Students Experience in Developing Teaching Media through Project Based Learning - Repository Universitas Muhammadiyah Sidoarjo

ELT in Asia in the Digital Era:
Global Citizenship and Identity
PROCEEDINGS OF THE 15TH ASIA TEFL AND 64TH TEFLIN
INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE
TEACHING, YOGYAKARTA, INDONESIA, 13-15 JULY 2017
Unedited Volume

Jointly Organized by
Teaching English as a Foreign Language in Asia (AsiaTEFL),
The Association for the Teaching of English as a Foreign Language in Indonesia
(TEFLIN), and
English Language Education Department, Yogyakarta State University, Indonesia
ISBN 978-602-5566-50-9
©UNY Press
Yogyakarta, Indonesia
2018

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TABLE OF CONTENTS
Preface ................................................................................................................... x

Acknowledgement............................................................................................... xii
Organizing Committee ....................................................................................... xiv
Part I: English Language Teaching and Learning Developments –
What Do They Mean in Different Context with Different Paradigms?
A socio-cognitive model to the teaching of reading: a case of Indonesian EFL
teachers
A. L. Utami & B. J. Nurkamto .............................................................................1
Improving reading comprehension achievement on descriptive text by
using scrapbook to the junior high school
K. Saputri ............................................................................................................. 12
Teaching prose through the evaluation of the intrinsic elements
Sosiowati & Sukarni ..........................................................................................24
Teachers’ problems and needs on authentic assessment for writing skills at
junior high school in Indonesia
M. Zaim, Refnaldi, & Mukhaiyar .......................................................................34
Improving students’ ability in writing essay through “Free Weekly Writing”
activity
Humaira, S. Lamusiah, & Muslimin ..................................................................46
Reflecting translanguaging on students’ writing process
M. K. T. Rerung ................................................................................................... 56

External raters’ feedback on final writing test: improvement for teaching
writing in senior high schools in Indonesia
Murniati ............................................................................................................... 66
The voices of primary students in experiencing collaborative learning
teaching strategies
Sunarmi .............................................................................................................73
Problem-based learning technique in developing students’ speaking skills in
EOP class
L. A. Kusumoriny ...............................................................................................86

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A needs analysis research of English Department Students at Borneo
University of Tarakan
U. A. Gultom ....................................................................................................... 97
Developing text-based syllabus as an alternative to deal with curriculum
design for English department students who have different characteristics
N. Supriani.......................................................................................................106
Improving teachers’ lesson plan through implementation of problem-based
learning for TELF in IKIP Veteran Semarang

R. S. I. Dewi....................................................................................................... 114
The analysis of authentic activities and assessment in teaching English at
Universitas Islam Riau
S. Yuliani .........................................................................................................122
Facts and challenges in teaching English in Polytechnics in Indonesia:
Teachers’ perspectives
N. Fitriah .........................................................................................................134
Intercultural competence in EFL classroom
Y. Yulia ............................................................................................................139
Developing speaking material based on intercultural approach: a case
study on students’ task in interviewing native speakers
T. Rokhayati ...................................................................................................... 154
Micro teaching and stimulated recall: how teacher students aware of
their teaching
D. Winarsih ....................................................................................................... 166
Engaging university students in the assessment of teaching performance
F. Z. Tanjung ...................................................................................................179
Exploring classroom English used by elementary school teachers
S. E. Kusmaryati & Y. A. Azis ..........................................................................188
The

students’ interest in learning English through classroom
management
S. Asriati ..........................................................................................................197
Metacognitive strategies in listening class: an innovative idea to break
conventional instruction in TEFL
Sudarsono, L.A. Lestari, & L.M. Ariyati .........................................................212
Constructing the chain of reasoning in research report: corpus-based study
N. Adijaya .......................................................................................................... 224

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Research on the corpus-based model of the flipped classroom: English and
American literature teaching class
Y. Sun & S. Zhao .............................................................................................229
Part II: Exploring the Relationship between the Knowledge-Based Era
and TEFL Development
Reading strategies of Indonesian English teachers in EFL context
D. Sunggingwati & D. Rusmawaty ..................................................................241
Creative writing activities in EFL classroom to promote local tourist
destination

S. E. Kusmartini ...............................................................................................254
Analyzing the students’ needs for relevant topics and materials in an ESP
class
W. Hartanto ....................................................................................................... 265
On being a ‘translator’ in ESP classes; ESP lecturers’ and students’
perceptions
N. S. Putri ........................................................................................................271
The impact of smartphones on English language learning: perceptions of
EFL undergraduates students in STKIP PGRI Tulungagung
Y. Nugrahini ....................................................................................................278
ELT at the tertiary level and its perspectives in the 21st century
S. G. Mondal...................................................................................................... 288
Engaging learners who lacked interest: action research
Kusumaradyati ........................................................................................................ 298
Part III: Exploring and Understanding Today’s Demands for Foreign
Languages: Going Beyond English Language Competencies
Stimulating creativity and innovation in creating a business English
meeting project improving students’ self-confidence to speak up
L. Agustina .......................................................................................................307
Politeness strategies of rebuttals in high school English debates

D. T. Wahyudi.................................................................................................... 317
Snake-ing Line Technique in practicing dialogs to boost students’ selfconfidence
N. Julhijah ......................................................................................................... 322

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Quiz – Demonstration – Practice – Revision (QDPR) to improve EFL learners’
pronunciation of English labiodental fricatives
Moedjito & S. R. Jaelani .................................................................................330
Using collaborative sensory detail chart to increase number of content
words of students’ descriptive writing
T. Marpaung ...................................................................................................... 341
The influence of English lecturer's competence to students' ability in
mastering through teaching method: A quantitative research
A. Utomo............................................................................................................ 351
Authentic, adopted or adapted material: teacher preference on selecting
teaching material in speaking class
S. F. Hartatik ..................................................................................................... 361
The authenticity of reading texts in English textbooks and their
implication in TEFL

Fatmawati ........................................................................................................367
Equipping pre-service health workers with adequate English in preparation
for the ASEAN Economic Community
I. S. Setianingsih ................................................................................................ 379
Factors of lexical errors in the English of TESL students: semantics studies
D. Sanjaya, M. Siregar, & Sumarsih ...............................................................387
The relationship of students’ attitude toward English learning and
English achievement
B. M. Sakul ........................................................................................................ 398
Changing regular students into assets in the global world: a case study
of a middle-class Japanese university
Y. Sasaki & Y. Nitta ........................................................................................... 408
The advantages of bilingual education by special reference to linguistic,
cultural and pedagogical rationales in TEFL at English Education
Department of FKIP Unismuh Makassar: a non-research article
R. Hamid............................................................................................................ 420
Cultural capital of bilingual: a view towards communicative competence
L. Musyahda ...................................................................................................... 429
A bilingual child’s reading comprehension on a narrative Story: a case
study of a six year old-bilingual child

A. Kailani.........................................................................................................436

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Part IV: Transforming TEFL in Fully Digital World
The effectiveness of social networking and gender on enhancing the
English writing achievement
Haryati ...................................................................................................................... 447
Project based learning for creating sway about plan to improve students’
writing skill performance
D. Fakhmawati .................................................................................................. 455
Using Edmodo as a tool for teaching freshmen writing
Siyaswati ................................................................................................................ 464
Teaching writing procedure text through Kompasiana blog
S. Nappu ..........................................................................................................471
Exploring the effect of computerized and Pen-and-Paper approaches on the
students’ writing performance
D. I. Andriani ...................................................................................................477
Online plagiarism detector software to assess students’ academic integrity
C. Suryanovika .................................................................................................. 486

Using e-mail for online corrective feedback in academic writing of the
fourth semester students at university level
T. L. Widyaningsih ............................................................................................ 499
An interactive digital multimedia of Scrabble Ceria to increase the use of
English vocabulary
Mustadi, E. Zubaidah, H. B. Sumardi, & N. L. R. Herianingtyas .................... 510
EdPuzzle: application to create video with task
M. T. Prawati & B. T. Novitasari ....................................................................519
Collaborative learning with internet-based nature of Google Docs to
improve students’ critical thinking
E. Wahyuni & S. S. Muttaqien .........................................................................526
Perspectives and practices toward a community of inquiry in an online
oral communication class
J. M. Silva & S. A. Artificio ............................................................................... 535

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Students experience in developing teaching media through project based
learning
F. Megawati....................................................................................................... 543

CIRC-Based Interactive CD: designing an innovative media to teach
reading
N. Sofiana & H. Mubarok ................................................................................. 554
Students’ perception on the implementation of multiliteracies approach
by using social media in teachers’professional development coursework
A.Hapsari & M.Mukhlas ........................................................................................ 564
Students’ perception of machine translation application in enhancing
English literacy of Tridinanti University
R. Ilma ............................................................................................................... 573
Integrating need analysis and social semiotics in developing multimodal
texts for ESP reading materials
D. T. Cahyaningati & L. A. Lestari ................................................................... 583
Challenging the difficulties: utilizing technological application in
teaching ESP classes
N. Krisdayanti & Evidoyanti ............................................................................. 594
Computer mediated recasts on the reports of engineering students with low
consistency of the use past tensed verbs: a case study
A.Muharikah, Y.S. Waluyo, & E. Oktavianti ..................................................... 602
The implementation of ICT Training for pre-service teachers as the
foundation skill in integrating technology in ELT lesson plan

R. Farani ..........................................................................................................609
Developing Web Blog-Based Direct Instruction Model in curriculum and
materials development course: a needs analysis
E. M. Rahayu, D. Rochmawati, & W. Bandjarjani ..........................................619
Students’ interest and their critical thingking skill in learning English through
Facebook group usage
Irmawati & S. Sahriana.......................................................................................... 631
Promoting students’autonomy through the Indonesian massive open online course
D. Ginting .......................................................................................................... 642

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Social media as teaching platforms: learning English via Instagram
C. J. Setiadi ....................................................................................................... 658
An evaluation on the implementation of Computer-Assisted Language
Learning (CALL) in English as a Foreign Language (EFL) classroom
B. Z. Melani ....................................................................................................... 666
Conventional language teachers’ struggle on using technology
F. E. Widyasari ................................................................................................. 673

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PREFACE
This publication presents the Unedited Proceedings of the 15th Asia TEFL and
64th TEFLIN International Conference held in Yogyakarta, Indonesia from 13-15
July 2017. The theme of this conference reads “ELT in Asia in the Digital Era:
Global Citizenship and Identity from which the following subthemes have been
derived: English Language Teaching and Learning Developments – What Do They
Mean in Different Contexts with Different Paradigms? (Subtheme1); Exploring
the Relationship Between the Knowledge-Based Era and TEFL Development
(Subtheme 2); Exploring and Understanding Today’s Demands for Foreign
Languages: Going Beyond English Language Competencies (Subtheme 3);
Transforming TEFL in fully digital world (Subtheme 4). Twenty-three (23) papers
(32.86%) are classified into Subtheme 1, seven (7) papers (10%) belong to
Subtheme 2, fifteen (15) papers (21.43%) are categorized as Subtheme 3, and
twenty-five (25) papers (35.71%) a.re listed in Subtheme 4. The total number of
papers in this volume is 70.
The papers are intended to support the achievement of the aim of the conference.
This conference was designed to provide a forum for EFL teaching and learning
researchers, policy makers and practitioners to assemble in the spirit of “learning
and growing together” to: (a) engage in an informed, critical and insightful dialogue
about enhancing learning for all students in all settings in all countries, a dialogue
about what works, how it works, what it takes to make things work, and how to
develop thereon a new understanding of the nature of EFL teaching and learning;
(b) strengthen national and international EFL education networks to promote
powerful research in TEFL effectiveness, improvement, and innovation and to
engage EFL learning and teaching researchers, policy makers, and practitioners in
ongoing conversations about the interpretation and the application of research in
practice; and (c) critically examine the strengths and weaknesses of different
theoretical paradigms of language learning and to explore how different
conceptions frame and influence the whole business of TEFL, especially in a global,
knowledge-based, technologically wired context.
Part I presents 23 papers talking, among others, about the teaching of English
language skills, the use of various techniques, curriculum development, teacher
development, and corpus-based research. Part II presents 7 papers highlighting,
among others, about academic reading, creative writing, ELT in tertiary level, and
learners’ interest. Part III presents 15 papers discussing, among others, innovations

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in the teaching of English language skills, materials development, and bilingual
education. Part IV presents 25 papers that stress current innovations in utilizing
technology to enhance English language teaching.
This Unedited Proceedings of the 15th Asia TEFL and 64th TEFLIN
International Conference will hopefully facilitate the sharing of knowledge
between the writers and the readers for purposes of developing the teaching of
English as a foreign language in this digital era.

Suwarsih Madya (Yogyakarta State University)
Chair, Conference Organizing Committee

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ACKNOWLEDGEMENT
Agus Widyantoro, Yogyakarta State University, Indonesia
Ali Saukah, Universitas Negeri Malang, Indonesia
Andy Bayu Nugroho, Yogyakarta State University, Indonesia
Andy Kirkpatrick, Griffith University, Australia
Anita Triastuti, Yogyakarta State University, Indonesia
Anjarswari Erningtyas, Yogyakarta State University, Indonesia
Antony John Kunnan, University of Macau, China
Ashadi, Yogyakarta State University, Indonesia
Asruddin B. Tou, Yogyakarta State University, Indonesia
Basikin, Yogyakarta State University, Indonesia
Chairil Anwar Karompot, Universitas Negeri Makassar, Indonesia
Christine Coombe, Dubai Men’s College, the United Arab Emirates
David Shaffer, Chosun University, Korea
Dewi Nurul Lailatun Mubarokah, Yogyakarta State University, Indonesia
Didi Sukyadi,Universitas Pendidikan Indonesia, Indonesia
Dyah Setiawati Ciptaningrum, Yogyakarta State University, Indonesia
Edwin Vethamani, Taylor’s University, Malaysia
Erna Andriyanti, Yogyakarta State University, Indonesia
Fuad Abdul Hamied, Universitas Pendidikan Indonesia, Indonesia
Ganakumaran Subramaniam, University of Nottingham, Malaysia
Gunadi Harry Sulistyo, Universitas Negeri Malang, Indonesia
Haixiao Wang, Nanjing Univ., China
Hee-Kyung Lee, Yonsei University, Korea
Helena I. R. Agustien, Universitas Negeri Semarang, Indonesia
Hung Soo Lee, Chonnam National University, Korea
Hyo Shin Lee, Konkuk University Glocal Campus, Korea
Isaiah Won HoYoo, Sogang University, Korea
Jihyeon Jeon, Ewha Womans University, Korea
Joko Nurkamto, Universitas Sebelas Maret, Indonesia
Joko Priyana, Yogyakarta State University, Indonesia
Jong Bai Hwang, Konkuk University, Korea
Joo Kyung Park, Honam University, Korea
Judy Yin, Korea National University of Education, Korea
Kilryoung Lee, Hankuk University of Foreign Studies, Korea
Le Van Canh, Vietnam National University at Hanoi, Vietnam
Maman Suryaman, Yogyakarta State University, Indonesia
Masaki Oda, Tamagawa University, Japan

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Mauly Halwat Hikmat, Universitas Muhammadiyah Surakarta, Indonesia
Muhammad Taufiq al Makmun, Universitas Sebelas Maret, Indonesia
Mukhaiyar, Universitas Negeri Padang, Indonesia
Nur Hidayanto P.S.P, Yogyakarta State University, Indonesia
Phyllis Ghim-Lian Chew, Singapore
Pradana Akbar Tanjung, Yogyakarta State University, Indonesia
Pragasit Sitthitikul, Thammasat University, Thailand
Qiufang Wen, Beijing Foreign Studies University, China
Ravinder Gargesh, University of Delhi, India
Samsul Maarif, Yogyakarta State University, Indonesia
Setyadi Setyapranata, Universitas Negeri Malang, Indonesia
Sisilia Setiawati Halimi, Universitas Indonesia, Indonesia
Soo Ok Kweon, Pohang University of Science and Technology, Korea
Sugirin, Yogyakarta State University, Indonesia
Suhaini M. Saleh, Yogyakarta State University, Indonesia
Surya Sili, Universitas Mulawarman, Indonesia
Susan Holzman, Bar Ilan University, Israel
Susana Widyastuti, Yogyakarta State University, Indonesia
Suwarsih Madya, Yogyakarta State University, Indonesia
Titin Indriati, Yogyakarta State University, Indonesia
Willy A. Renandya, Nanyang Technological University, Singapore
Wuri Andhajani Soedjatmiko, Universitas Katolik Widyamandala, Indonesia
Yazid Basthomi, Universitas Negeri Malang. Indonesia
Young-woo Kim, International Graduate School of English, Korea
Yuyun Yulia, Universitas Sarjanawiyata Tamansiswa, Indonesia

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ORGANIZING COMMITTEE
PATRON
Sutrisna Wibawa
CHAIR
Suwarsih Madya
VICE CHAIRS
Widyastuti Purbani
Sugirin
Sukarno
COMMITTEE
Joko Nurkamto
HyoWoong Lee
Haixiao Wang
Masaki Oda
Fuad Abdul Hamied
Gunakumaran Subramaniam
Hung Soo Lee
Sisilia Halimi S.
Didi Sukyadi
Margana
Edi Purwanta
Sumaryanto
Senam

Moch.Brury Triyono
Satoto Endar Nayono
Joko Priyana
Maman Suryaman
Andy Bayu Nugroho
Susana Widyastuti
Basikin
Samsul Maarif
Suhaini M. Saleh
Anita Triastuti
Ashadi
Erna Andriyanti

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ELT in Asia in the Digital Era:
Global Citizenship and Identity

A SOCIO-COGNITIVE MODEL TO THE
TEACHING OF READING: A CASE OF
INDONESIAN EFL TEACHERS
L. Utami1
Universitas Sebelas Maret, Surakarta, Indonesia
J. Nurkamto2
Universitas Sebelas Maret, Surakarta, Indonesia
Abstract: Socio-cognitive theory of learning views that
students’ cognitive development is mostly influenced by social
meaningful interaction in the classroom. Applied in the teaching
of reading, this perspective might take the forms of scaffolding
and ZPD. This research was aimed at describing how the
teachers of Islamic Senior High Schools teach reading and
identifying the problems observed in the teaching of reading. In
this explorative case study, document analysis, in-depth
interviews, participant classroom observation, and focus group
discussion were used as data collection techniques. Five
experienced English teachers from Islamic Senior High Schools
participated in this study. The research finding shows that the
teachers utilized scaffolding in the form of teaching steps of
scientific approach and instructional media. The steps included
observing, questioning, experimenting, associating and
communicating. Instructional media used were pictures and
video. It is proven that scaffolding was applied in teaching
reading. The teachers, however, did not understand the concept
of it and its implementation. Scientific approach is less
appropriate for the teaching of English, especially reading. A
socio-cognitive model to the teaching of reading is
recommended.

INTRODUCTION
Background
Reading has been widely acknowledged as one of the most important
fundamental skills the students must acquire. It is a vital skill not only for
finding jobs, getting academic success, gaining knowledge, but also
acquiring all aspects of life skills. However, in Indonesia, English language
learning, especially in reading skills, becomes a big problem for most

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students of Islamic Senior High Schools because most of them find it
difficult to comprehend reading texts which brings about the low scores in
English. The phenomenon can be seen from the result of national
examination (NE) in the academic year 2016 showing that the average of
students’ scores in English were 51.18 for Natural Science and 46.74 for
Social Science programs (Nasution, 2016). These scores were below the
minimum requirement standard designated by the government.
One of the factors influencing students’ difficulty in comprehending
English texts is the utilization of teaching method or strategy. Teachers,
therefore, are supposed to deploy an appropriate teaching method or strategy
to scaffold students to construct meaning (Jalilvand, 2014). Reading
comprehension strategies or methods can provide students with
comprehension processes, give them a vehicle with which they can express
their thinking and monitor their thoughts. Readers who know what methods
and strategies are, and how and when to use them, are strategic readers
(Jalilvand, 2014). Thus, the competent reader is a strategic reader. In sociocognitive perspective, it can be facilitated through the utilization of
scaffolding in the Zone of Proximal Development (ZPD) to support learners
to develop understanding in their learning of reading comprehension.
Socio-cognitive Model to the Teaching of Reading
The socio-cognitive theory of Vygotsky views that learning is a
socially situated activity and what a learner at first can accomplish is only in
a social setting. She or he will eventually be able to do everything
independently (Malik, 2017). The learners study not as isolated individuals,
but they are as active members of society. What they learn and how they
make sense of knowledge depend on where and when they do, such as in
what social context they are learning (Antonacci, 2015; Bassiri, 2012). The
learning view as a collaborative process (not in isolation) was firstly defined
by Wood, Bruner and Ross (1976) who coined the term scaffolding. As a
practical concept within socio-cognitive theory, scaffolding has been used as
a teaching tool in the development of learners’ knowledge. However,
scaffolding has been interpreted, modeled, and featured differently. There is
no single meaning of scaffolding. Recent studies (Bassiri, 2012; Safadi and
Rababah, 2012; Pishghadam and Ghardiri, 2011; McKenzie, 2011) have
implemented scaffolding for the teaching of reading by providing types of
assistance and creating the conditions where meaningful learning is
established through an appropriate reading strategy, where students are
fostered to elaborate or generate activities such as self questioning, semantic
mapping, summary writing, monitor learning, and construct meaning from a
text. Such strategies are considered very effective in reading
comprehension. Being provided with appropriate scaffolds, students can
reach a goal or engage in various practices or tasks that are beyond their
reach (ZPD). Applied in the teaching, scaffolding enables the students

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ELT in Asia in the Digital Era:
Global Citizenship and Identity

receive support and assistance to successfully perform certain tasks and
move to ZPD. Scaffolding is therefore, an effective model for teaching
reading and such model will influence the development of higher functions
and skills beyond the confines of the learners.
In teaching reading, however, there are not many teachers utilizing
scaffolding to enhance students’ text comprehension. The purposes of the
study were (1) to describe and analyze how the teachers of MA teach
reading in the classroom and (2) to identify the problems observed in the
teaching of reading.
RESEARCH METHOD
Design
The current study employed a case study aimed at describing how the
teachers of Islamic Senior High Schools teach reading in the classroom and
identifying the problems observed in the teaching of reading.
The Research Setting and Participant
This study was conducted at MA, Islamic Senior High Schools in
Central Java, Indonesia. Five experienced English teachers (four females
and one male) participated in this study. They represented the English
teacher association (ETA) of different residencies. They were considered
experienced and senior English teachers for some cases, namely that they
have: (1) occupied the position or rank of Guru Pembina with English
teaching experience for more than 15 years, (2) passed the test of
professional teachers and got the certificate, (3) became the board member
of ETA, and (4) got certificate of the revised 2013 curriculum workshop.
Data Collection
The data resources in this study included informants, events, and
artifacts. The informants were the five experienced English teachers from
different MA in different residencies in Central Java. They were selected
based on the considerations that they were the ETA board members, skilled
teachers, and able to give information needed for the research. Events were
teachers’ activities in the process of teaching reading in the classroom.
Artifacts referred to the teachers’ documents used in teaching reading in the
classroom, namely: teaching lesson plan, teaching materials and teaching
media.
The first procedure in collecting data was firstly analyzing the
teaching documents, consisting of teaching lesson plans, teaching materials,
and teaching media. It was done to see whether socio-cognitive aspects were
implemented in the teaching. Then, the participants were interviewed based
on the interview guide dealing with the components and aspects in teaching
reading. The interview was also intended to know what aspects of sociocognitive were implemented. Next, participant classroom observation was

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done in turns to the five English teachers teaching reading in the classroom.
It was done to capture how the teachers teach reading in the classroom
based on the aspects of socio-cognitive theory written on the observation
sheets. The researcher took photographs of the events and recorded them by
using video-shooting. The last step was doing FGD with all participants. It
was performed to discuss and confirm information to get accurate data of
the research.
Data Analysis
The data validation techniques used in this study was the technique of
triangulation of data, data source, and method. It was done to guarantee the
validity and reliability of the final results. The triangulation was done
several times until accurate information was gained. The technique of
analyzing data was done by using an interactive model (Miles and
Huberman, 1994). The interactive model technique included four stages,
namely: data collection, data reduction, data display, and conclusion
drawing. In this study, the collected data from the observations, and
interviews were carefully elaborated. The researcher summarized and chose
the main points to construct particular pattern. After that the main points
were presented in a brief narration.
RESEARCH FINDING AND DISCUSSION
The research findings and discussion of the study were presented
based on the research objectives. They covered (1) the description of how
the teachers teach reading in the classrooms and (2) the problems observed
in the classrooms.
Research Findings
The Description of Teachers’ Practice in Teaching Reading
The result of classroom observations showed that the five English
teachers applied the steps of scientific approach (SA) in teaching reading as
mandated by the 2013 curriculum. In general, the steps were observing,
questioning, experimenting, associating, and communicating. The
description of each teacher’s activity is as the following.
Teacher 1 (KW)
KW taught reading for two teaching hours at grade X of MA. The
topic she chose was Cinderella. It was in the third and forth periods. Here
was the description of what she did in the classroom.
In opening the lesson, KW greeted the students and directly asked the
students to prepare the books. She also distributed teaching materials in the
form of sheets of papers containing a text entitled Cinderella followed by a
list of questions. She explained the teaching objectives. Then she showed
and asked students to observe some pictures related to the topics. She asked
students to work in pairs discussing whatever they observed in the pictures.

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ELT in Asia in the Digital Era:
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She gave opportunity for students to answer her questions based on the
pictures. After the students answered her questions, she explained that they
would study a narrative text, entitled Cinderella. Twenty minutes was about
to pass, she asked the students to read the text in the distributed sheet. She
also asked the students to find the difficult words/expressions. The students
just kept silent watching each other. In reacting to the condition KW
explained the meaning of new words / expressions. She also explained the
social function, generic structure and linguistics feature of the text. The
students were passive and two groups of students were discussing different
matters. KW kept on explaining the whole content of the text. After that,
KW provided the students with discussion session. However, the discussion
got stuck. Due to the absence of questions from students, KW asked
students to answer the questions for about thirty minutes. KW walked
around supervising students. After they finished answering the questions,
KW checked the students’ answers one by one and corrected it directly. At
the end of the lesson, KW gave an assignment to students to do the task in
the book but the instruction is not clear and no students asked it.
Teacher 2 (P)
P taught reading for one teaching hour at grade XI of MA. The topic
he taught was “Tsunami”. It was in at third period. The description of how
he taught was as the following.
K greeted the students and checked the students’ attendance. He
explained that they would learn explanation text. He asked them to get their
book out read the topic on page 77. The students were silent and seemed
reading the book. After that P asked students to observe the screen of LCD
where he showed the structure of passive voice. He explained the pattern of
passive voice in different tenses. He explained how to transform active
voices into passive voices. After that he asked students to find passive
sentences in the text and write them on the whiteboard. There were five
sentences the students could find. Then P asked students to work in pairs to
answer the questions related to the text. P gave five questions to do, namely:
(1) what is the purpose of the text?, (2) what is the main idea of the first
paragraph?, (3) why does Tsunami happen?, (4) how many victims are
there?, and (5) what do you feel after reading the text?. After that, P asked
students to write the answers on the whiteboard and he confirmed the
correct answers. All answers are semantically correct but grammatically
incorrect. The students tended to write the original statements from the text
as what they were. The time passed by very fast and finally P asked students
to answer the questions related to Tsunami on the same page.
Teacher 3 (Z)
Z taught reading for one teaching hour at grade XI of MA. The topic
was the importance of English. It was in the first period. It was the
description of what he did in teaching reading.

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TEFLIN International Conference 2017

In opening the lesson, Z greeted the students and checked the
students’ attendance He distributed a piece of teaching material related to
the topic. He said that he would explain analytical exposition text. She
reminded the students of the communicative purpose of analytical
exposition text. He also asked generic structures of the text. The students
were noisy because they got one piece of paper consisting of the teaching
material for pairs. Z wrote the text sentence by sentence and translating
them into Indonesia. The students just listened and did nothing. Having
finished explaining the text, Z asked the students to answer the questions. Z
directly asked students to answer the questions orally and wrote them on the
whiteboard. Z confirmed the answers and the students wrote the correct
ones. Z explained the generic structures of the text and gave opportunity to
students to ask questions. When the bell rang, Z asked the students to do
some task related to the topics in the book. They were asked to submit the
work the next day.
Teacher 4 (BWK)
BWK taught reading for one teaching hour at grade X of MA. The
topic she chose was Historical Building. It was in the fourth period of the
lesson. Here was the description of what he did in the classroom.
In opening the lesson, BWK greeted the students and check their
attendance. He explained the objectives and benefits of the lesson. He
introduced the topic of the lesson through the video. He linked the pictures
on the video to gear the students to learn the topic. To start the activity, he
distributed a piece of paper containing a text with some missing words. He
asked students to observe the video play, listen the monologue and
completing the missing words with those they listened. Having finished the
listening activity, he drilled the pronunciation of the missing words. The
students were motivated. They were then asked to match the vocabulary
with the Indonesian equivalents provided in the tasks. Then, they discussed
them together. BWK then asked the students to read the text dealing with
Historical building silently. He showed the generic structures and linguistic
features of recount text. He also explained how to identify a recount text.
The students were asked to read the text and answer the questions in pairs.
After they finished doing the task, BWK checked the answer one by one.
Most students seemed very happy and enjoyed the lesson. At the final
session, BWK summarized the lesson by asking some questions to answer.
He also gave homework to do and be submitted on the next day.
Teacher 5 (UM)
UM taught reading for one teaching hour at grade X of MA. The topic
was folktale. It was in the second period of the lesson. Here was the
description of what she did in the classroom.
In opening the lesson, UM greeted the students and checked the
students’ attendance She also distributed teaching materials in the form of
sheets of papers containing a text entitled “The Lion and the Mouse”

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followed by a list of questions. She explained the teaching objectives. Then,
she showed and asked students to observe the video related to the topics.
She asked students to work in pairs discussing whatever they observed in
the video. She gave opportunity for students to answer her questions based
on the video. After the students answered her questions, she explained that
they would study a narrative text, entitled “The Lion and the Mouse”. She
asked the students to read the text in the distributed sheet. She also asked the
students to find the difficult words/expressions. The students worked
together. She also explained the social function, generic structure and
linguistics feature of the text. The students were active and all groups of
students were working together. UM monitored them and see whether they
found the difficulty. Then, she asked students to answer the questions. She
kept on explaining the whole content of the text by giving questions based
on the model. After that, UM provided the students with discussion session
to study the texts again and checked the answers. After they finished
answering the questions, UM checked the students’ answer one by one and
corrected it directly. At the end of the lesson, UM gave an assignment to
students to do at home.
Based on the description of the five teachers’ practice in teaching, the
teachers’ activities teaching reading using SA can be outlined as the
following.
The description of how the five teachers teach reading using SA can
be summarized as the following.
Step: Observing
 The teachers showed and asked students to observe some
pictures/videos related to the topics.
 The teachers asked students to work in pairs discussing whatever
were observed in the pictures or videos
Step: Questioning
 The teachers asked students to answer the questions.
 The teachers checked the students’ answer one by one and corrected
it directly
Step: Experimenting
 The teachers asked the students to read the text in the distributed
 sheet
 The teachers asked the students the difficult words/expressions
 The teachers asked and explained the meaning of new words /
 expressions.
 The teachers explained the social function, generic structure and
 linguistics feature of the text.
 The teachers provided the students with discussion session.

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Step: Associating
 The teachers summarized the lesson by the themselves.
 The teachers gave homework to students
Step: Communicating
 The teachers summarized the lesson by themselves.
 The teachers gave homework to students.
The Problem Observed in the Teaching of Reading
Based on the result of participant observation and in-depth interview,
the findings showed that the five teachers found some problems in teaching
reading. The problems are as the following.
Teacher 1 (KW) said that: SA is less applicable (difficult to apply in
teaching
reading); she needed practical and applicable model
of teaching reading appropriate to the characteristics
of ELL; there were no relevant course book for
students, the students are lack of vocabulary; and the
their interest in reading is low.
Teacher 2 (P) said that SA is not relevant to language teaching and he did
not
know the best strategies to teach reading. He also
found
it difficult to motivate students in reading activity
Teacher 3 (Z) said that SA is difficult to apply for teaching reading. Schools
did
not provide adequate media for teaching reading and
students’ low motivation in reading.
Teacher 4 (BWK) said that English language teaching has its own
characteristics and SA cannot be forced to be applied
for English and other subjects. He needed an
appropriate model of teaching reading and in line
with SA. The students were lack of vocabulary and
exercises.
Teacher 5 (UM) said that she needed strategy to be applied in every steps of
reading activity.
Discussion
Teachers’ Practice in Teaching Reading
In teaching reading, the teachers did the steps of scientific approach
(SA) as mandated by the 2013 curriculum. The SA included the steps of
observing, questioning, experimenting, associating and communicating. The
steps are supposed to be effective assistance for teachers to enhance
students’ text comprehension in order that they can be competent,
autonomous learners. In socio-cognitive theory those steps can be called
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scaffolding as what is stated by Bruner that scaffolding refers to the steps
taken to reduce the degrees of freedom in carrying out some task so that the
child can concentrate on the difficult skill she is in the process of acquiring'
(Malik, 2017). Autonomous learners are the ultimate goals and it can be
called ZPD. However, the teacher did not understand well the concept of SA
and it’s difficult to apply it in language teaching. It can be seen from the
teaching lesson plans and the practices in the classroom. In teaching
reading, therefore, the teachers found some problems because there was no
model so that that they only do activities as what the steps explicitly stated
in SA.
The steps of SA the teachers implemented can also be classified into
three phases of teaching reading, namely: pre-reading covers the steps of
observing and questioning, while-reading includes the steps of
experimenting and associating, and post-reading includes the step of
communicating. The use of the steps in fact are freely done. It is not a must
to be in certain orders.
Some results of researches show that scaffolding in teaching reading
may take the forms of the phases of pre-reading, while-reading, and postreading activities (Daftarifard & Virjandi, 2016; Antonacci, 2015; Bassiri,
2012). In the phase of pre-reading, the teachers only do limited activities
related to observing and questioning. In fact, they should not only do
observing and questioning, they may take many sets of steps in teaching on
condition that they can assist students to comprehend text. There are some
activities the teachers can do, namely: (1) teaching students how to activate
their background knowledge in connection with the topic to be read, (2)
explicitly teaching key specialized vocabulary related to the topic, (3)
teaching and having students practice how to set a purpose for reading and
(4) using an anticipation-reaction guide to help students link new and prior
knowledge and activate students’ interest and curiosity for the topic,
promoting motivation and engagement.
In the phase of while-reading the teachers do experimentation and
association activities which were also done in limited activities. The steps
actually can include some activities to scaffold the teaching of reading
(Daftarifard & Virjandi, 2016; Kendeou, et al, 2016; Antonacci, 2015;
Bassiri, 2012). Firstly, the teachers explicitly can teach students to ask and
answer questions about text. It includes the activities of (1) asking and
answering specific types of questions, such as questions whose answers are
explicitly stated in the text and those that require students to make
inferences based on what they have read, (2) using question generation on
its own or as part of multi-strategy instruction, and (3) providing students
with strategies to evaluate teacher-generated questions. For example, it is
important to know if the answer will be found in the text or if it should be
inferred. Secondly, the teachers can use graphic organizers which are visual
representations that help students identify, organize, and remember

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Proceedings of the 15th Asia TEFL and 64th
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important ideas from what they read. Adapt graphic organizers to text type
(e.g., Venn diagram for compare/contrast informational text; story grammar
map for literary text). Explicitly teach the use of graphic organizers to
represent and discuss connections, confirm or refute predictions, and record
important information. Finally, the teachers can explicitly teach
comprehension monitoring strategies, or fix-up strategies when
comprehension breaks down such as re-reading, asking someone questions
about the text, considering relevant background knowledge, and examining
the graphics more carefully.
In the phase of post-reading, the teachers did communicating
activities which are only performed in certain activities. The result of some
researches shows that the phases of post-reading activity actually can
include various activities (Daftarifard & Virjandi, 2016; Antonacci, 2015;
Bassiri, 2012). The activities are such as: (1) teaching students how to use
self-questioning strategies to reflect on what they have read, (2) explicitly
teaching students to summarize the main ideas of what they read, (3)
teaching students to summarize small amounts of text such as a short
paragraph before summarizing longer sections, (4) providing modeling,
feedback, and many opportunities to practice summarization rules, and (5)
explicitly teaching the use of graphic organizers to summarize the content.
The Problems Observed in the Teaching of Reading
There are some problems observed in the classroom when the teachers
of Islamic Senior High Schools teach reading. First, the teachers cannot
make appropriate teaching lesson plans using SA. As a result, they made the
teaching lesson plans just for fulfilling the administration mandated by the
supervisors. The teachers’ practices in the classrooms are also different from
what they have prepared in the teaching lesson plans. Second, the practice of
reading was not closely connected to lesson plans. They find it difficult to
follow the steps of SA. Consequently, they teach as what they have done
before and combined with SA steps. It makes the teaching have no certain
patterns. Third, the teachers cannot optimally explore SA in the teaching of
reading because it is not familiar to teach English, especially reading. The
2013 curriculum is a document, and it is in the hand of the teachers that the
students can be fostered in learning.
CONCLUSION AND RECOMMENDATION
Based on the result of observation, interview and document analysis,
the teac