I Unedited Proceedings

Pusat Kajian Bahasa dan BudayaUniversitas Katolik Indonesia Atma Jaya

2016

Coordinator:Yanti, Ph. D.

THE TWELFTH CONFERENCEON ENGLISH STUDIES

CONEST 12

ISBN: 978-602-8474-38-2

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Ag:aog Tlrtayasa

J:aya Ca::thOOc University of Indonesia

Dian Kuswantoro University

U1oi¥etsita:slampung

Atma Jaya Catholic University of Indonesia

STBA Teknokrat

Politeknik UBAYA

Atma Jaya Catholic University of Indonesia

'" iv "

ANALYSIS THE EFFECTIVENESSOF USAID PRIORITAS PROGRAM 0ENGLISH LANGUAGE TEACHERS' TEACHING COMPETENCE

MISTAKES/ERRORS

THE CHALLENGES IN IMPLEMENTING READING E-ClASS

AN ANALYSIS ON THE TENDENCY OF ERROR PRONUNCIATION MADE BYSTUDENTS WITH INDONESIAN LINGUISTIC BACKGROUNDTHE DEVELOPMENT COMPLEXITY AND ACCURACY OF ADJEcnvECLAUSES; A CASESTUDY ON THE WRITING OF AN ADVANCED lEVElSTUDENTS OF AN IELT PREPARATION COURSEAN ANALYSIS OF STUDENT'S ANXIETY AND ITS EFFECTON SPEAXJNGPERFORMANCE

READING TO WRITE: FOSTERING STUDENTS' COHERENT WRm G

PROCESSINGINSTRUCTION AND THE ENGLISH HYPOTHETICAl.CONDITIONAL CONSTRUCTIONPRE-DETERMINED TEMPLATE IN TEACHING REVIEW WRITlNG: GHUiEBASED APPROACH

ENGLISH LEARNERS' BELIEFON ENGLISH AS GLOBAL LANGUAGE

DEIXIS USED IN ARTICLES OF THE JAKARTA POST (AN ANALYSIS OF DEIXIS Universitas Negeri SemarangIN WRITIEN TEXT)ANALYSIS OF LANGUAGE LEARNERS' PRONUNCIATION

Bunda Mulia University

THE USEOF CONJUNCTIVE ADVERBIALS IN THE NATIVE AND NON-NATIVE Atma Java Catholic University of IndonesiaWRITERS' THESES:SIMILARITIES AND DIFFERENCESAN ANALYSIS OF THE EFFECTIVENESSOF DEDUCTIVE AND INDUCTIVEMETHOD IN THE TEACHING OF PARTICIPIAL PHRASE: A CASESTUDY

Universitas Bunda Mulia

Universitas Widyatama

University of PGRIAdi Buana

Andalas University

Balai Bahasa Jawa Barat

Lampung UniversityENHANCING STUDENTS' READING COMPREHENSION ACHIEVEMENTTHROUGH MORPHOLOGICAL ANALYSIS TEACHINGTHE ANALYSIS OF DOMESTICATION STRATEGY IN TRANSLATINGCULTURAL WORDS IN DAN BROWN'S "ANGELS AND DEMONS"IMPROVING STUDENTS' TRANSLATIONS WITH STYLISTICANALYSIS ATSTKIP ABDI PENDIDIKAN PAYAKUMBUHTHE STRATEGIESAND PROBLEMS OF IDIOMATIC EXPRESSIONTRANSLATION BY GOOGLE TRANSLATECOMPREHENSION PROCESSOF DYSLEXIA: A PSYCHOLINGUISTICANALYSISTHE SIMILARITIES AND DIFFERENCESOF EASYAND SIMPLE: A CORPUS-BASEDSTUDY

EXPLORING ENGLISH REQUESTSTRATEGIESEMPLOYED BYEFL LEARNERS: Atma Jaya Catholic University of IndonesiaA CASESTUDY OF ATMA JAYA UNIVERSITY STUDENTS

Bina Nusantara University

Atma Jaya Catholic University of Indonesia

lAIN Palopo

Pusat Bahasa Politeknik UBAYA

Sanata Dharma University

NEED ANALYSIS OF ENGLISH LEARNING MATERIALS FOR ISLAMIC LAWSTUDENTS AT lAIN PALOPO

CULTURAL DIVERSITY, GLOBALIZATION, INFORMATIZATION, AND THEIMPLICATION TO EFLLEARNING PROCESS

TRACING L11NTERFERENCE IN EFLSTUDENT WRITING: A CASESTUDY

ENGLISH FORTHE MAIDS

THE BELIEF IN SUPERNATURAL POWER AS DEPICTED IN FOLKTALES

STIBA Saraswati Denpasar

ORAL PEERREVIEW IN ENHANCING STUDENTS' TEACHING COMPETENCE SIS U. .IN MICRO TEACHING CLASS u tan Ageng Tirtayasa tate nlversttv

BALINESE LOCAL VALUES IN TOURISM ADVERTISEMENT "BALI SHANTI"

lampung University

DICTOGLOSS: CURRENT TREND IN FOREIGN LANGUAGE EDUCATION(TEACHING IN ORAL SKILL AT HIGH SCHOOL)ENHANCING STUDENTS' SPEAKING ABILITY THROUGH TALKING CHIPSTECHNIQUE

lAIN Palopo

STRATEGIESAPPLICATION OF LOW LEVELSTUDENT'S ORAL PRODUcnON Universitas Ibn Khaldun

Atma Jaya Catholic University of Indonesia

Universitas Indraprasta PGRI

TEACHING ENGLISH NOUN COUNTABILlTY: A COGNITIVE GRAMMARAPPROACHIMPLEMENTATION OF EFFECTIVEREADING FORCOMMUNICATION

Indonesia University of Education

THE REALIZATION OF APOLOGY SRATEGYDONE BY ENGUSH TEACHER OFLBPP LlA Mercu Buana

LBPP LlA MERCU BUANA

Indonesia University of Education

SMA Kristen Kasih Kemuliaan

A.SSIGHMENT IN Sanata Dharma University

SINUS SCHOOL Simprug

Atma Jaya Catholic University of Indonesia

Institutiones (CON EST 12)

YE,!,i

13

A journal is a popular learning tool for a student to ree ~ IS or her ideas, thoughts,eriences and reflections on a given topic. Journals go er than the demands of typical

JOURNAL

Reflection is a conceptual process of learning used in everyday life. It is more than just commonsense knowledge. John Cowan (1998:16) states that, 'A student is reflecting when she notes that thereis something different about the case that she is considering, in comparison with the examples shehas encountered in class; and when she also identifies what the difference is, and what she shoulddo about it.' The concept of reflection may also be observed in several ways. Reflection can beseen as being intimately involved with the process of learning and the representation of thatlearning. Reflection here requires giving consideration to the details. Reflection can be in thedirection of a purpose, processing information that leads to a useful outcome.

Reflection, as a form of thinking process, is difficult to identify. Reflection journal can assistas indication from which we can understand more about a student's progress. Moreover, writing caneven help to assist reflection. According to Luidens (1997:141), writing is a manifestation ofthinking, and the written piece is the artifact that reveals the thinking. Writing fosters the learner tothink so as to clarify and modify his ideas. The learners need to characterize knowledge that wasgathered in a different form. In writing the reflection journal, students construct bridge and extendtheir own experiences. They build on their understanding of the knowledge, through bridgingbetween old and new knowledge, and they extend by reflecting how they can further use the skill ineir other courses and in their everyday life (Woods, 1995).

Because of the fast _expansion of technology, learning platforms have becomeommonplace in education. Learners of all ages have increased access to technology such as theorld Wide Web, which provides apparently limitless amount of information. With the successful

growth of technology, Edmodo has become another learning platform for language teaching. Edmodoo-founded by Nick Borg and Jeff O'Hara) is a new learning tool to present the course content,many reasons, first, the appearance of Edmodo and its functionality closely similar to that of

Facebook. Students, by using Edmodo as virtual language classrooms, can share opinions andexpress ideas by using a language they all understand. The rudents can utilize Edmodo asClSCUSSlOnforums to increase time and opportunities, and also to reflect upon their learningprocess.

INTRODUCTION

This research was an investigation to explore the use of Edmodo as a reflective platform in thelearning processes of English as a Foreign Language (EFL) students. The students madeuse of Edmodo as a platform to critically reflect on their learning processes. Thirty-fivestudents in Information and Technology class in Sanata Dharma University in Yogyakartaparticipated in this research. One lecturer created an Edmodo account for use as a journalassignment so that the student could engage in and examine their own reflection process.The data collected we re qualitative, consisting of students' posting messages and commentson the Edmodo, surveys on the students' reflective experiences using Edmodo as reflection

, tools, and group reflective dialogues recorded by lecturer in class meetings over theimplementation of Edmodos during the course. Thepositive implicationsfor the use of Edmodoas a medium to provide and promote critical reflection for EFL students were alsoinvestigated

Keywords: Edmodo, reflective thinking,journaling

Abstract

F.X. Risang Baskararisangbaskara@usd.ac.idSanata Dharma University

PROMOTING REFLECTIVE THINKING THROUGH JOURNAL ASSIGNMENT INEDMODO

The Twelfth Conference on English StudiesPusat Kajian Bahasa dan Budaya - Universitas Katolik Indonesia Atma Jaya

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15

should combine thea new improved use of

formation and technologyct that once learnersey do not speak or

As seen from Table 1, it is clear that there are more descriptive reflections than. 1 ones. Additionally, there is evidence that stud -ere more comfortable evaluating

elves than evaluating others. During the research, cn~.rt~r.;: 0 questioned the applicability-,.,information and technology applications used in the --,.. m, rudents brainstormed a lot of

and changes for their classrooms. Some agrE-:;:zr:J:agesfrom those information and technology appli

pplication for the classes. Some even complained a~~ ....tions for learning the target language in the class. They ;: . .

use the applications and step out of the lang .=_

Total number Descriptive Critical75 45 3035 25 1070 25 4530 20 1035 15 20245 130 115

The findings of this research are arranged by the three research questions presented earlier in thisaper.

What types ojreflection were involved in students' reflection?Table 1 shows the topics reflectively addressed on the journal assignment in Edmodo. Ingeneral, there were both descriptive and critical reflections on the students' reflection and on other_ dents' messages after class discussion. Table 1 shows the topics and number of students' messagesr ed on Edmodo.

Table 1. Topics and Number of Student Teachers' Discussions on the Blog

FINDINGS

1. Asking for reasons2. Problematizing

Asking for adviceInteracting with lecturer

1. Recognition of personal growth2. Setting personal goals

Perceptions of self as a student:style and comments on languageproficiency

Expressing personal voice

1. Evaluating lessons2. Diagnosing problems3. Solutions to problems:

alternative ways

1.Classroom context/management2. Solutions to problems: from

experts

Evaluating

The teachers' knowledge inteaching

Approaches and methodsThe content of the lesson

Interpreting, analyzing andlllqumng

1. A justification2. A personal opinion

1. A belief/conviction2. How a theory was applied

Describing and recallingCriticalDescriptiveTopic category

3. Evaluating: Evaluating oneself, peers or different 15 of the course.4. Expressing personal voice: Extrapolating ,- has been learned-making resolutions;

personalizing and sharing insights; expressing fee . gs and concerns; asserting beliefs.5. Interacting with lecturer: Seeking advice regarding personal development; responding to

lecturer's feedback.In respect of the nature of reflection, since the purpose of the research is to explore the

characteristics of reflectivity in the students' journal a ignments in Edmodo, an analytical frameworkthat describes the developmental qualities of reflection is considered to be suitable. The frameworksproposed by Lee (2005) and Ho and Richards (1993) which characterize reflection in terms of thedepth of reflective thinking, are combined and modified as follows:

The Twelfth Conference on English StudiesPusat Kajian Bahasa dan Budaya - Universitas Katoli

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17

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Gushiken, Bruce K. 2013. Integrating Edmodo into a lli~ - 00 ervice club: To promoteInteractive online communication, 18th Annual TCC ..-.,,,-,,renee 20l3, Hawai, USA

Ho, B., & Richards, I.C. 1993. Reflective thinking thr _~- • 1 writing: Myths andrealities, Prospect, 8, 7-24.

Homik, M. and Melis, E. 2006. Using Blogs for Learning LUK).

Further research needs to be conducted to explore the benefit of journal, especially in relation to therole of technology in the learning process. Much of the journal writing literature in the languagelearning field ranges from specific articles about grading and assisting with common problems ordifficulties to general guidelines for using journal writing for students in the class. Although thisinformation is useful and often written by professionals speaking from years of experience, morequalitative and quantitative research is needed. Specific research questions include the following:• How can technology be integrated in the process of students' reflection?• How does journal writing, using the help of technology, affect the learning of rnaferia I?• Does the type of feedback given to the student affect what is written in journal writing?• How do students learn to use technology to help them reflecting on their experiences?

REFERENCES

SUGGESTIONS

This research in d i cat e s that the Edmodo facilitates the students to nurture their critical thinkingas well as a discussion forum. It was a forum that prepared each of the students to relate thematerials they got in the classroom by learning from each other and showing to each other how theywould learn in the classrooms. Edmodo is a platform for these students to voice their doubts,struggles, discomforts, and successful and unhappy learning experiences because the students sharedvery similar experiences of being EFL learners. Dewey (1993) claims that if we want to make ourexperience educative, it is critical to support ongoing growth in a process of continuing new inquiry.As Short, Burke, and Harste (1996) propose, 'As we work through inquiry, we do not usually endwith one answer or even a set of answers. As a result, students generated more understanding thatwould take their understanding better. The classroom discussion stage made it possible for thestudents to make sense out of the new knowledge and ponder its potential utilization in theirlearning contexts.

INTERPRETATIONS

During the course, the students in the clas par' ipated actively. All students appreciated theopportunity to use technology to communicate \, . oilier students. Many students wanted to postconcerns about their problems to other lecturers. In addition, the lecturer sometimes madereflections and comments or posed questions in class meetings. The lecturer also asked the studentsto pay attention to others students' writing styles. The lecturer s pen t a little time givingcomments on students' grammatical errors and basic writing structure. By so doing, the lecturerbelieved their students could reflect not only what they learned but also practise basic Englishwr it in g skills through the course. Furthermore, students could examine their reflections andthinking by looking at dates on Edmodo. They could see their learning process and perspectiveson certain issues at different periods of time. Therefore, the Edmodo was considered a great tool forthese students to record their growth and changes as well as build a learning community.

esia Atma JayaThe Twelfth Conference on English StudiesPusat Kajian Bahasa dan Budaya - Universitas Katoli -

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