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.

3. Workshops on Oral Language

The participants were trained how to read lips movement and minimize the use of hand motion.

4. Social Training

This activity was done after the participants were able to use oral language. There were some ‗normal‘ people to interact daily with the participant using oral language. Results Within four or five months, there were several activities that have been done to help the deaf. The word ‗empower‘ does not necessarily relate with financial growth. After doing need analysis, it was found that the most significant problems to be solved were managing organization and how to learn reading oral language. Thus, the workshops given dealt with ‗non profit‘ activities. The first workshop was managing organization through SWOT analysis. This activity was followed by all members from both DPC Gerkatin. They learnt and got benefits from this workshop. SWOT analysis is commonly used to have a continuity development. During the workshop, both DPC Gerkatin Kabupaten and Kota Malang could identify and analyze SWOT of their own; however, they did not have time to plan several continuous programs. Usually, the activity programs were imitation from previous period. Also, during this time, some guidance and assistants were given to help them held a national event. They conducted an event in PROCEEDING 2016 International Conference on Education Social Science UK-ICESS Educational and Social Issues in the Changing Asia ISBN: 978-602-19859-7-7 242 accordance with International Deaf Day 2016 in which they held some events, such as drawing for students, seminar on deaf understanding, and costume contest. This event was followed by a hundred participant across nation. It was the first time to hold this event in Malang and was claimed to be the biggest event ever in Indonesia. The next workshop was about developing web. The instructor was a professional IT teacher. The participants were mostly students and young members. After the workshop, they could develop and post some news about gerkatin in the web. The website is http:gerkatinmalang.net . This workshop is a request from DPC Gerkatin Kota Malang because they hope there are more people understand about them every day. They hope that they will not be alienated from the society anymore. The next workshop was on sharpening the oral language. This workshop was another request from DPC Gerkatin. They thought that they needed to learn on how to understand lips movements and minimize hand motions. They were so enthusiastic learning oral language although not all alphabet letters can be easily described on a piece of paper not being included in the picture dictionary. The second difficulty was the lips movements between letters were not easily distinguished. Thus, it was suggested to slow down the pace in speaking. After learning to read lips movements, the participant were asked to directly try to use oral language with ‗normal‘ people. They were sat in a group of five and discussed a topic given. The ‗normal‘ people who came to the workshop did not understand sign language at all. The participants worked hard to practice oral language. Workshop on developing creativity was done after the major needs were accomplished. The workshop on how to make healthy chicken nuggets was chosen because most of the members of DPC were workers. Frozen food will be easier to be sold because their friends were also workers. The participants were trained to make, pack, and sell the products. The last workshop was on managing Koperasi Simpan Pinjam. This workshop was done based on the request of the member of DPC Gerkatin. It was used to help organize and improve their financial matters. Suggestions It was suggested to have other workshops on financial activities, education, and job training. Although they have been legally registered on Social Affair Department, they got minimal training and guidance because most all members of DPC Gerkatin were workers who worked from Monday through Saturday. REFERENCE Suparno. 2009. Young Difable and The Optimalization of Accessibility of Space, Online http:publikasiilmiah.ums.ac.idbitstreamhandle12345678917073_Suparno- Difabel.pdf?sequence=1 , accessed on 15 January 2015.