Implication or Suggestion ANALYSIS RESULTS

103 topic, for instance, what actually Tell Me More TMM and Rosetta Stone RS like, what are they, how they work, or how to implement that two teaching strategies. Cooper 1989, p. 34 says that generally, review of literature provides in-depth understanding and explanation on the findings and previous research work. The results of the second research question point out that there is a tendency for the researchers to examine about learning-teaching media. Then, it was followed by learning-teaching techniquesstrategies, and learning teaching methodapproach. On the other hand, both learning-teaching materials and learning-teaching assessment seem to receive little attention as the researcher found it difficult to obtain articles dealing with these issues. Regarding to the findings which the most frequent learning-teaching media investigated is related with the innovation in emerging uses of ICT, it can be interpreted that the massive use of it has contributed to the many new possibilities of using technology in learning and teaching English, for instance YouTube, twitter, Facebook, edmodo, podcast, interactive weblog, electronic flashcard, on-line local newspaper, online short story, and etc. From the findings, it can be referred to English foreign Learning in the 21 st century. In that era, education is integrated with technology. NYSUT 2011: 1 says that “Education in the 21 st century means preparing students to use an ever-expanding array of technological tools to enhance intellectual development, career opportunities, as well as local, national and global connections”. It can be interpreted that traditional classroom experience should be deconstructed with the new teaching style which meets the demand of education in the 21 st century. The conventional “I lecture, you listen” teaching method will PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 104 be inappropriate to use for today’s students because they will easily get uninterested with this one-way kind of learning. Teachers may find it hard to believe that students today are able to focus on different things at a time, unlike how they used to learn. Hence, technology as the innovation in teaching and learning process will be the most appropriate. As teachers and educators, they play a crucial role for the success of their students’ learning so that they can survive in the 21st century competition. Palfrey and Garret 2008: 239 say that “Educators have a responsibility to familiarize themselves with the fast changing learning process that their digital nat ive students are doing”. Dudeney and Hockly 2007: 5-9 explain that “today’s children are digital natives who grow up with technology and feel comfortable and confident with it”. Almost all the students are familiar with technologies, such as PC, laptop, smartphone, and internet access. In the different term, Prensky 2012: 27 states that “today’s students have spent their entire lives surrounded by and using computers, video games, DVD players, camera video, eBay, cell phones, iPods, and all the other toys and tools of the digital age”, students have been familiarized themselves with English, because almost all instructions of the toys and tools of the digital age are in English. Therefore, engaging students in learning English with technology is appropriate choice. They can use their PC, laptop, smartphone, or internet access to support their studies. E-learning, defined by Lamb Callison, 2005 is the accessing of information, instruction, andor interaction through the Internet or Intranet using instructional materials and tools such as web-based resources, e-mail, discussion boards, blogs, chat or video as cited in Pacific Policy Research Center, 2010: 10. Moreover, students’ digital world can 105 be an effective way to make English learning more alive. Not only because technology has been a part of students’ everyday lives, but also because it offers many ways to develop student s’ skills to compete in the 21 st century. This is supported by the report written by Saavedra Opfer 2012: 16 that says: “Technology offers the potential to provide students with new ways to develop their problem solving, critical thinking, and communication skills; transfer them to different contexts; reflect on their thinking and that of their peers; practice addressing their misunderstandings; and collaborate with peers —all on topics relevant to their lives and using engag ing tools”. Regarding to the results of the investigated learning-teaching techniquesstrategies, they are mostly used techniquesstrategiesactivities which emphasize on the implementation of cooperative learning and collaborative learning. They are One Stays the Rests Stray, Lockstep, Collaborative Writing, Collaborative Strategic Reading SCR, Drama Parody, Snowballing, Jigsaw, Group Work, Numbered Heads Together, etc. From the results of this category, it can be interpreted that there is a tendency to conduct research related to cooperative learning. Regarding to the emerging of dissatisfaction of postmethod era which try to go beyond methods and more about “classroom-oriented” rather than “knowledge-oriented” like what Kumaravadivelu 1994, 2001, 2003b say about the two concept of postmethod: one emphasizes the need to go beyond the limitations of the concept of method with a call to find an alternative way of designing effective teaching strategies Clarke, 1994; Kumaravadivelu, 1994; Prabhu, 1990, and another emphasizes the need to go beyond the limitations of