

schools where the teachers of various backgrounds teach can dominantly affect individual preference of theteachers to use or not to use English as a medium of instruction, even by those teachers of the same oral

competence. In addition, some of the Non-S1 teachers are graduates of Philosophy and Theology institution

403


3/7

Program Studi S3 ING 149

where English is compulsory for them. However the finding can be still doubtful due to the sampling error,

i.e. the number of the Non-S1 teachers per cell according to the length of teaching experience does notcomplete the criteria required by a sample size. In addition to np significant contribution of the length of

teaching experience, there is no significant difference according to the English educational background and

length of teaching experience. This study contributes to the program of national teacher certification and

suggests that the one-year teacher certification should promote the communicative competence concentratingon the language functions used to teach in the classroom. If possible, the English language study program at

tertiary institutions is given autonomy to select fresh students who complete a certain standard of Englishability.

Key words: intensity of using english, comprehensibility, english educational background, length of teach-

ing experience

The Implementation of Bilingual Education at Klabat University and Its Outcomes as Seen in

Students English Proficiency and their Achievement in Subject-matter

Micheline Adele Pattiradjawane

Abstract

An important change taking place in the educational system of Indonesia is the use of English as

medium of instruction for a number of content courses, while Bahasa Indonesia is still maintained as medium

of instruction. This phenomenon has aroused attention of educational authorities.The two foci of the study are the implementation of the bilingual program and its outcomes as seen

in students English proficiency and their achievement in subject-matter. With reference to the first focus, the

objective of this study is to describe the implementation of bilingual education at Klabat University (KU).The second objective is to describe the outcomes of bilingual education in terms of students English

proficiency and their achievement in subject-matter. The investigation into the implementation of bilingualeducation focused on practices that promoted and impeded the implementation, how English was cultivated

in the bilingual program and how bilingual courses were conducted. The investigation on students outcomesfocused on their English proficiency, their achievement in three bilingual courses, and the relationships

between English proficiency and achievement in subject-matter.In order to achieve the objectives above, the research methods were qualitative and quantitative.

Being dominantly a qualitative study the design adopted in this study was an emergent design. In order todescribe the implementation of the bilingual program, the qualitative method was used. In order to describe

the outcomes of bilingual education, the quantitative method was used. In order to describe the relationshipsbetween students English proficiency and their achievement in subject-matter, the qualitative method was

employed.Three sampling procedures were used in the study: (1) snowballing sampling for respondents for the

interview on the policies in implementation of bilingual education, (2) purposive sampling for sixrespondents to the questionnaire on policies and cultivation of English, and (3) proportional purposive

sampling for subjects on their English proficiency and achievement in subject-matter. The subjects were

students attending bilingual courses at KU. Each subject represented a level of proficiency. Their levels ofproficiency were based on their scores on the placement test administered by the KU when they were

accepted into the university. The four different levels of proficiencies were beginning English level, lowerelementary level, upper elementary level, and intermediate level.

Three methods were used to obtain data on the implementation of bilingual education: (1)

interviewing respondents who were involved in the implementation of bilingual education, (2) distributing aquestionnaire on the implementation of bilingual education to six lecturers from the School of Economics,

and (3) observing the implementation of three bilingual courses: Intermediate Accounting II, BusinessFinance II, and Controllership.

Data collection on the outcomes of bilingual education used five methods: administering the EnglishPlacement Test to the sample (N=44), administering the Test of English as a Foreign Language to the sample

(N=32), obtaining the list of test scores on achievement in subject-matter from the lecturers who conductedthe bilingual courses, distributing a questionnaire on students self perception of their achievement, and

interviewing lecturers on their perception of students achievement.


4/7


Data on the implementation of bilingual education were analyzed by crafting a profile. The

quantitative data on students scores were analyzed by using descriptive statistics with using the t-test. Theperception questionnaire was analyzed by data reduction, coding and categorizing.

The findings show that the implementation of bilingual education at KU followed a natural course

of events and was dominated by good practices such as complying with the procedures outlined in the

universitys constitution, taking creative actions with no dependency on governments fundings, imposing nopressure on students and teachers to use English thus allowing a comfortable sociolinguistic situation to

emerge in which three languages coexists. The cultivation of English was extensive: English was used inacademic and non-academic activities. However, the conducting of bilingual courses lacked in aspects of

technology.Findings on the outcomes of bilingual education show that, in terms of English proficiency there

was no significant difference between students scores on entry in the university and students second scoreson the placement test. However, on analyzes by each level of proficiency, beginning English and lower

elementary level students made significant gain in their English proficiency. Students at the upper elementarylevel gained in proficiency but not significantly, but intermediate students showed no gain in proficiency. It

is concluded that students English proficiency is adequate for studies at KU.Findings on achievement in subject-matter are students achievement was satisfactory. Students

achievement in subject-matter indicate students employ language knowledge and pragmatic strategies to

work on the test tasks in the TLU domain. Achievement in IA II showed that the class is heterogeneous with 22.36 and variance of 499.99. Achievement in BF II showed that the class was homogenous with 4.42and variance 19.5. Achievement in the CTR class showed a heterogeneous class with 9.37 and variance

87.97. It is concluded that students achievement is satisfactory due to an interplay of students computationskills, students strategies, students reading proficiency and students academic performance as attributed to

having high GPAs. In addition, there is no relationship between students English proficiency and theirachievement.

The conclusions drawn are that the implementation of bilingual education had practices that

promoted the program. This study recommends the continuation of the bilingual education program at KU

while working toward students graduating with dual certificates.

Key words: implementation, bilingual education, english proficiency, achievement in bilingual subject-matter

Developing an English Textbook for the Students of the Diploma III Program in Hotel

Management

Kun Aniroh

Abstract

The current study aims at developing a textbook to fill the gap existing in the scarcity of the Englishtextbook for students of the Diploma III Program in Hotel Management. The present study employs a

research and development design adopting Borg and Galls R@D framework with three main stages: a

preliminary study phase realized through needs assessment, the textbook development phase, and thevalidation phase. The subjects involved two five-star hotel managers and ten hotel supervisors of several

domestic five-star hotels as well as five-star hotels abroad, five subject matter specialists who taught hotelmanagement courses, ten alumni, and ten students of the Diploma III Program, in Hotel Management,

Merdeka University Malang who had completed their on-the-job training in a variety of domestic five star-

hotels and those hotels abroad. Data were collected during field visits to several domestic five-star hotels aswell as five-star hotels abroad and Focused Group Discussion (FGD).

The data of the needs assessment phase were the basis for developing both the contents and thelanguage aspects of the textbook on the principles of ESP in which both contents on hotel managerial matters

and English for hotel management become the main core of the textbook, also with the principles of thecontextual teaching and learning (CTL) approach and task-based, content-based, and problem-based learning

for the purpose of task development as well as principles of textbook development for the purpose oforganizing language aspects and task distribution in each unit.

The draft of the textbook was evaluated by experts in the expert judgment phase utilizing a set ofquestionnaire. In the validation phase, the textbook was tried out during the teaching learning process in


5/7


which nine English lecturers of five tourism colleges respectively in Denpasar, Malang, Samarinda, Jakarta,

and Bogor were involved. Sixty four students in their classes were also involved as sources of data. A set ofquestionnaires was used to collect the data on the strengths and weaknesses of the textbook. In addition, FGD

was performed as a triangulating measure with hotel supervisors. The data were utilized as a basis of

quantiative and qualitative feedback for making a final revision of the textbook. The textbook as the final

product of the present study is intended for those with a minimum of the English mastery from theintermediate to the advanced level.Further steps still need to be taken for the improvement of the textbook if

the textbook is intended to be commercially available for use in the market.

Key words: textbook, development, English, hotel supervisors, ESP

The Learning Experience in EFL Writing of an Indonesian Writer: A Case Study on Budi

Darma

V. Luluk Prijambodo

Abstract

Learning to write well is a difficult and lengthy process, demanding the learners to fulfill some

writing properties in order that what they write are judged as a good writing for having satisfied the writingconvention. Despite its complexity, writing is very important to learn and master because it becomes the

important part of humans academic, personal, community, and professional life. One of the sources of

learning how to write is a skilled writers learning experience in developing his EFL writing skill. BudiDarma, one of Indonesias great authors, has passed over the laborious process of learning to write in EFL

and become a prolifically skilled writer. That is why Budi Darmas learning experience in mastering EFL

writing skill is worth investigating.As reflected in its title, this in-depth study focuses on investigating Budi Darmas learning

experience in developing his EFL writing skill. Relevantly, three research questions are formulated, namely1) How did Budi Darma learn to master EFL writing skill successfully?; 2) What does he as a skilled writer

do to produce quality English writings?; and 3) How does he view his successful learning experience indeveloping his EFL writing skill?

To conduct this study, qualitative approach was used. Accordingly, in this qualitative case study theresearcher played a role as the human or key instrument. Then, to trace back the learning experience, life

history was chosen as the working frame. The primary datathe words (the opinions, statements, and/or theinformation concerning Budi Darmas learning experience in EFL writing), were collected through the

interview series. The secondary data to complete and confirm the primary data were gathered from theavailable documents (Budi Darmas written works, the other writers written works about Budi Darma, video

tapes about Budi Darma, and other information from the other sources).The interview series consists of three stages of interview. Interview one was intended to gather the

information to answer the first research question, interview two to answer the second research question, andinterview three to answer the third research question. To help the researcher focus on the interviews, the

interview guides were prepared and tried out before use. An additional interview was conducted to obtain the

additional data. Since the interviews were carried out in English, no translation was needed in the dataconversion. Translation into English was just carried out to convert the other found relevant data produced in

Indonesian. The interviews were recorded and then transcribed verbatim. The transcribed interviews werethen analyzed inductively based on the three concurrent flows of activity: data reduction, data display and

conclusion drawing/verification. To establish the credibility of the research findings, the data ferreted from

the interviews and the documents were related to each other. Besides, the related theories were reviewed tosupport the data analysis.

The research findings indicate that Budi Darmas learning to successfully develop his EFL writingskill was not an instant process. He was interested in writing since his junior high school education. His

hobby of reading, his critical thinking power, his inside motivation to write, his positive attitude towardsEnglish, his personality (tough, flexible, and independent), his decision to select the language department at

the senior high school, his journalistic experience from working for a newspaper after school and joining thecampus journalism, his study at the Department of Western Literature and Culture of the Faculty of Letters of

Gadjah Mada University, Yogyakarta, and his overseas life experience (his stay in Hawaii for a year to set upa Basic Humanities curriculum and in Bloomington, Indiana to study at Indiana University for his Master and


6/7


doctoral degree in Creative Writing), were the blending factors that influenced his success in developing his

EFL writing skill. He is now able to skilfully write various genres of writing. His quality writings deservedhim to receive some prestigious awards from the governmental and private, domestic and overseas,

institutions. He is widely known not only as an academician, a campus bureaucrat, and an author but also as a

scientist, a literary critic, and a culturalist.

Budi Darmas composing process is unique. He never puts off writing whenever he gets aninspiration to write and has the opportunity to write. He can write productively when his mood is good, the

situation is conducive, and no interruption breaks his composing process. He starts writing by thinking aboutthe theme. When writing non-fictions, sometimes he drafts his ideas first. When writing fictions, however, he

never drafts what he has to write. Reading a lot, observing the surroundings, taking a walk, and minglingwith the people surrounding are his strategy to gather the ideas and inspiration to write in order to keep on

writing prolifically and avoid the writers block. Straightforward, lively, flowing, short-but-effectivesentences, and broad-mindedness characterize his language or writing style.

Reflecting his success in developing his EFL writing skill, Budi Darma thinks that a writer has toread a lot to maintain the constant obsession to write and write freely based on his own concern. When

writing, s/he should not concentrate too much on the writing mechanism since it will only make thecomposing process get stuck. Writing should be done for the sake of writing itself (writing as an art), not for

the sake of the writing benefits; the benefits of writing are the automatic effect of quality writing. Olenka,

which was written in an ideal situation of composing process (good mood, peaceful surroundings, enjoyablemomentum, and no interruption) and has become his masterpiece, received some prestigious writing awards.

Based on the research findings, it is suggested that the teaching and learning of EFL writing pay a

greater attention to the individuals potentials contributing to their learning success; accordingly, a class ofwriting course should contain no more than 20 learners. It is also recommended that the teaching of writing

give the learners enough freedom to write what they want to write, motivate them to independently learn inorder to keep developing their writing skill when they finish their study, and encourage them to read and

write more. Thus, ideally the teaching of writing and reading skill is handled by the same teacher/lecturer.

Then, to enable the comparison of the findings of the related studies, a further study investigating the

Indonesian who is skillful in EFL writing and is majoring in English but has no overseas learning experience,or the Indonesian who is skillful in EFL writing and has overseas learning experience but s/he is not majoring

in English, is worth researching.

Key words: learning experience, writing skill, skilled writer, case study

EFL Teacher Questions in Reading Comprehension Courses at the Language Center,

Muhammadiyah University of Malang: A Case Study

Masduki

Abstract

The main purpose of the study is clarifying an issue on EFL teacher questions in Reading

Comprehension (RC) courses. More specifically, the study was done to investigate: 1) the types of questions

posed by EFL teacher in RC courses, and 2) the strategies employed by EFL teachers to make effectivequestions in RC courses.

In order to effectively describe those two aspects of teacher questions, the researcher analyzes themby means of question classification. With respect to effective questioning, the obtained data were analyzed by

relying on the concepts/criteria for effective questions.

The research project was executed by employing the qualitative study as a classroom research,focusing on the observation of teacher question and the students responses as the interactive effects of the

questions. The data in the forms of teaches and students utterances (questions) were obtained through non-participant observation. Two teachers teaching reading comprehension classes in the Language Center at

Muhammadiyah University of Malang were selected as the research subjects to be observed. As the researchalso required the subjects opinion and understanding of certain phenomena, it needed the data that were

elicited using interview. This means that the data to handle were subjectively produced by the researchsubjects and subjectively and qualitatively interpreted by the present researcher. Since the analysis resides

within the camp of qualitative type of research, in general, the present study can be labeled into qualitative.


7/7


The analysis reveals the obvious types of questions posed by EFL teachers in reading

comprehension courses. The types include display and referential questions. Both display and referentialquestions that occurred in the classes were in the closed and open form. With the closed forms, the teachers

required the students to provide only one correct answer. Meanwhile, with the open form, they wanted their

students to give more than one right answer. The closed and open forms were found in interrogative with

yes/no questions and wh-questions, commands, and statements. The statements consisted of a completesentence and were added by raising intonation to show that the teacher asked a question. The forms of

referential question was also found closed and open. The closed referential was found in interrogative withyes/no questions, wh-questions and statements. But, the teacher employed open referential questions in the

forms of wh-questions, statements, and commands. In classroom practices, the teacher used display questionsmore frequently than referential questions.

Then, as far as the strategies are concerned, three different strategies were used by the teachers inposing questions in RC courses: translation, repetition, and pausing. The first questioning strategy employed

by teachers in EFL reading classes is translation. The translation is either from the target language (English)to the student native language (Indonesian) or vice versa. The use of translation strategy indicated that the

teachers wanted to emphasize and to make clearer about things they explained and described. The interviewswith some student subjects touched an important issue on the use of translation to pose questions. The

students acknowledged that translation also turned out to be the students preference. This indicated that they

wanted the L1 (Indonesian) equivalents on their teachers English speech whenever they found itincomprehensible. This might also indicate that the students (mostly freshmen) had low proficiency inEnglish. This finding supported the view that students preference for L1 and the language dominance in the

setting may influence teachers preference for the communication strategies and the language used in theclassrooms.

The second strategy employed by teachers in EFL reading classes is repetition. The teacher repeatedthe question to ask whether the student understand about the questions posed. The repetition strategy was

intended not only to increase comprehensibility but also to maximize the opportunities for students to

answer. The present study also documented a point worth highlighting pertaining to the repetition. That is,

despite the existing debate among scholars on the use of repetition, repetition strategy was capable ofensuring and improving EFL students engagement in a learning process. In the observed classes, there was

sufficient evidence supporting this assertion. The findings attested some previous related studies whichrevealed that teachers repetition strategy was effective for improving learners engagement to find the

intended response.The third questioning strategy employed by the teacher is the employment of wait-time or pausing.

The present study reveals that teachers employed relatively moderate period of pause. The observed teachersposed questions with the mean of wait-time of 3:69 seconds. With this in mind, in this research, many

students volunteered to answer each question. With regard to the wait-time, the study also reveals that thewait-time pauses were very similar among question types.

Regarding the ways to pose effective questions, a number of modifications in the strategy ofquestioning were employed by the observed EFL teachers. For the purposes, the teachers employed probing

and rephrasing modifications. Each has its own pattern. For the probing there were two types of modificationemployed by the teachers. Those are sequencing the questions by: 1) focusing on subordinate category, and

2) focusing on an exemplification. In addition to probing, the other modification of the question isrephrasing. In the present study, rephrasing was found to have more than one modification, namely the

modification of rephrased questions by: 1) using a clue that describes the attribute of the expected answer, 2)comparing or contrasting of the expected answer to something, and 3) rephrasing with alternative or choice

questions.

Finally, as observed, there appears to be a direct relationship between the question modificationmade by teachers with the quantity and quality of the students responses. With the question modifications,

the study found relatively ample evidence that the students could be helped to elicit the intended responses in

the process of comprehending a reading text. Thus, it is recommended that teachers achieve a high degree ofsensitivity and awareness to use questions in the most effective manner.

Key words: teacher questions, reading comprehension

6 kumpul abstrak ing s3 2

Documents