Hypothesis Testing Proceeding UK ICESS 2016
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
227 ii Probability value of Anova Output data shows that significance 0,05 is 0,000
0,05 then �
rejected. iii The conclusion is mathematical connections and mathematical disposition
simultaneously affect the Advanced Mathematical Thinking AMT. It can be seen in the table below:
Table 4. Model Summary
Model Summary
b
Model R
R Square Adjusted R
Square Std. Error of
the Estimate Durbin-Watson
1 .939
a
.882 .873
1.569 2.195
a. Predictors: Constant, Disposisi Matematis, Koneksi Matematis b. Dependent Variable: Advanced Mathematical Thinking AMT
Taeel 5. Anova
ANOVA
b
Model Sum of
Squares df
Mean Square F
Sig. 1
Regression 497.511
2 248.756
101.015 .000
a
Residual 66.489
27 2.463
Total 564.000
29 a. Predictors: Constant, Disposisi Matematis, Koneksi Matematis
b. Dependent Variable: Advanced Mathematical Thinking AMT
b. The multiple linear regression equation from the output coefficients indicate that the multiple linear regression model to estimate the effect of mathematical connections and
mathematical disposition toward the Advanced Mathematical Thinking AMT in the learning of APOS mathematics is: =
−2,398 + 0,463
1
+ 0,353
2
. It can be seen in the table below:
Table 6. Coefficients
Coefficients
Model Unstandardized
Coefficients Standardize
d Coefficient
s t
Sig. Collinearity
Statistics B
Std. Error Beta
Tolerance VIF
1 Constant -2.938
2.398 -1.225
.231 Koneksi
Matematis .463
.182 .169
2.551 .017
.991 1.009
Disposisi Matematis
.353 .025
.940 14.159 .000
.991 1.009
a. Dependent Variable: Advanced Mathematical Thinking AMT
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
228 c. test, it seems from the output coefficients show partial regression coefficients test used to
determine partially the mathematical connection and mathematical disposition significantly affect the Advanced Mathematical Thinking AMT in mathematics. The Test using a
significance level of 0,05 with the analysis: i The test of mathematical connection Variable toward Advanced Mathematical
Thinking AMT a Probability Value of Output coefficients showed that the significance 0,05 is
0,017 0,05 then �
rejected. b The conclusion is mathematical connections effect Advanced Mathematical
Thinking AMT in APOS mathematics learning. ii Coefficient testing of mathematical disposition variable toward Advanced Mathematical
Thinking AMT a Probability Value of Output coefficients showed that the significance 0,05 is
0,02 0,05 then �
rejected. b The conclusion is mathematical disposition effect Advanced Mathematical
Thinking AMT in APOS mathematics learning. The results of Hypothesis test show the
data of the effect of students‘ mathematical connection and mathematical disposition toward Advanced Mathematical Thinking in APOS
mathematics learning as follows: 1.
The effect of students‘ mathematical connection toward Advanced Mathematical Thinking in APOS mathematics learning can seen from the output coefficients by t test and the test
using a significance level of 0,05. The Output coefficients result significant value is 0,017 compared to the 0,05 thus the significance 0,05 for 0,017 0,05 so
� rejected. Thus it
can be concluded that mathematical connections significantly affect the Advanced Mathematical Thinking AMT. This is in accordance with the opinion Ratnaningsih, 2003;
Lasmanawati, 2011 that through the process of mathematical connection thus the students thinking concept and insight on mathematics is getting wider, not only focused on the topic
being studied. Additionally, Wahyudin 2008 also found that a good mathematical connection capability result in the high mathematics skills.
2. The effect of students‘ mathematical disposition toward Advanced Mathematical Thinking
in APOS mathematics learning can seen from the output coefficients by t test and the test using a significance level of 0,05. The Output coefficients result significant value is 0,02
compared to the 0,05 thus the significance 0,05 for 0,02 0,05 so �
rejected. Thus it can be concluded that mathematical disposition significantly affect the Advanced
Mathematical Thinking AMT. This is in accordance with the opinion of Syaban 2009 which concluded that overall the increase of mathematics disposition of students who
receive teaching with model or a particular approach is better than the students who receive conventional learning.
3. The effect of students‘ connection and disposition toward Advanced Mathematical Thinking
in APOS mathematics learning seen from the output of ANOVA analysis of variance that is a simultaneous regression test test and test using 0.05 significance level. Anova
output significance is 0,000 compared to the 0.05thus significance 0,05 for 0,000 0,05 so
� is rejected. Therefore it can be concluded that the mathematical connections and
disposition simultaneously influence on Advanced Mathematical Thinking AMT. 4. Multiple linear regression equation to estimate the effects of mathematical connections and
mathematical disposition toward Advanced Mathematical Thinking AMT can be seen
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
229 from the output coefficients which indicate that the model of multiple linear regression
equation is =
−2,398 + 0,463
1
+ 0,353. Multiple linear regression equation can be used as a basis to estimate the ability of Advanced Mathematical Thinking AMT is
affected by mathematical connections and mathematical disposition. The percentage of the effect of mathematical connections and disposition toward Advanced Mathematical
Thinking in APOS mathematics learning is 88.2.Thus it can be concluded that the mathematical connections and disposition of simultaneously affect on the Advanced
Mathematical Thinking AMT. In this regard, to improve the ability of Advanced Mathematical Thinking AMT then the ability to connect and mathematical disposition
should be improved.
CONCLUSIONS AND SUGGESTIONS The results of data analysis and discussion that has been presented can be concluded
that mathematical connections and mathematical disposition effect on the Advanced Mathematical Thinking in APOS mathematics learning. The percentage of the effect of
mathematical connections and mathematical disposition toward Advanced Mathematical Thinking in APOS mathematics learning is 88.2.
With regard to the results of these studies, the few things that need to be considered as a suggestion in achieving the goals of mathematics learning that the lecturers are expected to
provide mathematical problems related to the mathematical connections so that students have Advanced Mathematical Thinking ability and give students the opportunity to connect
mathematically so that students can solve mathematical problems well. Further research is considered necessary so that the expected results of this study can be used as reference both
theoretically and practically in enhancing the ability to think mathematically. REFERENCES
Asiala, M. et.al.
1λλ7. ―The development of students‟ graphical understanding of the derivative
‖. Journal of Mathematical Behavior, 164, 399-431 Bahr, D. L dan Garcia, L. Ann de. 2010. Elementary Mathematics is Anything but
Elementary: Content and Methods from a Development Perspective. USA: Wadsworth,
Cengage Learning Dubinsky, E. McDonald, M. β001. ―APOSμ A Constructivist Theory of Learning in
Undergraduate Mathematics Education Research‖. Dalam D. Holton Ed.. The Teaching and Learning of Mathematics at University Level
. Dordrecht: Kluwer Academic Publishers.
Herlina, E. 2013. Meningkatkan Disposisi Berpikir Kreatif Matematis Melalui Pendekatan APOS. Infinity. Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, Vol
2, No.2, September 2013-169. Herlina, E. 2015. Meningkatkan Advanced Mathematical Thinking Mahasiswa. Infinity.
Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, Vol 4, No.1, Februari 2015, 65-83.
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
230 Hwang, et.al. 2007. Multiple Representation Skills and Creativity Effect on Mathematical
Problem Solving Using a Multimedia Whiteboard System . Educational Technology
society. Vol. 10 No. 2 pp. 191-212 Lasmanawati. 2011. Pengaruh Pembelajaran Menggunakan Pendekatan Proses Berpikir
Reflektif terhadap Peningkatan Kemampuan Koneksi dan Berpikir Kritis Matematis Siswa. Tesis SPS UPI. Bandung: tidak diterbitkan
Lestari, W. S. 2014. Penerapan Model Pembelajaran M-APOS Dalam Meningkatkan Pemahaman Konsep Dan Motivasi Belajar Kalkulus II. Jurnal Pendidikan dan Keguruan
Vol. 1 No. 1, 2014, artikel 6. Micovich, A.K. Monroe, E.E. 1994. Making Mathematical Connection across the
Curriculum : Activities to Help Teachers Begin. School Science and Mathematics. 947
NCTM. 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM. Permana, Y Sumarmo, U. 2007. Mengembangkan Kemampuan Penalaran dan Koneksi
Matematik Siswa SMA Melalui Pembelajaran Berbasis Masalah. Jurnal Educationist Vol. I No. 2. Juli 2007. ISSN: 1907-8838.
Ratnaningsih, N. 2003. Mengembangkan Kemampuan Berpikir Matematik Siswa SMU melalui Pembelajaran Berbasis Masalah. Tesis pada PPS UPI: tidak diterbitkan.
Ruspiani. 2000. Kemampuan Siswa dalam Melakukan Koneksi Matematika. Tesis PPS UPI. Bandung: tidak diterbitkan
Sagala, S. 2003. Konsep dan Makna Pembelajaran. Bandung: Alfabeta. Siregar, S. 2012. Metode Penelitian Kuantitatif, Jakarta: Penerbit Prenadamedia
Smith, C, J. 20014. A Framework for Characterizing the Transition to Advanced
Mathematical Thinking . Proceedings of the Twenty-sixth Annual Meeting North American
Chapter of the International Group for the Psychology of Mathematics Education Volume 1 PME-NA XXVI October 21 - 24, 2004 Toronto, Ontario, Canada ISBN 92-990027-0-3,
p. 163-170 Suprayana, Andri. 2012. Kemampuan Berpikir Matematis Tingkat Lanjut Advanced
Mathematical Thinking dalam Mata Kuliah Statistika Matematika I. Makalah dipresentasikan dalam Seminar Nasional Matematika dan Pendidikan Matematika pada
tanggal 10 November 2012 di FMIPA UNY. Prosiding ISBN: 978-979-16353-8-7 Suryadi, D 2012. Membangun Budaya Baru dalam Berpikir Matematis. Bandung: Rizqi
Press. Syaban, M. 2009. Menumbuhkembangkankan Daya dan Disposisi Matematis Siswa Sekolah
Menengah Atas Melalui Pembelajaran Investigasi. Matematis Siswa. Educationist, III 2, 129-136
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
231 Tall, D. 2002. Advanced Mathematical Thinking. Boston: Kluwer Academic Publisher
Wahyudin. 2008. Pembelajaran dan Model-Model Pembelajaran. Bandung: UPI. Wardani, S. 2009. Meningkatkan Kemampuan Berfikir Kreatif dan Disposisi Matematik
Siswa SMA Melalui Pembelajaran dengan Pendekatan Model Sylver. Disertasi doktor, tidak diterbitkan. Sekolah Pascasarjana Universitas Pendidikan Indonesia: Bandung
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
232
An International Group Membership on Facebook and Its Effect on Giving Feedback during Peer Review
Riza Weganofa, Henni Anggraeni
rizaweganofaunikama.ac.id
Universitas Kanjuruhan Malang
Abstract:
In the light of process approach in writing, reviewing becomes a core step in composing a good writing. Review can be done either by a teacher or a student or
even both. Peer review has been recommended by several research results because of its benefits towards students. However, the quality of it is still
debatable. This study aims at investigating the effect of international group membership on Facebook towards giving feedback during peer review. This fact
is interesting because many young students are social media users. This study got two homogenous groups in which they were attending their first year school at
university. A post test was administered at the end of the meetings. It was found that t-observed was lower than t-table. It indicates that there was not enough
evidence to accept alternative hypothesis. In other words, there was no significant difference between students who joint international group
membership and those who did not.
Keywords: Effectiveness, International Group Membership, Facebook, Feedback
BACKGROUND OF THE STUDY Writing is very important to be mastered, especially for those who study English as s
second language because it will affect other language skills. Readence, et.al in Richard Amato Snow, 2005:168 argue that the best way to help students understand language with complex
structure is through writing. In the light of process approach of writing, a student has to go a long journey before producing a ‗good‘ writing. A good writing product is not an instant
product which can be displayed only in one process. Cahyono and Widiati 2011:77 state that teaching writing as a process approach focus on helping students through several steps such as
planning, drafting, revising, editing or combination.
One of the processes in writing is reviewing. Reviewing normally involves other people who will read the draft and give some comments. Either teachers or students can do
review. Some studies have proven that review that is done by students or peer review is beneficial for students. Feris and Hedgcock 1998:170 formulate that peer review encourages
students to be more active, help them to reformulate ideas given, decrease the tension, get feedback from authentic readers, and develop critical skills that are needed to analyze and
revise their own writing.
Kaufman, et.al 2005 stated that 33 teachers reported that they always asked their students to discuss their writing with their peers, while the rest of them reported rarely did it.
Meanwhile, students responded differently about this. 11 of the students reported that they
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
233 almost every day did peer review, 28 said once or twice in a week did it, 33 reported once
or twice in a month had peer review, and the rest mentioned never did it. From this report, peer review is commonly done at school.
Students cannot be isolated from their social environment in learning. Students in this era are known as the second generation of web, further, Marc Presky in Liu calls them as
digital natives. It derives from the fact that they spend almost their whole life in front of computer, video games, ipod, HP, and other digital media.
McCorkindale 2010 adds that social media sites are getting popular among students, such as Facebook. He cited that there are 300 active users of Facebook in September 2009 and
it increased 70 from previous six months. Todays, there are more than 45 million active users and more than 10 million users become members of pages every day. Tess 2013 summarizes
from several studies about Facebook users; 94 of university students are active users of Facebook and spend 10 up to 30 minutes a day and have got 150- 200 friends. Harvard in
Tess, 2013 mentions that 90 of university students have a Facebook account in 2011.
As many students do several activities on Facebook, teachers should not ignore about this fact and feel awkward to synchronize their teaching techniques with social media. Digital
natives have different characters with the way their teacher studied in the past. This shapes, further, the different way of communicating. Shier in Bosch, 2009 states building social
community through social media is a way for students meeting up, communicating, and building communities.
Generally, any social media, such as Facebook is not developed for teaching and learning purpose Liu, 2010; it is made for social network, instead. However, as a user, a
student can do several activities through social media, for example reading information through pages subscribed, writing comments, watching videos, or writing thoughts through status.
Facebook has features that help users to communicate. Haase in Tess, 2013 mentions users can send online messages, add some friends, join groups, update their profile, add features, and
know other users through reading their profiles. These facilities make Facebook becomes popular among students.
Several studies have proven the benefits of integrating social media into classroom. McLoughlin and Lee in tess, 2013 argue that social media can be used as a media in inquiry-
based and collaboration learning. They add that social media encourage active participation, self-directed students, and personal meaning construction. Liu 2009 believes that social media
help students to be more independent in learning and researching. Kabilan, Ahmad, and Abidin in Tess, 2013 mention 74 students are agree that Facebook gives positive effects towards
English learning. They add 74 out of 300 students of Universitas Sains, Malaysia get motivated to communicate in English through Facebook.
Despite its favorable benefits of Facebook, other several studies find that social media, especially Facebook does not give positive effects in learning. Madge, et.al in Tess, 2013
explained that Facebook as learning media does not have positive respond from 213 students in England. They think that Facebook is more suitable for informal learning.
Lenhart, et.al 2008 studied about the use of technology by students and its effect on writing skill. They summarized that 94 of them are familiar to go online using internet and
use email. It cannot be denied that students‘ existence in virtual community affects the way they learn, including develop writing skill. Burnett and Merchant 2011 state that social media
owns a tremendous role in creating a new way of learning. Lenhart, et.al 2008 explained the result of their study descriptively. In EFL context in
Indonesia, students are required to produce academic writing. Mostly lecturers use peer review
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
234 in teaching writing. However, there is no study which investigates the quality of peer review
yet. Thus, this study aims at investigating the effectiveness of students international group
membership on Facebook on giving feedback during peer review. This study differs from Lenhart, et.al study in which the context of their study is English as first language. Meanwhile,
this study regards English as a foreign language. This implies that students communicate each other using languages other than English, including in giving comments during writing. Also,
most of communities that are built through Facebook do not use English as a medium of communication. Lenhart, et.al also used descriptive qualitative in explaining their results,
meanwhile this studi aims at investigating the effectiveness of international group membership on Facebook on giving feedback during peer review.
Statement of Problem
Based on background of study above, the problem of this study can be formulated into: Do students who join international group membership on Facebook have significant ability in
giving feedback during peer review compared to those who do not? Hypotheses
International group membership on Facebook is highlighted by Lenhart, et.al 2008 findings which stated that 50 of students claimed that communicating via electronic device
increased their academic writing skill and 17 said that it helped them writing – other than
school works. Thus, the temporary answer for the problem is international group membership on Facebook Ua gives significant effect Ub on students‘ ability in giving feedback during
peer review H1 = Ua Ub. RESEACRH METHODOLOGY
This study belongs to quasi-experimental research since the researcher did not have authority to randomize the subjects. This study impleneted pretest-posttest design, as suggested
by Creswell 2012:307. One of the benefits using pretest is to know groups homogeneity. The variables in this study are students‘ international group membership on Facebook
as the independent variable; meanwhile the dependent variable is their ability to give feedback during peer review.
Subject of the Study
The accessed population of this study is all second semester students of English Department of University of Kanjuruhan Malang. There are five parallel classes. By tossing
coin, it was decided that Class A is control group and Class b is experimental group, in which the students were asked to report their activities on Facebook. The researchers taught both
groups by herself. Instruments
The main instrument in this study is writing test. This test is used to measure the quality of feedback given by students towards an essay. There were four components that will
be assessed by the rater and the researcher: feedback on content, feedback on grammar, feedback on punctuation, feedback on vocabulary, and whether or not students give suggestion
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
235 to the essay. The students did not know that the feedback they gave will be used for this study,
so the pressure was not as high as when they notice that they were being monitored. Data Analysis
After taking data from pretest and posttest, the researcher checked the homogeneity variance
from both groups. Levene‘s test was used for this. Meanwhile, to analyze the hypothesis, the researcher used Independent t-test. The researcher took .05 as the level of
significance with one tailed measurement. The researcher is confidence enough to claim that the findings were 95 true as Ary, et.al 2002:179 claim that .05 is acceptable in education.
Thus, if the observed significance on Levene‘s test was higher than .05, the variance from both groups is equal. Further, it will be used to determine the inferential statistic calculation to
analyze the posttest. FINDINGS
The results of this study were derived from students‘ writing feedback towards an essay. The researcher only gave treatment to the experiment group by asking them to join any
international group on Facebook. Every week they would report their activities on the group to the researcher. Meanwhile, the control group did not discuss anything about Facebook. After
four weeks, they were given the posttest. They were allowed to give any comment on the posttest. Based on the rubric, there were four components that were measured; feedback on
content, feedback on grammar, feedback on vocabulary, and whether or not they gave suggestion. Each component has range 1
– 5 with 5 is the highest score. Descriptively, the mean score from pretest for experimental group was higher 78.06
than control group 71.08. However, the observed significance of variance on Levene‘s test showed 0.640 which meant was higher than 0.05 Table 1. This indicated that both groups
were homogeneous before the researcher conducted the treatments. Table 1. Homogeneity Test
Levene‟s Test for Equality of Variances
t-test for Equality of Means
F Sig.
t df
test Equal variances
assumed Equal variances not
assumed .221
.640 -1.385
-1.385 70
69.390
After analyzing post test results from both groups, independent t-test was used to know whether the experimental group‘s score significantly exceeded the control group‘ score Table
2. It was found that t
observed
was -1.385 with significant score was 0.170. After that t
observed
was compared to t
table
tdf0.025 = t70; 0.025 = 2800. It showed that t
observed
t
table
. It implied that there is not enough empirical evidence to accept the alternative hypothesis. In other words,
there is no significant difference between students who joint international group membership on Facebook and those who did not towards the ability in giving feedback during peer review.
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
236 Table 2. Independent t-test
t-test for Equality of Means Sig.
2- tailed
Mean Difference
Std.Error Difference
95 Confidence Interval
of the
Difference Lower
test Equal variances assumed
Equal variances not assumed
.170 .170
-6.972 -6.972
5.034 5.034
-17.012 -17.014
Furthermore, the feedbacks from experimental group were analyzed descriptively. It was found that mostly students did grammatical corrections during peer review 57. There
were 31 students who gave feedbacks on spelling and vocabulary. Meanwhile, there were only 3 students who gave suggestion and improvement on content.
DISCUSSION
Based on the analysis, it can be inferred that there was no significant difference between students who joint international group membership on Facebook and those who did
not towards the ability on giving feedback during peer review. One of the reasons is they are not familiar with giving feedback and criticize other‘s writing. As English being regarded as a
foreign language by students who are categorized as pre-intermediate learners, they had difficulty in understanding a piece of writing comprehensively. Some students told the
researcher that they did not know how to give suggestion. They tended to do grammar checking instead of giving further feedback on content and organization.
Students frequently did grammar checking because they used to do it whenever they found errors. However, the grammar they corrected was not totally correct. This can be the
reason why they tended to do grammar checking. They looked themselves and their friends were incapable in writing good sentences. Thus, they focused on correcting the grammar. Their
membership on international group on Facebook does not significantly help improving their
ability in giving feedback because they wrote short comments on someone‘s status. They wrote ―Hi McKenzie, I like Star Wars too. What do you think about their costume? I like the swords
more‖ on a photo with caption ―Cool Outfit‖. The next possible reason students tended to do grammar checking is because they did
peer review on paper only, in which the students did not have flexibility to negotiate meanings. Further, the students assumed that doing a test means doing practical things, such as grammar
checking and spelling. This research confirms Madge et.al in Tess findings which stated that Facebook usage
as a leaning medium does not have a positive support from 213 Britain students. They argue that Facebook is more beneficial for informal learning. Meanwhile, peer review in this research
deals with academic writing. However, this research gives positive impact in which students are motivated to
actively being involved in international community, learning up dating status in English, and gaining vocabulary through online media. Also, they will subconsciously acquire English and
how to make a piece of writing by reading and correcting others‘ works.
The difficulty in this research is the groups that were chosen by students are based on their hobbies and interests. This influenced the language that they used to communicate among
members. It was found that some students asked to change their groups because they did not
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
237 really understand the language being used. The second limitation in this research is the
researcher did not control the group chose, that not all students got enough input to review other status.
SUGGESTION
Based on the limitations, the researcher would suggest teachers to carefully design the course before integrating Facebook into formal learning in the classroom and are advised to set
criteria of group selection. This aims at maximizing language input for students. The next researcher is suggested to find some new ways to integrate Facebook and other social media in
order to generate a good writing habit.
REFERENCES Ary, D, Jacobs,L.C Razavieh, A. 2002. Introduction to Research in Education 6
th
Edn. Belmont, CA: Wadsworth Thomson Learning.
Bosch, T. 2009.Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicatio Vol. 35 2 2009 pp. 185
–200, online http:www.unisa.ac.zacontentsfacultieshumanitiescommdocscomunicatio_vol35_2
_2009.pdfpage=3, accessed on 15 April 2015. Brown, D.H. 2007. Teaching by principles: An Interactive Approach to Language Pedagogy 3
rd
Edn. White Plains, Ny: Pearson Education. Burnett, C Merchant, G. 2010. Is there a space for critical literacy in the context of social
media? English Teaching: Practice and Critique Volume 101, online http:files.eric.ed.govfulltextEJ935562.pdf, accessed on 14 April 2015.
Cahyono, B.Y Widiati, U. 2011. The Teaching of English as a Foreign Language. Malang: UM. Creswell, J.W. 2012. Educational Research: Planning, Conducting, and
Evaluating Quantitative Qualitative Research 4
th
Edn. Boston, MA: Pearson Education.
Ferris, D Hedgcock, J.S. 1998. Teaching ESL Composition: Purpose, Process, and Procedure. Mahwah, NJ: Lawrence Erlbaum Associates. Kaufman, et.al. 2005. Do
Gifted Student Writers and Creative Writing Experts Rate Creativity the Same Way? Gifted Child Quarterly, Vol 49 3. online
http:users.rider.edu~baerKaufmanGentileBaer.pdf accessed on 19 April 2015.
Lenhart, A. et.al. 2008. Writing, Technology, and Teens. Coolege Board: the National Commision on Writing. Online http:files.eric.ed.govfulltextED524313.pdf, accessed
on 15 April 2015. Liu, Y.2010. Social media tools as a learning resource. Journal of Educational Technology
Development and Exchange, 31, 101-114. Online http:sicet.orgjournalsjetdejetde108-Liu.pdf, accessed on 15 April 2015.
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
238 Lodico, et.al. 2010. Methods in Educational Research: From Theory to Practice. Thousand
Oaks, CA: Sage Publication. McCorkindale, T. 2010. Can you see the writing on my wall? A Content Analysis
of the 50‘s Fortune Facebook Social Networking Sites. Public Relations Journal Vol. 4, No. 3,
Summer 2010. Online http:ascilite.org.auajetsubmissionindex.phpAJETarticleviewFile1100355,
accessed on 15 April 2015.
McLoughlin Lee. 2010. Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian
Journal of Educational Technology 2010, 261, 28-43. Online http:ascilite.org.auajetsubmissionindex.phpAJETarticleviewFile1100355,
diakses pada 15 April 2015.
Richard-Amato, P Snow, M.A. 2005. Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers. White Plains, Ny: Pearson Education.
Tess, P.A. The role of social media in higher education classes real and virtual –A literature
review. Computers in Human Behavior 29 2013, online https:navigator.kommitprojekt.dedatareadingThe_role_of_social_media_in_higher_
education_classes_real_and_virtual_112888.pdf, accessed on 15 April 2015.
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
239
Community Service: Empowering The Deaf
Riza Weganofa, Siti Mafulah, Fitri Anggraini
rizaweganofaunikama.ac.id
Universitas Kanjuruhan Malang
ABSTRACT
: Every person should get the same rights in this world, so does with deaf people. Indonesian government also concerns about this situation that they
legally accept Gerkatin Gerakan untuk Kesejahteraan Tuna Rungu Indonesia. It should be noticed that the word ‗empowered‘ does not necessarily mean
‗financial growth‘ because after doing need analysis, it was found that there were two most significant problems that should be solved; managing
organization to be more effective and how to improve oral language. Thus, seminars, workshops and guidance were suggested to be done. Workshops on
managing organization were having SWOT analysis, developing web design, developing creativity through homemade product, and developing Koperasi
Simpan Pinjam. Meanwhile, workshops on learning oral language were practicing through picture dictionary, and doing social training.
Keywords: community service, empowered, deaf
Background of the Study
The society and government cannot deny that people with special needs or disable people need a bigger portion of attention. Directorate of Disable People in Suparno, 2009
mention that there were about 0.7 Indonesians have disabilities. This number shows that there were about 1.509.000 people, and 21.42 or 323.000 people were young people between 5
– 18 years age. This number spreads across nation.
There are three categories of disabilities, which are handicap, mental, and both disabilities. Handicap is defined as disability that someone is born with, including blind, deaf,
speech impaired, and disability Onyekuru, 2012. Further, it was mentioned that not all disabled children got a proper access towards
education. There were 50 of disabled children did not get education acsess in Suparno, 2009 although the government has showed their efforts to help disabled children with inclusion
schools. Education has been proven as an important tool to shape human character and help
them survive. Disabled children will gain their independency through education, because they will learn some soft skills, such as interacting with normal people, arguing on something, and
giving suggestion. In fact, some disabled children alienate themselves from the society, avoid interaction,
and reject people‘s involvement. There are many factors of this condition. One of them is discriminative perspective of the society towards disabled people. Suparno 2009 stated that
there is a bad perspective from the society that think disabled people are hopeless, burden for the society, and should only be at home or rehabilitation centers.
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
240 This bad stigma worsens disabled people‘s condition, especially for school age
children, which may cause dropout. Aarela 2014 claimed that children with social problems tend to be dropout. The environment as well as the government should pay attention to this
condition because they are already born with these capabilities. It cannot be denied that disabled people, for example the deaf find difficulty in
learning, including their linguistic competence compared to normal people. Most of deaf people also suffer from speech impaired. Thus, they use hand motions to help them communicate.
Through Social Ministry, the government organizes some communities for the deaf people. One of them is Gerkatin Gerakan untuk Kesejahteraan Tuna Rungu Indonesia. This
community has spread across nation, including Malang. There are two divisions in Malang: DPC Kota Malang and DPC Kabupaten malang
DPC Gerkatin Kabupaten Malang was established on January 2015 with 75 members. Most of its members are workers, and only 3
– 4 are teachers. Their educations mostly are senior and junior high schools and none of them went to university.
After doing in interview with the head of DPC Gerkatin, the most important problem is organization independency. Although they have a stable organization, they have not registered
legally to social affairs department. There are some reasons for this situation. First, they did not have sufficient organization management knowledge to approach the government. This can be
caused by lack of organization experience at school or in the society, such as youth movement and PKK. The main reason why they do not want to join such organization is feeling
embarrassed interacting with the society. Second, the deaf people tend to be ‗suspicious‘ towards ‗new‘ people. This might be caused by the hearing impairment that they are suspicious
with the ‗new‘ people to cause harm. The second problem is low communication ability. Although they have been to formal
school to learn language and communication, they still rely on hand motion and sign language. Their ability to read lips movement is limited. They used sign language to communicate to both
the deaf and normal people. There have been many workshops about sign language for normal people. However,
this effort is not effective because the number of normal people is out of the number of the deaf people. Thus, it will take too long time to teach everybody about sign language.
The same problem also happens in DPC Gerkatin kota Malang. Although this organization has been established since 2007, the management of it is still weak. The head of
DPC Kota Malang stated that it was difficult to encourage all members to actively participate in the organization. DPC Gerkatin once was segregated into several small organizations, such as
AKAR Tuli. Another problem was the gap in communication with the society.
These two problems triggered other problems. First, oral language limitation limits educational access and job opportunity. There is only one member of DPC Gerkatin Kota
Malang who studied in university. However, he could not choose any department as he wished. Second, linguistics competence limitation affects their intelligence. There are only about 2000
vocabulary that can be mastered by the deaf after finishing their senior high school, meanwhile there are about 4000-5000 vocabulary that is mastered by the normal people.
Problems Identification Based on situational analysis, specifically the main problems that should be solved are:
1. How to manage the organization to be more effective 2. How to improve knowledge on oral language
PROCEEDING
2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
241
Solutions Proposed In order to help with the problems, there were some solutions to be offered, such as:
No. Problems Approach
Solutions
1. An
ineffective management
Seminar, workshop and guidance on organization management
Seminars and
workshops on
organization management, such as: a. Organization management using
SWOT Analysis b. Workshop on web design
c. Workshop on creativity d. Workshop on Koperasi Simpan
Pinjam 2.
Difficulty on oral language
Workshop a. Workshop on oral language
using picture dictionary b. Social Training
The solutions were broken down into some steps as below: 1. Synchronize the material for workshops with DPC Gerkatin Kabupaten and Kota
Malang
This was done based on need analysis from the member of Gerkatin. This was important to do because any kinds of activity should match with the needs of DPC Gerkatin.
Also, it is used to answer the questions that being asked by the member of DPC Gerkatin. 2. Workshops and Guidance on Organization Management
The participants were trained to develop a good organization management atmosphere. There were several workshops that have been implemented, such as managing through SWOT
Analysis, developing web design, developing koperasi simpan pinjam, and developing creativity to be independent financially.