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PROCEEDINGS The First International Seminar of Language, Arts, and Literature Education (ISLALE ), 2018 FBS

PROCEEDINGS

The First International Seminar of Language, Arts, and Literature Education (ISLALE), 2018 FBS Unimed September,6 th 2018

Editors - Dr. Rahmad Husein, M.Ed - Dr. Anni Holila Pulungan, M.Hum - Dr. Anna R. Tambunan, M.Hum - Dr. Wisman Hadi, M.Hum - Dra. Rr. RHD. Nugrahaningsih, M.S., Ph.D - Dra. Meisuri, M.A

Chairperson Dr. Rahmad Husein, M.Ed

Ph.D - Dra. Meisuri, M.A Chairperson Dr. Rahmad Husein, M.Ed Published by Fakultas Bahasa dan Seni

Published by Fakultas Bahasa dan Seni Universitas Negeri Medan

“Strenghtening the National Character through Languages and Arts Based on Local Wisdom

STRENGHTENING THE NATIONAL CHARACTER THROUGH LANGUAGES AND ARTS BASED ON LOCAL WISDOM

PROCEEDING

THE FIRST INTERNATIONAL SEMINAR OF LANGUAGE, ARTS, AND LITERATURE EDUCATION(ISLALE), 2018 FBS UNIMED

Medan, September,6 th 2018

Published By FBS UNIMED PRESS

“STRENGHTENING THE NATIONAL CHARACTER THROUGH LANGUAGES AND ARTS BASED ON LOCAL WISDOM

Reviewers:

- Prof. Amrin Saragih, M.A., Ph.D.

- Dr. Zulkifli, M.Sn.

- Dr. Widya Andayani, M.Hum

- Marauntung Ritonga, M.Hum., Ph.D.

- Dr. Surya M Hutagalung, M.Pd.

- Dra. Elvi Syahrin, M.Hum

- Dr. Siti Aisah Ginting, M.Pd. - Dr. Pulumun Peterus Ginting, M.Sn. - Indra Hartoyo, S.Pd., M.Hum. - Trisnawati Hutagalung, S.Pd., M.Pd. - Anggraini Thesisia Saragih, M.Hum

Editors:

- Dr. Rahmad Husein, M.Ed

- Dr. Anni Holila Pulungan, M.Hum.

- Dr. Anna R. Tambunan, M.Hum.

- Dr. Wisman Hadi, M.Hum.

- Dra. Rr. RHD. Nugrahaningsih, M.S., Ph.D.

- Dra. Meisuri, M.A.

Cover Design:

Gamal Kartono, M.Si

Layout:

Kurnia Hendra Putra, M.Si

First Published in September 2018

21 x 29,7 cm;Xii, 503 Pages

ISBN : 978-602-53253-0-4

@2018 by Fakultas Bahasa dan Seni Universitas Negeri Medan

Publisher FBS UNIMED PRESS Jl. Willem Iskandar Psr. V Medan Tlp. (+6261) 6623942 e-mail : fbs@unimed.ac.id website:http://fbs.unimed.ac.id

Disclaimer Disclaimer This book proceeding represents information obtained from authentic and highly awarded sourcesReprinted material is quoted with permission and sources are indicated. A wide variety of references are listed. Every reasonable effirt has been made to give reliable data and information, but the author (s) and the publisher cannot assume responsibility for the validity of all materials or for the consequences of their use.

All rights reserved. No part of this publication may bi translated, produced, stored in a retrival system transmitted in any form form by other any means, electronic, photocopying, recording otherwise, without written consent from the publisher. Direct all inguiries to Faculty of Languages and Arts, State University of Medan, Jalan Williem Iskandar Pasar V Medan Estate 20221

FOREWORD

The 2018 International Seminar of Language, Arts, Literature and Education (ISLALE) is the first seminar presented by the Faculty of Languages and Arts (FBS) Universitas Negeri Medan (Unimed). The seminar is organized for matching the needs of the FBS researchers to share their current study findings. The First ISLALE, held on the 6th September 2018 in Emerald Garden Hotel Medan, highlights its theme on the “Strengthening the National Character through Languages and Arts Based on the Local Wisdom”. The ideas derives from the power of Indonesian people’s character and Unimed’s motto of character building university. Moreover, it reflect the multicultural ethnics in Indonesia, and particularly the main 8 ethnics in North Sumatera such as Malay, Bataknese, Karonese, Pakpak, Simalungunese, Mandailingnese, Angkola and Nias. The realization of the seminar and the issue of the Online Proceedingis in collaboration of many FBS teaching staff and administration as well as the Unimed Research Institue. Grateful appreciation goes to the Rector of Unimed, FBS Vice Deans, Invited Speakers, Presenters, Participants, particularly the Committee. Confidently through the brightly various ideas sharing the seminar will inspire all the speakers and participants keep on improving and developing the science and teaching of Language, Arts, Literature and Education.

Dean,

Dr. Isda Pramuniati, M.Hum. NIP 19641207 199103 2 002

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EDITOR FOREWORD

The 2018 International Seminar of Language, Arts, Literature and Education (ISLALE)

is firstly organized by the Faculty of Language and Arts (FBS) of Universitas Negeri Medan

(Unimed). this first seminar emphasizes the theme “Strengthening the National Character through Languages and Arts Based on Local Wisdom”.It presents five papers by invited speakers from France, Germany, America, Malaysia and Indonesia as well. Besides, seventy- three papers concerning the theme are presented by researchers, lecturers, teachers and university students. Prof. Dr. M. Zaim emphasizes “Strengthening Nation’s Character through Language and Local Wisdom”. Michaela Nocker, M.A. explains “Embodiments: Revisiting the nature

of teaching and learning usingperformance and theatre work as a vital tool”. Jérémy Pierre Antoine, M.A. presents “Utilizing Digital Media in Language Learning through Blended Learning Pedagogy”. Dr. A.S. Hardy Shafiidescribes Sustaining and Preserving Makyung as

a World Intangible Heritage”. EdwardC. Vanness, M.A.accentuates On Kearifan Lokal,

Educational Reform and Western Music”. The topics cover a wide range which relates to the theme dealing with the science and teachingof Bahasa Indonesia, English, French, German, Music, Dance, Literature, and Teaching. All of the full papers are published in an Online Proceeding. The first part is about languagesdealing with vocabulary, phonology, pragmatics, semantics, semiotics, utterances, conversation, communication style, speech errors, pronouns, literacy, synonymy, polysemy, clauses, metafunction, language borrowing, language varieties, and register realization. Then, other articles cover arts on Gubang dance, Ketoprak Dor, Batak ethnic, creative dance, children’s dance, religious values, style and ethics, arts integration, musical elements, ansambel music, Mandailing Tortor, music structure, Oida learning model, semantical analysis, spectacle and guidance, semiotic, video media as well as theculturerelated to the role of Surat Ukat, and Gendang Guro-guro.Next, articles deal with literature about biographical analysis, storycorps, and injunctive type. Finally, the Proceeding ends up with educationarticles concerning scientific approach, local wisdom-based CTL, problem-based learning, cognitive learning, instructional process, brainstorming, media usage in E-based learning, learning media using prodcast, charades game, and cycle 7E model.

Chief Editor

Dr. Rahmad Husein, M.Ed.

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Improving Students‟ Reading Skill of English Language Education Department University of PotensiUtama by Using Reading with Pedagogy- Integrated Materials

WindaSyafitri English Language Education Department UniversitasPotensiUtama Medan, Indonesia windasyafitri@yahoo.com

Nur'afifah Hasbi Nasution English Language Education Department UniversitasPotensi Utama Medan, Indonesia nurafifahhasbinasution@gmail.com

ABSTRACT

English Language Education is one of favorite majors in any universities in Indonesia. This major is a place for students to develop their English language teaching skills. Therefore, combining the language skills and content of pedagogical skills would be very useful and innovative. It improves both students reading skills and knowledge on English Language Education. One of the applications is using Reading with pedagogy-integrated materials to apply Content Based Instruction (CBI). This research was conducted to improve students reading skill of English Language Education department by using Reading with pedagogy-integrated materials. It applied Classroom Action Research (CAR) as the research method. The data was gathered by using Reading Test, questionnaires and interview. Although there is no significant improvement of students reading scores, they admitted that pedagogical knowledge from these materials would be very beneficial for them. Their attitudes toward learning by using Reading with pedagogy-integrated materials were very positive because they realized that both reading skill and pedagogical knowledge are very important for their study and future career. Keywords: Reading; Pedagogy; Integrated Materials

INTRODUCTION

English language is a foreign language in Indonesia but it keeps getting closer to society's life day by day recently. Especially due to the presence of technology, the language barrieramong countries has been much reduced. It is English as Lingua Franca which is widely used as the bridge of communication among different language speakers. Indonesian government sees that English is important to teach at schools. English is compulsory subject in curriculum starting from Junior High School up to University level. Moreover, many institutions of Elementary schools, Kindergarten even Baby Class start introducing English to the children, yet many parents send them to English courses or try to use this language while talking to their kids at home.Therefore, English teachers should be well trained and prepared in a good way in order to have good English teaching and learning in Indonesia. Many universities set English language education as one of their majors. University of PotensiUtama, for instance, is one of universities in Medan which have this major. This major prepares the students to be skillfulEnglish teachers by giving them the subjects developing their language skills, pedagogical skills, social skills, research skills and entrepreneur skill.

social skills, research skills and entrepreneur skill. International Seminar of Language, Arts, and Literature

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Reading is one of basic language skills taught in English Education major University of PotensiUtama. This subject is so important that it becomes a compulsory subject. However, there are some students who are not able to reach the minimum criteria to pass this subject. The average score of Reading Test is only 60 which is considered to be a low score for an English Department students. Recently, a reading textbook was developed by English Language Education Department of University of PotensiUtama. The book used previously in this major not only contains general topic, but also needs to be improved as the materials for English teacher candidates. In short, this book focuses on the pedagogical content without leaving reading skill. By using this book, the students will not only improve their reading skill but also develop their pedagogical knowledge needed by an English teacher candidate. In brief, this research aims at improving students‘ reading achievement by using Reading with Pedagogy-integrated Materials in English Language Education Program University of PotensiUtama. The statement of research problem is ―How can Reading Pedagogy-integrated materials improve English Education students‘ reading achievement?‖ It is expected that this kind of reading materials help students not only to improve their reading achievement but also to make their pedagogical knowledge better.

Reading Reading is surely a process of gaining information by understanding the symbols and interacting with readers‘ knowledge. McNeil (1992:16) mentions that reading comprehension is making sense out of the text.Brown (2004:185) notes that the readers have to master fundamental bottom strategies for processing separate letters, words, and phrases, as well as develop appropriate content and formal schemata-background knowledge and cultural experience-to have those interpretations effectively. Brown (2001: 111) states that micro skills for reading comprehension are as the following.

a.

1. Discriminate among the distinctive graphemes and orthographic patterns of English.

2. Retain chunks of language of different lengths in short-term memory.

3. Process writing at an efficient rate of speed to suit the purpose.

4. Recognize a core of words, and interpret word order patterns and their significance.

5. Recognize grammatical word classes, system, pattern, rules, and elliptical form.

6. Recognize that a particular meaning may be expressed in different grammatical forms.

7. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.

8. Recognize the rhetorical forms of written discourse and their significance for interpretation.

9. Recognize the communicative function of written texts, according to form and purpose.

10. Infer context that is not explicitly by using background of knowledge.

11. Infer links and connection between events, ideas, etc, deduce causes and effects, and detect such relations as main ideas, supporting ideas, new information, given information, generalization, and exemplification.

12. Distinguish between literal and implied meanings.

13. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.

14. Develop and use battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of the text. In curriculum of English Education Program University of PotensiUtama, Reading is one of

compulsory subject. It is taught through Reading I and Reading II. The competences of Reading I are clearly stated as follows. ―Students master reading skills in English so that they can read and understand what they read, get more new vocabularies and learn to think and finally can be good readers in English. In addition, Students also master many aspects in reading such as Pleasure Reading (reading many stories and book), Comprehension Skills (Understand what you read), Vocabulary Building (Learn Many new words), Thinking skills (learn to think in English).

new words), Thinking skills (learn to think in English). International Seminar of Language, Arts, and Literature

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Finally, this course is intended to provide knowledge to students so that they can recognize words automatically, comprehend texts, as well as motivating them to read and appreciate reading texts.‖

b. Content Based Instruction (CBI) Content based Instruction (CBI) is integrating the learning of specific subject-matter content with the learning of a second language (Brown 2007). This kind of learning includes immersion class, sheltered English programs, writing across curriculum and English for specific purposes. The objective of CBI is to prepare students to acquire the languages while using the context of certain subject so that learners study the language by using it within the specific context. Rather than learning a language out of context, it is learned within the context of a specific academic subject. CBI surely brings some benefits to English classroom. According to MunaAlkahteeb in http://www.uobabylon.edu.iq/ , there are four advantages of CBI as follows.

English language learning becomes more interesting and motivating.

CBI offers a wide educational knowledge to learners in the form of the different topics taught.

It helps students improve valuable study skills such as note taking, summarizing and extracting key information from texts.

It develops collaborative skills, like team work, which can have great social value.

METHOD This research was conducted by using Classroom Action Research.It was done through 2 cycles with three meetings in each cycle. The cycle consists of four stages which are planning, implementing, observing and reflecting. The stages done in this research is described in Figure 1.

The stages done in this research is described in Figure 1. Figure 1 Classroom Action Research

Figure 1 Classroom Action Research Model

in Figure 1. Figure 1 Classroom Action Research Model International Seminar of Language, Arts, and Literature

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The subject of the research was 27 first-year students of English language education in University of PotensiUtama. The materials used in Reading class in July to August 2018. The instruments used to collect the data were reading test, questionnaire, interview and observation sheet. The criterion of success of this research is that 90% of students are able to get score above 70. If the criterion was not fulfilled, the research then continued to the next cycle. Because the criterion of success has not been fulfilled yet in the first cycle, this research continued to the second one. In this cycle, finally the criterion was fulfilled.

FINDINGS In this paper, data were presented both quantitatively and qualitatively. Quantitative data were collected from reading tests which were given before treatment, and after treatment in each cycle. The score improvement can be seen in the table 1.

Table 1. Students‘ reading score improvement

 

Pre-test

Post-test in Cycle 1

Post-test in Cycle 2

Average Score

59.4

63.9

72.1

Number of students getting score above 70

5 (18.5%)

13 (48.1%)

25 (92.5%)

Based on data above, it can be concluded that Reading with Pedagogy-integrated materials can improve students‘ reading achievement. It is noticed that the improvement is not significant. The difference of pre-test and post-test 1 is only 4.5; meanwhile the difference of post-test 1 and post-test 2 is only 8.2. Although it is not significant improvement, this material can still be useful for English Education students, especially if it is taught by using appropriate teaching method. Qualitative data were gathered from questionnaire, interview and observation sheet. Questionnaire was used to collect the data about students‘ perception of using reading with pedagogy- integrated material. The result of the questionnaire was 100% of students have positive attitude toward the material. Then, 85% of them said that they were more motivated and curious about the content so they read more seriously. They argued that such materials would be very important and useful for them to increase pedagogical knowledge for their study and future career. Interview was used to gather the data from the lecturer. This was used to find how lecturer thinks about the usage of this reading material. She admitted that she found that the book was very useful and user-friendly but she suggested making it into more digital one in order to involve the use of technology in the classroom. The last data were from observation sheet result. The researcher acted as an observer in the class. Every time the treatment was implemented; the observer was present to observe and note how the class was going on. It was observed that the teaching learning processes were well done because the lecturer was skillful to teach a reading class.

DISCUSSION Reading with pedagogy-integrated material is one of implementation of Content Based Instruction (CBI). CBI was an approach instead of a teaching method. Therefore, the implementation does not restrict what teaching method or teaching strategy should be used in the class. The focus is on making use of space that has not been explored before. While in Reading class, students not only improve their reading skill but also develop their understanding on pedagogy. Then, the insignificant improvement of students‘ reading score in this research is still acceptable. Pessoa et al., (2007) mention that teacher talk in engaging students to the subject matter holds key success in teaching English by using CBI. However, all students agree that this kind of material is important for them and it makes them motivated. This finding is suitable with what Brown (2007) says in his book that CBI has potentials to increase students‘ intrinsic motivation and empowerment because they are focused

motivation and empowerment because they are focused International Seminar of Language, Arts, and Literature

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on subject matter that is valuable for their lives. So, it could be said that the effect of CBI perhaps does not instantly appear; it is more like long term good effect. Actually CBI can be implemented to teach integrated language skill or any of them. In it mentioned by Brown (2007) that CBI is one approach that can be used to teach all skills altogether. Therefore, it is appropriate not only to teach Reading, but also to teach Listening, Speaking and Writing.

CONCLUSIONS

From the data and finding above, there are some conclusions can be drawn.

1. Reading with pedagogy-integrated materials is suitable to implement to improve students‘ reading achievement.

2. Although the improvement is insignificant, the students and lecturer positively agree that such materials develop students‘ pedagogical knowledge.

3. Using these materials in teaching Reading in English Education Program can increase students‘ motivation because it was their passion and related to their study and future career.

Finally, the researchers hope that this paper could inspire the Reading lecturers in English language education program to use Reading with Pedagogy-integrated materials to explore more potentials in the class.

REFERENCES

Alkhateeb, M. Content Based Instruction. Retrieved from http://www.uobabylon.edu.iq/on 10th of August 2018. Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition. San Fransisco:Longman Brown, H.D. 2007.Teaching by Principles: An Interactive Approach to Language Pedagogy (3 rd Ed). San Francisco:

Pearson Longman Buku Kurikulum Program Studi Pendidikan Bahasa Inggris; Universitas Potensi Utama Coyle, D., Hood, P. & Marsh, D. (2010).CLIL. Cambridge: C.U.P McNeil, J. D. 1992. Reading Comprehension: New Direction for Classroom Practice. HarperCollins: Los Angeles Pessoa, S., Hendry, H., Donato, R., Tucker, G. R., & Lee H. 2007.―Content-based Instruction in the Foreign Language Classroom: A Discourse Perspective. Foreign Language Annals Vol. 40 No. 1 p.102-121.

Foreign Language Annals Vol. 40 No. 1 p.102-121. International Seminar of Language, Arts, and Literature

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