artikel siti mafulah UK ICESS 2016
PROCEEDING
2016 International Conference on
Education and Social Science (UK-ICESS)
“Educational and Social Issues in the
Changing Asia”
ISBN: 978-602-19859-7-7
Malang, Indonesia
November 9-10, 2016
Universitas Kanjuruhan
Malang
Jl. S.Supriadi No. 48
Malang, Indonesia – 65148
Tel. (+62)341-801488
Fax. (+62)341-831532
www.unikama.ac.id
www.uk-icess.org
PROCEEDING
2016 International Conference on Education and Social Science
(UK-ICESS)
“Educational and Social Issues in the Changing Asia”
ISBN: 978-602-19859-7-7
Reviewers
Prof. Dr. Sudjijono, M.Hum
Prof. Dr. Laurens Kaluge
Dr. Supriyanto
Umi Tursini, Ph.D
Umiati Jawas, Ph.D
Rusfandi, Ph.D
Editors
Ayu Liskinasih, M.Pd
Uun Muhaji, M.Pd
Dr. Permata Ika Hidayati
Hena Dian Ayu, M.Si, M.Pd
Cover Design
Susiati
Printed and Published by
Universitas Kanjuruhan Malang
Jl. S. Supriadi No. 48 Malang, Indonesia – 65148
Tel. (+62)341-801488; Fax. (+62)341-831532
www.unikama.ac.id; www.uk-icess.org; uk-icess@unikama.ac.id
First printing, November 2016
Copyright ©2016 by Universitas Kanjuruhan Malang
The texts of the papers in this volume were set individually by the authors or under their
supervision. Only minor corrections to the text may have been carried out by the
publisher. By submitting the paper to the 2016 International Conference in Education and
Social Sciences (UK-ICESS), the authors agree that they are fully responsible to obtain
all the written permission to reproduce figures, tables, and text from copyrighted material.
The authors are also responsible to give sufficient credit included in the texts, figures,
legends, or tables. The organizer of the conference, reviewers of the papers, editors, and
the publisher of the proceedings are not responsible for any copyright infringement and
the damage they may cause.
ii
PREFACE
The 2016 International Conference on Education and Social Science (UKICESS) is the first international conference hosted by Universitas Kanjuruhan
Malang as a part of its XLI Dies Natalis commemoration. This international
conference invites all educators and researchers in the field of education and
social sciences to share latest issues, research, and information in these areas.
Thus, as an important part of this academic forum, the organizing committee is
pleased to present the Proceeding of 2016 International Conference on Education
and Social Sciences which brings up the main theme of Educational and Social
Issues in the Changing Asia.
There are 65 papers in this compilation, covering various topics around the
theme of educational and social issues in the changing Asia which were studied
from vast research areas; such as economics, health, education, language, arts,
technology, geography, civics, and entrepreneurship. It is expected that all papers
in this proceeding will enrich our knowledge and broaden our insights of current
issues, trends, research, and information in the areas of education and social
sciences.
Lastly, the organizing committee would like to deliver great appreciation
to writers, presenters, and all parties who have been contributing to the
publication of this proceeding.
Malang, November 2016
The Committee
iii
TABLE OF CONTENT
Preface …………………………………………………………………………… iii
Table of Content …………………………………………………………………. iv
Conference Papers
1. The Application of Cooperative Learning Model (Tutor and Tutee) in the
Playing Outdoor Activities for Early Childhood
Achmadi; Aisyah…………………………………………………………………….... 1
2. Parenting Parents in Developing Character Education in Early Childhood
Aisyah; Isabella Hasiana ……………………………..……………………………... 8
3. Looking beyond Teacher‘s Classroom Management: EFL Teachers‘
Pedagogical Knowledge from Different Backgrounds in Teaching Autistic
Students in Different Settings
Alam Aji Putera, M. Adnan Latief, Ali Saukah, Sri Rachmajanti………..……
15
4. Student Activities in Learning NCTM Standards with Cognitive Load
Theory Concept of Rank in Grade X Vocational High School
Arika Indah Kristiana, Suharto………………………………………………
25
5. Effect of Betel Leaves Decoctionin to Speeding Perineum Healing for
Postpartum Women in BPM Endang Sutikno Kediri
Candra Wahyuni……………………………………………………………..
30
6. The Importance of Entrepreneurship Education for Farmer
Darmadji……………………………………………………………………..
36
7. Is Internal Corporate Social Responsibility Related to Employee Engagement?
Dianawati Suryaningtyas…………………………………………………………... 46
8. Implementation of Entrepreneurial Learning Model Based on Local Wisdom
through Mind Mapping Method to Achieve the Effectiveness of Learning
Endah Andayani; Lilik Sri Hariani; Suko Winarsih; Rusno ………………….. 54
9. Entrepreneurship Learning Model Involving the Businessman (Entrepreneur in
Residence); Implementation of Social Entrepreneurship at Ciputra University
Wina Christina, Herry Purwoko, Astrid Kusumowidagdo…………………… 64
10. The Implementation of Social Science Inquiry Learning Strategy in Civics
Education
Hernawaty Damanik, I Nyoman S Degeng, Punaji Setyosari, I Wayan Dasna.. 71
iv
11. Flores Local Genius on Move (Integrating both Character Education and
Manggaraian Local Genius in Teaching English Speaking)
Hieronimus Canggung Darong………………………………………………. 78
12. The Effectiveness of Jengah Conception to Control the Students‘
Communication Anxiety in Mathematics Learning
I Made Ardana ……………………………………………………………….. 88
13. The Impact of Blended Learning towards Teaching Learning Process and
Student‘s Maturity
R. Jacobus Darmanto ; Agustinus Fahik……………………………………… 95
14. The Use of Google Slides to Build Students‘ Collaborative Work in Reading
Comprehension Skill to Master the Report Texts
Jastman………………………………………………………………………………… 103
15. Good Behaviour Game to Reduce Aggressive Behaviours on Children
Gracia Sudargo, Laura Makaria Sudargo …………………………………… 113
16. The Implementation of Curriculum 2013 on Economics by Using Scientific
Approach in SMAN Malang
Lilik Sri Hariani; Endah Andayani…………………………………………………. 122
17. Students‘ Perception of Interactive Multimedia Mediated Web-based Learning
Mclean HY, Isnawati………………………………………………………… 128
18. Building Student‘s Character through Indirect Teaching in Indonesian High
Schools
Mirjam Anugerahwati…………………………………………………………. 138
19. The Relationship between Gender, Age, and Attitude toward Mathematics
among Malaysian Gifted Students
Mohd Fadzil bin Kamarudin; Mohd Hasrul bin Kamarulzaman;
Noriah Mohd Ishak……………………………………………………………. 143
20. The Development of Learning Model for Accounting Education Based On
Islamic Ethics in Higher Institutions
Muslichah, Evi Maria ……………………………….………………………… 154
21. Integrating Sustainability Education into Higher Institutions
Muslichah; Shabrina Ramadania ……………………………………………… 167
22. Perceptions of Novice English Teachers on Student-Centre Approach in
Teaching English
Neni Nurkhamidah; Sinta Dewi Yulianti ……………………………………… 176
v
23. What is so Difficult about Learning Science through English?
Novriani Rabeka Manafre……………………………………………………
182
24. Analysis Cognitive Ability Enhancement through Cosmography
Constructivism Facilitated Media Learning Management System
Permata Ika Hidayati, Soetjipto ……………………………………………… 188
25. Micro-Hydro Power Plant Realia as Media to Enhance Students‘
Understanding on Power Plant
Radina Anggun Nurisma, Hendrik Elvian Gayuh Prasetya, Teguh Hady
Ari Wibowo …………………………………………………………………………….. 197
26. Self-Control and College Adjustment: Aspect and Measurement
Rahmah Hastuti……………………………………………………………… 204
27. The Motivation and Performance of Health as Consequence the Welfare
Employees
Ratna Wardani………………………………………………………………………… 213
28. Connection and Mathematical Disposition toward Advanced Mathematical
Thinking in APOS Mathematics Learning
Retno Marsitin…………………………………………………………………………. 221
29. An International Group Membership on Facebook and Its Effect on Giving
Feedback during Peer Review
Riza Weganofa; Henni Anggraeni; Rofi’ul Huda…………………………………. 232
30. Community Service: Empowering the Deaf
Riza Weganofa, Siti Mafulah, Fitri Anggraini……………………………………. 239
31. Critical Thinking about Education and Tax Policy in Indonesia: Study on
Cases of Tax Evasion in European Countries
Rostamaji Korniawan …………………………………………………………………. 243
32. Bilingual Concept of Cross-Linguistic Transfer: A Challenge for Contrastive
Rhetoric
Rusfandi………………………………………………………………………………… 248
33. The Use of Videos to Improve Students‘ Ability in Listening to Narrative
Texts
Widia Purnamasari; Sakti Nugroho………………………………………….. 255
34. The Use of Online Media to Enrich Student‘s Vocabulary
Siti Mafulah, Fitri Anggraini Hariyanto ……………………………………… 268
vi
35. The Development of Learning Physics Device Based on KKNI to Increase
Students‘ Mastery Concept and Critical Thinking
Sudi Dul Aji, Choirul Huda, Chandra Sundaygara, Muhammad Nur
Hudha …………………………………………………………………………. 277
36. A Survey Study on the Independence and the Openness of the Will be
Teacher
Sudiyono; Maris Kurniawati………………………………………………….. 285
37. Arts-based Responses to Cultural and Religion Identity to Inform Initial
Teacher Education
Sue Erica Smith; Ratna Suryaratri; Deasyanti Adil………………………………. 292
38. Economic Empowerment Community to Economic Institutions Pesantren
Supriyanto…………………………………………………………………….. 300
39. Critical Thinking of the Elementary School Students in Coffee Plantation Area
Based on Math Science Exemplars Task through Performance Assessment
Suratno; Dian Kurniati..................................................................................... 307
40. The Implementation of the Scientific Approach of Curriculum 2013 in English
Classes at Sekolah Menengah Atas Negeri 6 Malang
Surya Fajar Cahyo Nuraeni………………………………………………………….. 313
41. Urgency of Education Based Socioecopreneurship in Indonesia (Analysis on
Elementary Education)
Susan N H Jacobus............................................................................................ 324
42. Knowledge Management Model in the Achievement of Effectiveness of the
Organization of Private Higher Education in Malang
Tanto Gatot Sumarsono; Abdurrabi…………………………………………... 329
43. Self-Assessment of Speaking Proficiency: Students‘ Criteria and Attitude
Umi Tursini……………………………………………………………………. 341
44. Managing Instruction: Leadership Practices for Instructional Improvement in
Indonesian School Reform
Umiati Jawas………………………………………………………………….. 350
45. The Use of Creative Writing Handbook in Developing Ideas and Creativity of
English Education Department Students in Writing Class
Uun Muhaji; Irene Trisisca …………………………………………………………… 365
46. The Analysis of Banking Systemic Risk in Indonesia
Vinus Maulina, Riril Mardiana Firdaus……………………………………… 372
vii
47. The Analysis of Banking Systemic Risk and Financial Linkages in Indonesia
Vinus Maulina; Sri Wilujeng ………………………………………………… 382
48. Analysis of the Influence of the World's Oil Prices, Inflation, Interest Rate,
and Rupiah / US Dollar Exchange Rate on the Return of Mining Sector's
Shares Registered in Indonesia Stock Exchange in 2010 – 2015
Waseso Segoro, Andri Kartika ……………………………………………….
390
49. Improvement of Motivation and Learning Outcomes through Assessment of
Social Sciences Student Portofolio in State Junior High School 5 Malang
Yuli Ifana Sari, Siti Halimatus Sakdiyah, Hermina Mulyati Sudir ………….
398
50. Couched Peer Feedback: Teacher‘s Intervention in Collaborative Peer
Feedback Writing Activities
Annisa Astrid………………………………………………………………..
404
51. The Implementation of Fanpage in Creating Positioning Product for
UMKM in Jakarta And Yogyakarta
Tjipto Djuhartono, Annisaa Utami, Wening Estiningsih………………. …..
416
52. The Implementation of Bureaucracy Reform: Role of Transformational
Leadership, Organizational Culture and Employees Quality Competence as
the Mediator
Christea Frisdiantara; Harinoto....................................................................
424
53. Knowledge Management and Transformational Leadership on Employees‘
Performance Mediated by Organizational Culture
Harinoto..........................................................................................................
437
54. Establishing Reading Comprehension on Report Text through the Presence
and Absence of the Text Itself
Veranika ……………………………………………………………………… 448
55. Counseling Families through Parenting Positive Techniques in Dealing with
Authoritarian Parenting
Wiwit Wahyutiningsih ………………………………………………….........
455
56. IbW Kecamatan Kedopok Kota Probolinggo
Irma Tyasari, Enike Dwi Kusumawati, Suryaningsih, HB Sujiantoro ………
461
57. Revitalising Anti Corruption Values in Economy Development as The
Learning for Pre-service Teachers
Ninik Indawati……………………………………………………………….
466
viii
58. Innovation And Business Strategies To Enhance Firm Performance: Study
of SMEs Cluster In Malang
Rita Indah Mustikowati, Iva Nurdiana Farida ………………………………
472
59. The Development of Policy Evaluation Model of Bank Indonesia(BI) and
Otoritas Jasa Keuangan (OJK) for Mandatory Audit of BPRS
Koenta Adji Koerniawan, Irma Tyasari ……………………………………..
481
60. Community as the Actor in Empowerment: The Role of Community
Information Group of Surabaya in Building Well-informed Community
Nurul Ratna Sari……………………………………………………………..
487
61. The Air Flow as Function of Temperature in Rectangular Heated Chamber in
Solar Thermal Cyclone Wind Turbine Generator
Sugiono, A. Raharjo, Sujatmiko …………………………………………..… 499
62. Development of Android-Based Blended Learning Accompanied with Video
Tutorials To Improve Students‘ Understanding And Skill Of Computer
Programming Course
Choirul Huda, Nurul Ain ……………………………………………………. 504
63. Evaluation of Placement Policy: Correlation between Placement Test Score
and Students‘ Achievement in Integrated Course
Ayu Liskinasih, Rizky Lutviana ……………………………………………..
513
64. Application of Multiculturalism Based Approach to Improve Students‘
Understanding in Literary Critism (Case Studies in English Literature
Department of Kanjuruhan University, Malang)
Sujito…………………………………………………………………………. 519
65. Financial Performance Evaluation Department of Industry, Trade, and District
in Indonesian Market Developments in Optimized SMEs
Ida Nuryana …………………………………………………………………. 527
ix
PROCEEDING
2016 International Conference on Education & Social Science (UK-ICESS)
Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
The Use of Online Media to Enrich Student‟s Vocabulary
Siti Mafulah, Fitri Anggraini Hariyanto
ulfasengkaling@gmail.com
University of Kanjuruhan Malang
Abstract : Vocabulary is one of the important aspect to be considered in improving English
skill. Since vocabulary given to the second semester, teaching learning process
should be given as attractive as possible. Attractive media is considered as a way
to raise students motivation in mastering vocabulary. Without motivation, student
never get their understanding in grasping the lesson given. Motivation can be
affected from outside the students what is called extrinsic motivation. This paper
depicts the use of online media in enriching students‘ vocabulary. Online used as
the media while teaching and learning vocabulary. Describing the use of online
media in teaching vocabulary and the raising of students‘ motivation during the
teaching learning process. Through attractive media, teacher or lecturer can handle
the class routines easily and gives different way of teaching and gets the best
achievement.
Keywords: Online Media, Vocabulary, Motivation
INTRODUCTION
Vocabulary plays important role as one of the crucial aspect to improve four
skills in learning English. The four skills namely listening, speaking, reading and writing need
vocabulary mastery. Without vocabulary nobody can improve their English. So that lecturer or
teacher should remember the important of vocabulary mastery. It does not only involve more
than simply knowing words but also it involves the way we pronounce and spell those words
and how we use those words into sentences. Without mastering adequate vocabulary students
will cannot understand and comprehend all kinds of subject given in the class. A lecturer should
be aware of the role of vocabulary such as meaning, pronunciation, spelling and the usage of
the words. Students have to memorize vocabularies in recognizing the meaning of the
sentences.
In studying foreign language, lecturer should not forget the important of vocabulary
mastery. It involves more than simply knowing a word but also the way we pronounce and spell
those words. And how the use in a sentence. Without adequate knowing vocabularies, students
cannot fully understand the text and they cannot speak frequently. There are many difficulties in
learning vocabulary that why lecturer should give the interesting and enjoyable teaching
strategies in teaching vocabulary. Teaching model is not only influence influences the teaching
learning process but also influence the way to master vocabulary. In addition brown (1994,
p.23) said that teacher must not be sure not only the students recognize the words, but they can
attach the right meaning to the words as well. The teacher must feel sure that the words are well
explained before the students begin reading. The last teacher should emphasize relationship and
be sure that the students become familiar with he words both orally and visually.
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Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
The world is changing rapidly today, digital media technology with their reorganization
of social networks offer opportunities for lectures to challenges previous centralized learning
model through connecting, sharing, and discussing ideas outside the classroom. Moreover,
using internet we as education practitioner can some advantages such as getting more literature
as well as references with refers to academic substances, getting more information with easy.
Ito at al., (2008)discover that the use of internet technology for social networking is a pervading
feature of youth culture today, with social and recreational online media used as much as and as
often as possible. Regarding to the development of information and technology, internet
becomes easier to be accessed as an effect of latest innovation of technologies so internet can
be reached through android mobile phone as often as possible. Ani (2010) found that the
internet has become the most popularly used electronic information resources and services in
academic environments the world over by both academic and staff and students alike support
their teaching learning and research. As addition she argued that Internet facilitates with a
global exchange of ideas, collaboration in research and a quicker method of communication
electronically. Its role became prominent in distance education, conferencing and transforming
the educationist and scientist as a guide and sound observer. It creates an excellent academic
environment for the teaching communities to impart teaching and to pursue research
competently fortified with recent and relevant information
Udin (in Syawal, 2016) stated that the internet use by academic is useful for some common
needs and that the academic ranks of users are an important factor in determining the priority of
need.
The complexity of teaching vocabulary and learning vocabulary needs lecturer
creativity in teaching and learning process. So that lecturer can give their best and the students
can master the vocabulary well. Through the changing of era we can use online media.
Considering almost all the students have their own gadget and it can be used as a tool in
teaching vocabulary. Considering this situation, here the researcher wants to describe the use of
online media in learning vocabulary. And how the students responses toward online media as a
tool of learning new vocabulary.
METHOD
The aim of this study is to analyze how the use of online media in vocabulary class.
Descriptive method used in this research. Latief (2010) defines qualitative design as an inquiry
process to comprehend people‘s behavior, through complete description about cultural and
social setting where the custom occurs.The respondent of this research was students of the third
semester of English department who took vocabulary class. There were 30 students in this
class.
According to Nunan& Bailey (2009) collecting data is the procedure of gathering data
during actual language lessons or tutorial sessions, primarily by watching, listening, and
recording (rather than asking). in this research data was collected through questionnaire and
interview. The questionnaire given to the students to know how the use of online media in
vocabulary class while interview given to some students to know whether they really like
online media to improve their ability and vocabulary mastery. Questionnaire given to the
students with twelve items which the range of the answer are strongly agree, agree, so so, does
not agree and disagree at all.
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Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
FINDINGS AND DISCUSSION
Teaching vocabulary in university is a big challenge for lecturer. It seems easy to teach
this first aspect in learning English, but actually it is really difficult. Lecturer should consider
the students. They are big enough to be treated as child. We as lecturer cannot ask them to
memorize a number of vocabulary and make a list of the use of the given words and other. We
have to create our class as comfort as possible.
Through this digital era students mostly like online media and all of them have smart phone.
That‘s why in this research, the writer try to accommodate the students need in learning
vocabulary through online media.
1. How the application of online media in vocabulary class.
All of the students have their own mobile phone and most of them are categorized as
smart phone. The class started with introducing the students online media such as you tube and
BBC. Then continued with downloading the material from you tube and gave it to the students.
The application of online media given in four meetings.
At the first time students were given a list of vocabulary then they have to guess the
meaning of the vocabulary given after several minutes given they have to look at the youtube
with matching their answer with the video. The video given was without any subtitle. It was
aimed for the students to grasp the meaning with its use in sentence. So that the students not
only knowing single word but also knowing the usage of the word. After checking their answer
with the video finally they know the real meaning of each word. The result of this meeting was
they enjoyed the vocabulary class and they have a good motivation to learn vocabulary for the
next meeting. Furthermore, there were more than two students said that they will apply this
media to improve their vocabulary out side class.
The followings are the lesson plan in using online media in vocabulary class for the
first day.
Pre-activity:
1. Lecturer explains the material will be discussed.
2. Lecturer gives the students the rule how to use online media in vocabulary class
3. Lecturer gives the task and asks the students to guess each word in pairs
Find the meaning of the following words
Tea with milk
Menu
Orange Juice
Bill
Beef / Chicken
Sandwich
Apple
Mineral water
Lemon
White Coffee
Strawberry
Starter / Appetizer
Steak
Soup/Salad
Chips
Main Course
Cake
Dessert
A cup of . . .
A glass of . . .
A bottle of . . .
Whilst-activity
1. lecturer asks the students to open and access
youtubehttps://www.youtube.com/watch?v=SAhX9Dlp0Ds
2. Students watch the online video
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2016 International Conference on Education & Social Science (UK-ICESS)
Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
3. In minute 5:00 lecturer asks the students to guess what would they like to order? What would
they like to eat or to drink?
4. Students crosscheck their answer based on the video
5. Lecturer and students discuss the answer together
Post-activity
1. lecturer asks two or three students randomly to say one word and asks them the use of the
word based on the video given.
2. Lecturer give suggestion to the students to learn more outside class.
On the second day, the lecturer asked the students to watch the video of how to make
an Korean omelet. And they have to fulfill the task given by lecturer. The question were list of
needed material and the measurement, and the step of cooking. After watching at the video
three times the students have to fulfill the worksheet and they have to did the worksheet
themselves without asking to their friends. After the time was over in doing the task, the
lecturer discussed the answer together with the students through checking their answer with the
key. To make sure that their answer was true, the lecturer crosschecking the answer with
replaying the video. And discussed the right answer. If their answer were mostly wrong they
complained ‗how come my answer is wrong? I heard carefully, ma‘am?‘ but at the end they
know their mistake in grasping the vocabulary. ‗ I have to learn more ma‘am. Using online
video makes me really interested in learning vocabulary‘ .at the end of the class the lecturer
gave any motivation to stay learning English well.
The followings are the lesson plan in using online media in vocabulary class for the
second day.
Pre-activity:
1. Lecturer explains the material will be discussed.
2. Lecturer gives the students the rule how to use online media in vocabulary class
3. Lecturer gives the task and asks the students to guess each word in pairs
Find the meaning of the following words
Vocabulary (20 words)
Egg
Rice
Stir
tsp
Spam
Onion
Enoki mushroom
Seaweed
Green onion
Leek
Mixing bowl
Slice
Mince
Chop
Pour
Egg Batter
Whilst-activity
1. lecturer asks the students to open and access
youtubehttps://www.youtube.com/watch?v=bLvLkjq3VU4
2. Students watch the online video
3. Students crosscheck their answer based on the video
5. Lecturer and students discuss the students answer together
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tbsp
Cutting Board
Cut
Garnish
PROCEEDING
2016 International Conference on Education & Social Science (UK-ICESS)
Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
Put the words on your understanding of meaning!
KNOW
NOT SURE
DON‟T KNOW
1
2
3
4
5
6
etc
Classify the words into its class
NOUN
VERB
1
2
3
4
5
6
etc
ADVERB
Post-activity
1. lecturer asks two or three students randomly to say one word and asks them the use of the
word based on the video given.
2. Lecturer give suggestion to the students to learn more outside class.
On the third day, the lecturer asked the students to opened their smartphone and open
BBC.com. There are many vocabulary exercise in this site. Lecturer gave the address and
students opened the address given by the lecturer. Here the lecturer gave time in doing exercise.
They did the exercises in a piece of paper and discuss with their partner. So after doing
individually they have to discuss with a friend beside him or her. After several time in
discussing the answer, the lecturer asked to change student‘s work with other students then
discuss the answer together. The respond of this kind of topic given and the material given was
not so good. Most of them said that it is almost the same with conventional strategy and they
hate it. They want to use interesting online media for the next meeting.
The followings are the lesson plan in using online media in vocabulary class for the
third day.
Pre-activity:
1. Lecturer explains the material will be discussed.
2. Lecturer gives the students the rule how to use online media in vocabulary class
3. Lecturer gives the task and asks the students to guess each word in pairs
Whilst-activity
1. lecturer opens and access BBC.com
2. Lecturer asks the students to do the exercise
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Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
3. Lecturer and students discuss the answer together
Post-activity
1. lecturer asks two or three students randomly to say one word and asks them the use of the
word based on the video given.
2. Lecturer give suggestion to the students to learn more outside class.
The last meeting the lecturer decided to use youtube again. But the topic is different.
The students have to decide their own material and they have to make a list of vocabulary in a
piece of paper. The lecturer asked them to list at least 5 new vocabularies. The fifth vocabulary
should be introduced to other friends in a group of four. So, they collected 20 new vocabularies.
They have to list all of their friends vocab, so that they have to keep 20 new vocabularies in
their mind. Not only new vocabularies given to their friends but also they have to explain how
the use of the new vocabulary. From the material they had opened, it was varied from one to
another. There were about beauty, health, automotive, music, movie, and others. Memorizing
20 vocabularies was not as easy as who has good in memorizing. To make fair for other typical
of learning the lecturer asked the students to present their new twenty vocabularies in front of
class. They have to introduced and explained the use of each word. Finally they have more than
twenty vocabularies because there were seven group in vocabulary class. In this meeting they
feel happy because they can choose their own interest topic on online media as their source of
learning. At the end of the last meeting the lecturer asked them to answer the questionnaire.
2. Students responses toward the using online media in vocabulary class.
Based on the questionnaire given the respond of the students are different. For the
first question, ‗ I rarely find any difficulties in using online media in vocabulary class‘ γ.γ%
from the student said strongly agree, 63.3% of the students said agree, 26.7% students said so
so, 6.6% students said disagree and no students said strongly disagree of the use online media.
For the second question, I think it is easy to apply online media in vocabulary class: most of the
students said agree. It is 63.3% students or 19 students said agree that media online is easy to
be applied in vocabulary class.
The third statement is ‗I think online media is the best media to be applied in
vocabulary class‘ and the response from the students are 4γ,γ% said strongly agree, 46.7% said
agree, 6.7% students said so so and 3.3 % students said strongly disagree. It means that online
media is not the best media in learning vocabulary. Since many students think that online is not
the only media can be used in learning vocabulary. Fourth statement is I believe that using
online media can improve my vocabulary mastery. The response from the students are 33.3%
students said strongly agree, 56.7% stated agree, 3.3% students said disagree and no students
said strongly disagree. It means that there no students believe that online media is useless. It
indicate that online media can be used to improve their vocabulary.
‗I understand the material deeply about the lesson when my lecturer uses online media‘
is the fifth statement should be responded. The response toward this statement is 43.3%
students said strongly agree, 50% students said agree, 6.7% said so so and no one said disagree
or strongly disagree. It means that online media makes the material delivered well to the
students. The sixth statement is ‗My lecturer give the material well in teaching vocabulary
through online media‘. It is the view of the students how the lecturer give the material to them
and the response toward this statement is 36.7% said strongly agree, 56.5% students said agree,
6.6% said so. It indicates through the online media lecturer can deliver the material well in
vocabulary class.
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The seventh item of the questionnaire is ‗I get many input along the vocabulary class‘.
the response of the students are they mostly agree with this statement because 70% of the
amount of the students said agree and the rest are strongly agree with 13.3 % and so so 6.7%
from the total amount of the students. The eighth statement is ‗I use online media as media in
mastering English vocabulary‘. At the end of the class that use online media, it is really
amazing that there are many students still use online media as their media in improving their
vocabulary mastery. It is proved from the result of the eighth item of the questionnaire that 70%
students use online media to improve their vocabulary mastery, 16.7% said strongly agree, 10
% students said so so and the rest 3.3% of the total amount of the students sad disagree.
The ninth item of the questionnaire is ‗I ask my friends to use online media as tool to
learn vocabulary‘. the response of the students mostly they will introduce online media to other
friends. It is proved from the result of the questionnaire answer that 66.7% students do it and
the rest 10% students said strongly agree and 23.3% said so so.
In comprehending aspect, 66.7% agree that they comprehend the material well and
13.3% strongly agree and 23.3% students said so so. It can be known from the respond fro the
tenth item of questionnaire ‗ I can understand and comprehend the material well through online
media‘. The next item is ‗I think, using online as media can improve English vocabulary‘ gives
26.7% students strongly agree, 60% students agree and 3.3% students disagree. It means that
more that 75% agree with the online media as a tool to improve students‘ vocabulary mastery.
The last item of the questionnaire is ‗Using online media in vocabulary class can be
applied and it is easy to be applied‘ λ0% students said agree with 60% said agree and γ0%
stated strongly agree. It means that online media is the easiest way in learning vocabulary in the
classroom. The amount of the so so respond is only 10%. and the detail respond of the students
toward online media as a tool of learning vocabulary can be seen on the table below.
Table3.1 the percentage of students respond toward online media in vocabulary class
no statements
1
2
3
4
5
6
7
8
9
I rarely find any difficulties in using
online media in vocabulary class
I think it is easy to apply online media
in vocabulary class
I think online media is the best media
to be applied in vocabulary class
I believe that using online media can
improve my vocabulary mastery
I understand the material deeply about
the lesson when my lecturer uses
online media
My lecturer give the material well in
teaching vocabulary through online
media
I get many input along the vocabulary
class
I use online media as media in
mastering English vocabulary
I ask my friends to use online media
as tool to learn vocabulary
SA
3.3
percentage (%)
A
SS
DA
63.3 26.7 6.7
SDA
0
100
0
63.3
36.7
0
0
100
43.3
46.7
6.7
0
3.3
100
33.3
56.7
6.7
3.3
0
100
43.3
50
6.7
0
0
100
36.7
56.7
6.7
0
0
100
13,3
70
16.7
0
0
100
16.7
70
10
3.3
0
100
10
66.7
23.3
0
0
100
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I can understand and comprehend the
material well through online media
11 I think, using online as media can
improve English vocabulary
Using online media in vocabulary class
12 can be applied and it is easy to be
applied
10
13.3
66.7
16.7
3.3
0
100
26.7
70
0
3.3
0
100
30
60
10
0
0
100
*SA= strongly agree A=agree SS= so so DA= disagree SDA=strongly disagree
From the result above can be interpreted that mostly students in vocabulary class like to learn
English through online media. Online media can help them to raise their motivation in
mastering vocabulary.
The internet continues to be used worldwide and has changed the pattern of life in
recent decades Zou, et al 2014 in Syawal 2016. many positive aspect that can be taken from the
using of internet. If we want to make internet or online media as our tool in gathering
information so internet or online media give many advantages fro us. In language learning
internet or online media takes really important thing to be considered. Because online media
provide all kinds of information that we need. We as lecturer even abuse the internet use in our
class, so that we as lecturer has to use online or internet as proper as well. Online media now is
easy to be applied in class out outside the class. Through give the students the right material
and the right way in using online media students can apply the right thing for their English.
Moreover they can use online media outside the class.
CONCLUSION
Technology is not new to human being. It can be viewed from myriad around us that
use technology as any kinds of tools. In education form lecturer have to change their way of
teaching and accommodate students need in learning English. Using online media such as
youtube and BBC.com or British council.com can be an alternative media. Lecturer literacy and
love for innovate techniques of teaching not only enliven the classroom environment but also
enthuse the learners to evince keen interest in the proceedings taken place.
More and more students like their own smart phone than lecturer explanation about the
lesson. So lecturer have to take advantages from this situation. Lecturer can use their hand
phone as a tool to make classroom more life enjoyable. Through using hand phone as the tool
there are many advantages. First, students are allowed to bring and open their mobile phone.
Second, student are happy because they can learn what from the media they like to. Third,
students can grasp the word, knowing how to pronounce the word and the use of the word in
the right context. Things that have to consider is lecturer has to remind the student that the use
of online media is only for academic side only. Lecturer has to make a strict rule at the first
time before the online media used in class and make sure that students only open the site that
suitable with the material.
REFERENCES
Ani, O.E. (2010).internet access and use a study of undergraduate students in three Nigerian
universities, 28(40), 555-567. http://doi.org/10.1108/02640471011065373
275
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Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
Brown, H.D. (1994). principles of language learning and teaching. San Francisco: San
Francisco state University
Ito, M. et al. (2008).living and learning with new media: summary of findings fro the digital
youth project. The John D and Catherine T MacArthur Foundation Reports on digital
media and learning.
Latief, M.A. 2010. Tanya jawabpenelitianpembelajaranbahasa. Malang: UM press.
Syawal et al. (β016) internet abuse towards students‘ assignment.6γrdTeflin proceedings.
Surabaya: adibhuana university press.
Nunan, D.&Bailey, K.M.(2009) Exploring Second Language Classroom Research: A
Comprehensive Guide. Australia: Heinle, Cengage Learning
www.youtube.com
www.bbc.com
www.britishcouncil.com
276
2016 International Conference on
Education and Social Science (UK-ICESS)
“Educational and Social Issues in the
Changing Asia”
ISBN: 978-602-19859-7-7
Malang, Indonesia
November 9-10, 2016
Universitas Kanjuruhan
Malang
Jl. S.Supriadi No. 48
Malang, Indonesia – 65148
Tel. (+62)341-801488
Fax. (+62)341-831532
www.unikama.ac.id
www.uk-icess.org
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(UK-ICESS)
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ISBN: 978-602-19859-7-7
Reviewers
Prof. Dr. Sudjijono, M.Hum
Prof. Dr. Laurens Kaluge
Dr. Supriyanto
Umi Tursini, Ph.D
Umiati Jawas, Ph.D
Rusfandi, Ph.D
Editors
Ayu Liskinasih, M.Pd
Uun Muhaji, M.Pd
Dr. Permata Ika Hidayati
Hena Dian Ayu, M.Si, M.Pd
Cover Design
Susiati
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Universitas Kanjuruhan Malang
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First printing, November 2016
Copyright ©2016 by Universitas Kanjuruhan Malang
The texts of the papers in this volume were set individually by the authors or under their
supervision. Only minor corrections to the text may have been carried out by the
publisher. By submitting the paper to the 2016 International Conference in Education and
Social Sciences (UK-ICESS), the authors agree that they are fully responsible to obtain
all the written permission to reproduce figures, tables, and text from copyrighted material.
The authors are also responsible to give sufficient credit included in the texts, figures,
legends, or tables. The organizer of the conference, reviewers of the papers, editors, and
the publisher of the proceedings are not responsible for any copyright infringement and
the damage they may cause.
ii
PREFACE
The 2016 International Conference on Education and Social Science (UKICESS) is the first international conference hosted by Universitas Kanjuruhan
Malang as a part of its XLI Dies Natalis commemoration. This international
conference invites all educators and researchers in the field of education and
social sciences to share latest issues, research, and information in these areas.
Thus, as an important part of this academic forum, the organizing committee is
pleased to present the Proceeding of 2016 International Conference on Education
and Social Sciences which brings up the main theme of Educational and Social
Issues in the Changing Asia.
There are 65 papers in this compilation, covering various topics around the
theme of educational and social issues in the changing Asia which were studied
from vast research areas; such as economics, health, education, language, arts,
technology, geography, civics, and entrepreneurship. It is expected that all papers
in this proceeding will enrich our knowledge and broaden our insights of current
issues, trends, research, and information in the areas of education and social
sciences.
Lastly, the organizing committee would like to deliver great appreciation
to writers, presenters, and all parties who have been contributing to the
publication of this proceeding.
Malang, November 2016
The Committee
iii
TABLE OF CONTENT
Preface …………………………………………………………………………… iii
Table of Content …………………………………………………………………. iv
Conference Papers
1. The Application of Cooperative Learning Model (Tutor and Tutee) in the
Playing Outdoor Activities for Early Childhood
Achmadi; Aisyah…………………………………………………………………….... 1
2. Parenting Parents in Developing Character Education in Early Childhood
Aisyah; Isabella Hasiana ……………………………..……………………………... 8
3. Looking beyond Teacher‘s Classroom Management: EFL Teachers‘
Pedagogical Knowledge from Different Backgrounds in Teaching Autistic
Students in Different Settings
Alam Aji Putera, M. Adnan Latief, Ali Saukah, Sri Rachmajanti………..……
15
4. Student Activities in Learning NCTM Standards with Cognitive Load
Theory Concept of Rank in Grade X Vocational High School
Arika Indah Kristiana, Suharto………………………………………………
25
5. Effect of Betel Leaves Decoctionin to Speeding Perineum Healing for
Postpartum Women in BPM Endang Sutikno Kediri
Candra Wahyuni……………………………………………………………..
30
6. The Importance of Entrepreneurship Education for Farmer
Darmadji……………………………………………………………………..
36
7. Is Internal Corporate Social Responsibility Related to Employee Engagement?
Dianawati Suryaningtyas…………………………………………………………... 46
8. Implementation of Entrepreneurial Learning Model Based on Local Wisdom
through Mind Mapping Method to Achieve the Effectiveness of Learning
Endah Andayani; Lilik Sri Hariani; Suko Winarsih; Rusno ………………….. 54
9. Entrepreneurship Learning Model Involving the Businessman (Entrepreneur in
Residence); Implementation of Social Entrepreneurship at Ciputra University
Wina Christina, Herry Purwoko, Astrid Kusumowidagdo…………………… 64
10. The Implementation of Social Science Inquiry Learning Strategy in Civics
Education
Hernawaty Damanik, I Nyoman S Degeng, Punaji Setyosari, I Wayan Dasna.. 71
iv
11. Flores Local Genius on Move (Integrating both Character Education and
Manggaraian Local Genius in Teaching English Speaking)
Hieronimus Canggung Darong………………………………………………. 78
12. The Effectiveness of Jengah Conception to Control the Students‘
Communication Anxiety in Mathematics Learning
I Made Ardana ……………………………………………………………….. 88
13. The Impact of Blended Learning towards Teaching Learning Process and
Student‘s Maturity
R. Jacobus Darmanto ; Agustinus Fahik……………………………………… 95
14. The Use of Google Slides to Build Students‘ Collaborative Work in Reading
Comprehension Skill to Master the Report Texts
Jastman………………………………………………………………………………… 103
15. Good Behaviour Game to Reduce Aggressive Behaviours on Children
Gracia Sudargo, Laura Makaria Sudargo …………………………………… 113
16. The Implementation of Curriculum 2013 on Economics by Using Scientific
Approach in SMAN Malang
Lilik Sri Hariani; Endah Andayani…………………………………………………. 122
17. Students‘ Perception of Interactive Multimedia Mediated Web-based Learning
Mclean HY, Isnawati………………………………………………………… 128
18. Building Student‘s Character through Indirect Teaching in Indonesian High
Schools
Mirjam Anugerahwati…………………………………………………………. 138
19. The Relationship between Gender, Age, and Attitude toward Mathematics
among Malaysian Gifted Students
Mohd Fadzil bin Kamarudin; Mohd Hasrul bin Kamarulzaman;
Noriah Mohd Ishak……………………………………………………………. 143
20. The Development of Learning Model for Accounting Education Based On
Islamic Ethics in Higher Institutions
Muslichah, Evi Maria ……………………………….………………………… 154
21. Integrating Sustainability Education into Higher Institutions
Muslichah; Shabrina Ramadania ……………………………………………… 167
22. Perceptions of Novice English Teachers on Student-Centre Approach in
Teaching English
Neni Nurkhamidah; Sinta Dewi Yulianti ……………………………………… 176
v
23. What is so Difficult about Learning Science through English?
Novriani Rabeka Manafre……………………………………………………
182
24. Analysis Cognitive Ability Enhancement through Cosmography
Constructivism Facilitated Media Learning Management System
Permata Ika Hidayati, Soetjipto ……………………………………………… 188
25. Micro-Hydro Power Plant Realia as Media to Enhance Students‘
Understanding on Power Plant
Radina Anggun Nurisma, Hendrik Elvian Gayuh Prasetya, Teguh Hady
Ari Wibowo …………………………………………………………………………….. 197
26. Self-Control and College Adjustment: Aspect and Measurement
Rahmah Hastuti……………………………………………………………… 204
27. The Motivation and Performance of Health as Consequence the Welfare
Employees
Ratna Wardani………………………………………………………………………… 213
28. Connection and Mathematical Disposition toward Advanced Mathematical
Thinking in APOS Mathematics Learning
Retno Marsitin…………………………………………………………………………. 221
29. An International Group Membership on Facebook and Its Effect on Giving
Feedback during Peer Review
Riza Weganofa; Henni Anggraeni; Rofi’ul Huda…………………………………. 232
30. Community Service: Empowering the Deaf
Riza Weganofa, Siti Mafulah, Fitri Anggraini……………………………………. 239
31. Critical Thinking about Education and Tax Policy in Indonesia: Study on
Cases of Tax Evasion in European Countries
Rostamaji Korniawan …………………………………………………………………. 243
32. Bilingual Concept of Cross-Linguistic Transfer: A Challenge for Contrastive
Rhetoric
Rusfandi………………………………………………………………………………… 248
33. The Use of Videos to Improve Students‘ Ability in Listening to Narrative
Texts
Widia Purnamasari; Sakti Nugroho………………………………………….. 255
34. The Use of Online Media to Enrich Student‘s Vocabulary
Siti Mafulah, Fitri Anggraini Hariyanto ……………………………………… 268
vi
35. The Development of Learning Physics Device Based on KKNI to Increase
Students‘ Mastery Concept and Critical Thinking
Sudi Dul Aji, Choirul Huda, Chandra Sundaygara, Muhammad Nur
Hudha …………………………………………………………………………. 277
36. A Survey Study on the Independence and the Openness of the Will be
Teacher
Sudiyono; Maris Kurniawati………………………………………………….. 285
37. Arts-based Responses to Cultural and Religion Identity to Inform Initial
Teacher Education
Sue Erica Smith; Ratna Suryaratri; Deasyanti Adil………………………………. 292
38. Economic Empowerment Community to Economic Institutions Pesantren
Supriyanto…………………………………………………………………….. 300
39. Critical Thinking of the Elementary School Students in Coffee Plantation Area
Based on Math Science Exemplars Task through Performance Assessment
Suratno; Dian Kurniati..................................................................................... 307
40. The Implementation of the Scientific Approach of Curriculum 2013 in English
Classes at Sekolah Menengah Atas Negeri 6 Malang
Surya Fajar Cahyo Nuraeni………………………………………………………….. 313
41. Urgency of Education Based Socioecopreneurship in Indonesia (Analysis on
Elementary Education)
Susan N H Jacobus............................................................................................ 324
42. Knowledge Management Model in the Achievement of Effectiveness of the
Organization of Private Higher Education in Malang
Tanto Gatot Sumarsono; Abdurrabi…………………………………………... 329
43. Self-Assessment of Speaking Proficiency: Students‘ Criteria and Attitude
Umi Tursini……………………………………………………………………. 341
44. Managing Instruction: Leadership Practices for Instructional Improvement in
Indonesian School Reform
Umiati Jawas………………………………………………………………….. 350
45. The Use of Creative Writing Handbook in Developing Ideas and Creativity of
English Education Department Students in Writing Class
Uun Muhaji; Irene Trisisca …………………………………………………………… 365
46. The Analysis of Banking Systemic Risk in Indonesia
Vinus Maulina, Riril Mardiana Firdaus……………………………………… 372
vii
47. The Analysis of Banking Systemic Risk and Financial Linkages in Indonesia
Vinus Maulina; Sri Wilujeng ………………………………………………… 382
48. Analysis of the Influence of the World's Oil Prices, Inflation, Interest Rate,
and Rupiah / US Dollar Exchange Rate on the Return of Mining Sector's
Shares Registered in Indonesia Stock Exchange in 2010 – 2015
Waseso Segoro, Andri Kartika ……………………………………………….
390
49. Improvement of Motivation and Learning Outcomes through Assessment of
Social Sciences Student Portofolio in State Junior High School 5 Malang
Yuli Ifana Sari, Siti Halimatus Sakdiyah, Hermina Mulyati Sudir ………….
398
50. Couched Peer Feedback: Teacher‘s Intervention in Collaborative Peer
Feedback Writing Activities
Annisa Astrid………………………………………………………………..
404
51. The Implementation of Fanpage in Creating Positioning Product for
UMKM in Jakarta And Yogyakarta
Tjipto Djuhartono, Annisaa Utami, Wening Estiningsih………………. …..
416
52. The Implementation of Bureaucracy Reform: Role of Transformational
Leadership, Organizational Culture and Employees Quality Competence as
the Mediator
Christea Frisdiantara; Harinoto....................................................................
424
53. Knowledge Management and Transformational Leadership on Employees‘
Performance Mediated by Organizational Culture
Harinoto..........................................................................................................
437
54. Establishing Reading Comprehension on Report Text through the Presence
and Absence of the Text Itself
Veranika ……………………………………………………………………… 448
55. Counseling Families through Parenting Positive Techniques in Dealing with
Authoritarian Parenting
Wiwit Wahyutiningsih ………………………………………………….........
455
56. IbW Kecamatan Kedopok Kota Probolinggo
Irma Tyasari, Enike Dwi Kusumawati, Suryaningsih, HB Sujiantoro ………
461
57. Revitalising Anti Corruption Values in Economy Development as The
Learning for Pre-service Teachers
Ninik Indawati……………………………………………………………….
466
viii
58. Innovation And Business Strategies To Enhance Firm Performance: Study
of SMEs Cluster In Malang
Rita Indah Mustikowati, Iva Nurdiana Farida ………………………………
472
59. The Development of Policy Evaluation Model of Bank Indonesia(BI) and
Otoritas Jasa Keuangan (OJK) for Mandatory Audit of BPRS
Koenta Adji Koerniawan, Irma Tyasari ……………………………………..
481
60. Community as the Actor in Empowerment: The Role of Community
Information Group of Surabaya in Building Well-informed Community
Nurul Ratna Sari……………………………………………………………..
487
61. The Air Flow as Function of Temperature in Rectangular Heated Chamber in
Solar Thermal Cyclone Wind Turbine Generator
Sugiono, A. Raharjo, Sujatmiko …………………………………………..… 499
62. Development of Android-Based Blended Learning Accompanied with Video
Tutorials To Improve Students‘ Understanding And Skill Of Computer
Programming Course
Choirul Huda, Nurul Ain ……………………………………………………. 504
63. Evaluation of Placement Policy: Correlation between Placement Test Score
and Students‘ Achievement in Integrated Course
Ayu Liskinasih, Rizky Lutviana ……………………………………………..
513
64. Application of Multiculturalism Based Approach to Improve Students‘
Understanding in Literary Critism (Case Studies in English Literature
Department of Kanjuruhan University, Malang)
Sujito…………………………………………………………………………. 519
65. Financial Performance Evaluation Department of Industry, Trade, and District
in Indonesian Market Developments in Optimized SMEs
Ida Nuryana …………………………………………………………………. 527
ix
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The Use of Online Media to Enrich Student‟s Vocabulary
Siti Mafulah, Fitri Anggraini Hariyanto
ulfasengkaling@gmail.com
University of Kanjuruhan Malang
Abstract : Vocabulary is one of the important aspect to be considered in improving English
skill. Since vocabulary given to the second semester, teaching learning process
should be given as attractive as possible. Attractive media is considered as a way
to raise students motivation in mastering vocabulary. Without motivation, student
never get their understanding in grasping the lesson given. Motivation can be
affected from outside the students what is called extrinsic motivation. This paper
depicts the use of online media in enriching students‘ vocabulary. Online used as
the media while teaching and learning vocabulary. Describing the use of online
media in teaching vocabulary and the raising of students‘ motivation during the
teaching learning process. Through attractive media, teacher or lecturer can handle
the class routines easily and gives different way of teaching and gets the best
achievement.
Keywords: Online Media, Vocabulary, Motivation
INTRODUCTION
Vocabulary plays important role as one of the crucial aspect to improve four
skills in learning English. The four skills namely listening, speaking, reading and writing need
vocabulary mastery. Without vocabulary nobody can improve their English. So that lecturer or
teacher should remember the important of vocabulary mastery. It does not only involve more
than simply knowing words but also it involves the way we pronounce and spell those words
and how we use those words into sentences. Without mastering adequate vocabulary students
will cannot understand and comprehend all kinds of subject given in the class. A lecturer should
be aware of the role of vocabulary such as meaning, pronunciation, spelling and the usage of
the words. Students have to memorize vocabularies in recognizing the meaning of the
sentences.
In studying foreign language, lecturer should not forget the important of vocabulary
mastery. It involves more than simply knowing a word but also the way we pronounce and spell
those words. And how the use in a sentence. Without adequate knowing vocabularies, students
cannot fully understand the text and they cannot speak frequently. There are many difficulties in
learning vocabulary that why lecturer should give the interesting and enjoyable teaching
strategies in teaching vocabulary. Teaching model is not only influence influences the teaching
learning process but also influence the way to master vocabulary. In addition brown (1994,
p.23) said that teacher must not be sure not only the students recognize the words, but they can
attach the right meaning to the words as well. The teacher must feel sure that the words are well
explained before the students begin reading. The last teacher should emphasize relationship and
be sure that the students become familiar with he words both orally and visually.
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The world is changing rapidly today, digital media technology with their reorganization
of social networks offer opportunities for lectures to challenges previous centralized learning
model through connecting, sharing, and discussing ideas outside the classroom. Moreover,
using internet we as education practitioner can some advantages such as getting more literature
as well as references with refers to academic substances, getting more information with easy.
Ito at al., (2008)discover that the use of internet technology for social networking is a pervading
feature of youth culture today, with social and recreational online media used as much as and as
often as possible. Regarding to the development of information and technology, internet
becomes easier to be accessed as an effect of latest innovation of technologies so internet can
be reached through android mobile phone as often as possible. Ani (2010) found that the
internet has become the most popularly used electronic information resources and services in
academic environments the world over by both academic and staff and students alike support
their teaching learning and research. As addition she argued that Internet facilitates with a
global exchange of ideas, collaboration in research and a quicker method of communication
electronically. Its role became prominent in distance education, conferencing and transforming
the educationist and scientist as a guide and sound observer. It creates an excellent academic
environment for the teaching communities to impart teaching and to pursue research
competently fortified with recent and relevant information
Udin (in Syawal, 2016) stated that the internet use by academic is useful for some common
needs and that the academic ranks of users are an important factor in determining the priority of
need.
The complexity of teaching vocabulary and learning vocabulary needs lecturer
creativity in teaching and learning process. So that lecturer can give their best and the students
can master the vocabulary well. Through the changing of era we can use online media.
Considering almost all the students have their own gadget and it can be used as a tool in
teaching vocabulary. Considering this situation, here the researcher wants to describe the use of
online media in learning vocabulary. And how the students responses toward online media as a
tool of learning new vocabulary.
METHOD
The aim of this study is to analyze how the use of online media in vocabulary class.
Descriptive method used in this research. Latief (2010) defines qualitative design as an inquiry
process to comprehend people‘s behavior, through complete description about cultural and
social setting where the custom occurs.The respondent of this research was students of the third
semester of English department who took vocabulary class. There were 30 students in this
class.
According to Nunan& Bailey (2009) collecting data is the procedure of gathering data
during actual language lessons or tutorial sessions, primarily by watching, listening, and
recording (rather than asking). in this research data was collected through questionnaire and
interview. The questionnaire given to the students to know how the use of online media in
vocabulary class while interview given to some students to know whether they really like
online media to improve their ability and vocabulary mastery. Questionnaire given to the
students with twelve items which the range of the answer are strongly agree, agree, so so, does
not agree and disagree at all.
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FINDINGS AND DISCUSSION
Teaching vocabulary in university is a big challenge for lecturer. It seems easy to teach
this first aspect in learning English, but actually it is really difficult. Lecturer should consider
the students. They are big enough to be treated as child. We as lecturer cannot ask them to
memorize a number of vocabulary and make a list of the use of the given words and other. We
have to create our class as comfort as possible.
Through this digital era students mostly like online media and all of them have smart phone.
That‘s why in this research, the writer try to accommodate the students need in learning
vocabulary through online media.
1. How the application of online media in vocabulary class.
All of the students have their own mobile phone and most of them are categorized as
smart phone. The class started with introducing the students online media such as you tube and
BBC. Then continued with downloading the material from you tube and gave it to the students.
The application of online media given in four meetings.
At the first time students were given a list of vocabulary then they have to guess the
meaning of the vocabulary given after several minutes given they have to look at the youtube
with matching their answer with the video. The video given was without any subtitle. It was
aimed for the students to grasp the meaning with its use in sentence. So that the students not
only knowing single word but also knowing the usage of the word. After checking their answer
with the video finally they know the real meaning of each word. The result of this meeting was
they enjoyed the vocabulary class and they have a good motivation to learn vocabulary for the
next meeting. Furthermore, there were more than two students said that they will apply this
media to improve their vocabulary out side class.
The followings are the lesson plan in using online media in vocabulary class for the
first day.
Pre-activity:
1. Lecturer explains the material will be discussed.
2. Lecturer gives the students the rule how to use online media in vocabulary class
3. Lecturer gives the task and asks the students to guess each word in pairs
Find the meaning of the following words
Tea with milk
Menu
Orange Juice
Bill
Beef / Chicken
Sandwich
Apple
Mineral water
Lemon
White Coffee
Strawberry
Starter / Appetizer
Steak
Soup/Salad
Chips
Main Course
Cake
Dessert
A cup of . . .
A glass of . . .
A bottle of . . .
Whilst-activity
1. lecturer asks the students to open and access
youtubehttps://www.youtube.com/watch?v=SAhX9Dlp0Ds
2. Students watch the online video
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3. In minute 5:00 lecturer asks the students to guess what would they like to order? What would
they like to eat or to drink?
4. Students crosscheck their answer based on the video
5. Lecturer and students discuss the answer together
Post-activity
1. lecturer asks two or three students randomly to say one word and asks them the use of the
word based on the video given.
2. Lecturer give suggestion to the students to learn more outside class.
On the second day, the lecturer asked the students to watch the video of how to make
an Korean omelet. And they have to fulfill the task given by lecturer. The question were list of
needed material and the measurement, and the step of cooking. After watching at the video
three times the students have to fulfill the worksheet and they have to did the worksheet
themselves without asking to their friends. After the time was over in doing the task, the
lecturer discussed the answer together with the students through checking their answer with the
key. To make sure that their answer was true, the lecturer crosschecking the answer with
replaying the video. And discussed the right answer. If their answer were mostly wrong they
complained ‗how come my answer is wrong? I heard carefully, ma‘am?‘ but at the end they
know their mistake in grasping the vocabulary. ‗ I have to learn more ma‘am. Using online
video makes me really interested in learning vocabulary‘ .at the end of the class the lecturer
gave any motivation to stay learning English well.
The followings are the lesson plan in using online media in vocabulary class for the
second day.
Pre-activity:
1. Lecturer explains the material will be discussed.
2. Lecturer gives the students the rule how to use online media in vocabulary class
3. Lecturer gives the task and asks the students to guess each word in pairs
Find the meaning of the following words
Vocabulary (20 words)
Egg
Rice
Stir
tsp
Spam
Onion
Enoki mushroom
Seaweed
Green onion
Leek
Mixing bowl
Slice
Mince
Chop
Pour
Egg Batter
Whilst-activity
1. lecturer asks the students to open and access
youtubehttps://www.youtube.com/watch?v=bLvLkjq3VU4
2. Students watch the online video
3. Students crosscheck their answer based on the video
5. Lecturer and students discuss the students answer together
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Cutting Board
Cut
Garnish
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Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
Put the words on your understanding of meaning!
KNOW
NOT SURE
DON‟T KNOW
1
2
3
4
5
6
etc
Classify the words into its class
NOUN
VERB
1
2
3
4
5
6
etc
ADVERB
Post-activity
1. lecturer asks two or three students randomly to say one word and asks them the use of the
word based on the video given.
2. Lecturer give suggestion to the students to learn more outside class.
On the third day, the lecturer asked the students to opened their smartphone and open
BBC.com. There are many vocabulary exercise in this site. Lecturer gave the address and
students opened the address given by the lecturer. Here the lecturer gave time in doing exercise.
They did the exercises in a piece of paper and discuss with their partner. So after doing
individually they have to discuss with a friend beside him or her. After several time in
discussing the answer, the lecturer asked to change student‘s work with other students then
discuss the answer together. The respond of this kind of topic given and the material given was
not so good. Most of them said that it is almost the same with conventional strategy and they
hate it. They want to use interesting online media for the next meeting.
The followings are the lesson plan in using online media in vocabulary class for the
third day.
Pre-activity:
1. Lecturer explains the material will be discussed.
2. Lecturer gives the students the rule how to use online media in vocabulary class
3. Lecturer gives the task and asks the students to guess each word in pairs
Whilst-activity
1. lecturer opens and access BBC.com
2. Lecturer asks the students to do the exercise
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3. Lecturer and students discuss the answer together
Post-activity
1. lecturer asks two or three students randomly to say one word and asks them the use of the
word based on the video given.
2. Lecturer give suggestion to the students to learn more outside class.
The last meeting the lecturer decided to use youtube again. But the topic is different.
The students have to decide their own material and they have to make a list of vocabulary in a
piece of paper. The lecturer asked them to list at least 5 new vocabularies. The fifth vocabulary
should be introduced to other friends in a group of four. So, they collected 20 new vocabularies.
They have to list all of their friends vocab, so that they have to keep 20 new vocabularies in
their mind. Not only new vocabularies given to their friends but also they have to explain how
the use of the new vocabulary. From the material they had opened, it was varied from one to
another. There were about beauty, health, automotive, music, movie, and others. Memorizing
20 vocabularies was not as easy as who has good in memorizing. To make fair for other typical
of learning the lecturer asked the students to present their new twenty vocabularies in front of
class. They have to introduced and explained the use of each word. Finally they have more than
twenty vocabularies because there were seven group in vocabulary class. In this meeting they
feel happy because they can choose their own interest topic on online media as their source of
learning. At the end of the last meeting the lecturer asked them to answer the questionnaire.
2. Students responses toward the using online media in vocabulary class.
Based on the questionnaire given the respond of the students are different. For the
first question, ‗ I rarely find any difficulties in using online media in vocabulary class‘ γ.γ%
from the student said strongly agree, 63.3% of the students said agree, 26.7% students said so
so, 6.6% students said disagree and no students said strongly disagree of the use online media.
For the second question, I think it is easy to apply online media in vocabulary class: most of the
students said agree. It is 63.3% students or 19 students said agree that media online is easy to
be applied in vocabulary class.
The third statement is ‗I think online media is the best media to be applied in
vocabulary class‘ and the response from the students are 4γ,γ% said strongly agree, 46.7% said
agree, 6.7% students said so so and 3.3 % students said strongly disagree. It means that online
media is not the best media in learning vocabulary. Since many students think that online is not
the only media can be used in learning vocabulary. Fourth statement is I believe that using
online media can improve my vocabulary mastery. The response from the students are 33.3%
students said strongly agree, 56.7% stated agree, 3.3% students said disagree and no students
said strongly disagree. It means that there no students believe that online media is useless. It
indicate that online media can be used to improve their vocabulary.
‗I understand the material deeply about the lesson when my lecturer uses online media‘
is the fifth statement should be responded. The response toward this statement is 43.3%
students said strongly agree, 50% students said agree, 6.7% said so so and no one said disagree
or strongly disagree. It means that online media makes the material delivered well to the
students. The sixth statement is ‗My lecturer give the material well in teaching vocabulary
through online media‘. It is the view of the students how the lecturer give the material to them
and the response toward this statement is 36.7% said strongly agree, 56.5% students said agree,
6.6% said so. It indicates through the online media lecturer can deliver the material well in
vocabulary class.
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The seventh item of the questionnaire is ‗I get many input along the vocabulary class‘.
the response of the students are they mostly agree with this statement because 70% of the
amount of the students said agree and the rest are strongly agree with 13.3 % and so so 6.7%
from the total amount of the students. The eighth statement is ‗I use online media as media in
mastering English vocabulary‘. At the end of the class that use online media, it is really
amazing that there are many students still use online media as their media in improving their
vocabulary mastery. It is proved from the result of the eighth item of the questionnaire that 70%
students use online media to improve their vocabulary mastery, 16.7% said strongly agree, 10
% students said so so and the rest 3.3% of the total amount of the students sad disagree.
The ninth item of the questionnaire is ‗I ask my friends to use online media as tool to
learn vocabulary‘. the response of the students mostly they will introduce online media to other
friends. It is proved from the result of the questionnaire answer that 66.7% students do it and
the rest 10% students said strongly agree and 23.3% said so so.
In comprehending aspect, 66.7% agree that they comprehend the material well and
13.3% strongly agree and 23.3% students said so so. It can be known from the respond fro the
tenth item of questionnaire ‗ I can understand and comprehend the material well through online
media‘. The next item is ‗I think, using online as media can improve English vocabulary‘ gives
26.7% students strongly agree, 60% students agree and 3.3% students disagree. It means that
more that 75% agree with the online media as a tool to improve students‘ vocabulary mastery.
The last item of the questionnaire is ‗Using online media in vocabulary class can be
applied and it is easy to be applied‘ λ0% students said agree with 60% said agree and γ0%
stated strongly agree. It means that online media is the easiest way in learning vocabulary in the
classroom. The amount of the so so respond is only 10%. and the detail respond of the students
toward online media as a tool of learning vocabulary can be seen on the table below.
Table3.1 the percentage of students respond toward online media in vocabulary class
no statements
1
2
3
4
5
6
7
8
9
I rarely find any difficulties in using
online media in vocabulary class
I think it is easy to apply online media
in vocabulary class
I think online media is the best media
to be applied in vocabulary class
I believe that using online media can
improve my vocabulary mastery
I understand the material deeply about
the lesson when my lecturer uses
online media
My lecturer give the material well in
teaching vocabulary through online
media
I get many input along the vocabulary
class
I use online media as media in
mastering English vocabulary
I ask my friends to use online media
as tool to learn vocabulary
SA
3.3
percentage (%)
A
SS
DA
63.3 26.7 6.7
SDA
0
100
0
63.3
36.7
0
0
100
43.3
46.7
6.7
0
3.3
100
33.3
56.7
6.7
3.3
0
100
43.3
50
6.7
0
0
100
36.7
56.7
6.7
0
0
100
13,3
70
16.7
0
0
100
16.7
70
10
3.3
0
100
10
66.7
23.3
0
0
100
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I can understand and comprehend the
material well through online media
11 I think, using online as media can
improve English vocabulary
Using online media in vocabulary class
12 can be applied and it is easy to be
applied
10
13.3
66.7
16.7
3.3
0
100
26.7
70
0
3.3
0
100
30
60
10
0
0
100
*SA= strongly agree A=agree SS= so so DA= disagree SDA=strongly disagree
From the result above can be interpreted that mostly students in vocabulary class like to learn
English through online media. Online media can help them to raise their motivation in
mastering vocabulary.
The internet continues to be used worldwide and has changed the pattern of life in
recent decades Zou, et al 2014 in Syawal 2016. many positive aspect that can be taken from the
using of internet. If we want to make internet or online media as our tool in gathering
information so internet or online media give many advantages fro us. In language learning
internet or online media takes really important thing to be considered. Because online media
provide all kinds of information that we need. We as lecturer even abuse the internet use in our
class, so that we as lecturer has to use online or internet as proper as well. Online media now is
easy to be applied in class out outside the class. Through give the students the right material
and the right way in using online media students can apply the right thing for their English.
Moreover they can use online media outside the class.
CONCLUSION
Technology is not new to human being. It can be viewed from myriad around us that
use technology as any kinds of tools. In education form lecturer have to change their way of
teaching and accommodate students need in learning English. Using online media such as
youtube and BBC.com or British council.com can be an alternative media. Lecturer literacy and
love for innovate techniques of teaching not only enliven the classroom environment but also
enthuse the learners to evince keen interest in the proceedings taken place.
More and more students like their own smart phone than lecturer explanation about the
lesson. So lecturer have to take advantages from this situation. Lecturer can use their hand
phone as a tool to make classroom more life enjoyable. Through using hand phone as the tool
there are many advantages. First, students are allowed to bring and open their mobile phone.
Second, student are happy because they can learn what from the media they like to. Third,
students can grasp the word, knowing how to pronounce the word and the use of the word in
the right context. Things that have to consider is lecturer has to remind the student that the use
of online media is only for academic side only. Lecturer has to make a strict rule at the first
time before the online media used in class and make sure that students only open the site that
suitable with the material.
REFERENCES
Ani, O.E. (2010).internet access and use a study of undergraduate students in three Nigerian
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Educational and Social Issues in the Changing Asia
ISBN: 978-602-19859-7-7
Brown, H.D. (1994). principles of language learning and teaching. San Francisco: San
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Ito, M. et al. (2008).living and learning with new media: summary of findings fro the digital
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Latief, M.A. 2010. Tanya jawabpenelitianpembelajaranbahasa. Malang: UM press.
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Nunan, D.&Bailey, K.M.(2009) Exploring Second Language Classroom Research: A
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www.youtube.com
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