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Asia-Pacific Ed ucation Gonference
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october, rdlrdl zors

Vol. I

PROCEEDING
n'
Enhancing Educational Practice$
to Face Current Global Challenges'

Editors:
Aaron J. WiBon, Ph.D (The University o{Aueldffi'd)
Lutfl lstikharoh, M.Pd. (The Universi$ of Muhamnradiyah Pirnmhe?to)
Dodi Siral Muamar Zal;n, M.Pd. (The University of Muhamm',ailiyah funwofterto)
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E[ucation Confererce 2015

TABLE oF coNTENT ur'"

Welcoming Speech from the Chairperson of the 3d AECon Committee...........................iii

Foreword..... .....................v

Table of Content............... ..................vi

Papers ofPresenters

1. Abdul Ngalif
Employing lnformation Communication Technology (ICT) as an Effort in
Optimizing Students' Learning Assessment .............1
2. Adam Anshori
An Analysis of Embedded Clauses in C.S. l-cvirs"The Lion, the Witeh and the
Wordrobe" and Their Translation in Bahasa Indonesia..................................1I
3. Agus WiJa,yanto
Impoliteness in EFL: Its Implication for Pragmatic Teaehing .......................22
4. Anam Sutopo
Factors lnfluencing the Assesment on Literary Translation .......33
5. Arimbi Pemungkas
An Analysis of Writing Material on Teaching English for Specifie Furposes to
Students of Faculty of Civil Engineering at University of Muhammadiyah
Malang....... ..................... 40
6. Artiks Wina Fitriani
Teacher and Students Exchanges in Speaking 2 Class Based on Foci for
Observing Communications Used in Settings (FOCI S) at Muharnmadiyatr
Univesity,Purwokerto ........................46
7. Aryati Frasetyarini
The Use of Drilling in Teaching Vocabulary to Young Leamers at the 2nd
Grade in At-Azhar Syifa Budi Elernentary School Surakarta........................ 57
8. Aulia Azmi
Readlng Assessment in Teaehing English for Speeific Purposes to
Governrnental Seience Students of University of Muharnmadiyah Malang in
Acdernie Yew 2015/2016 ............................-... ........................0S
9. BambongSuroso
Using Song to Teach English and Create Peace Loving Students A Case wittr
Whenthc Chitdren Cqa ............. ..........72
10. Candra,XnadfAsmam, KhoirulrAnw*r, and Ribeh NaJib- Muhammad
Devetoping English Scout Frogram to Stimulate StuAints' fnte.ert i. Learning
Erqlish * Secondary Schoo[ .............................;........................79
11. Devi Melisa Saragi
Textbook Eval[ation Used in tnformat Engtish Course .............89

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12. Dian Kurnia Oktaviani

The Importance of Teachers Possessing Computer Technology Skills &
......111
Practical Solution in Teaching English ..................98
13. Dwi llaryanti
-...'iv Translation Shift of English Noun Phrase into Indonesian as an Example of
Teaching Translalion Practice ..........1I I
14. Dyah Kusumastutl
Text-Based To Be OfEnglish Teaching in Indonesia (A Contrastive Analysis)
......vl
"""""""""' I l9
15; EI{r Margianti Sagimin
Developing Teaching Stratery through Elevator Pitch for Speaking Classroom
................... I 25
brt in 16. Eks Sugeng Ariadi.
,....... I A Study of Indonesian VAK Leamers' Improvernent in L2 Teaching Process
by Using Multi-ICT ......135
nd the 17. Eka Wehjuningsih
ll Outdoor Learning to Foster Learners' Outoome: A Contextual trarning
Practice ......144
......22 lE. Endang Fauziati
Basic Leaming Principles and Its Implication in Foreign Language Teaahing
......JJ Methods...... ...,...*1......... ................... 153

)ses
ediyah
.....40
to 0 Feuris Zuhn \,/
Learning English through Social
20. Feisal llziez
Media......;.!...,.......
Analysis of LanguageTransfer in Students' Interlanguage ...... t6&
................162 l/

2t. FitriaLapele
,ci for Classroom Management in Teaching ESF at University of Muhammadiyah
adiyatr Malang"AStudyonTeacherProfessionalisrn"............ ............178
......46 22. Gunadi Harry Sulistyo
Authentic Assessrnent of EFL Learning in the Indonesian Setting: Current
re 2nd Trends, Issues, and Offered Solutions..... ..............187
.....57 23. Xlilma Salitri
Listening Strategies fntroduced and lnteractive Tasks Assigned in Listening
r€$ to Sessions at a Language Institute.... ....201
ang ilt 241 Husnl Mubsrok
.63 Massive Oper* Online Course as miAlternatfvc. Sffiegy in Leaming English
2t9
,e witlr 2$. nndrani Dewn Anggrain*
......72 The Irnportance of Teachlng [ntercultural Communlcatlon in ELT witfrin
& Faeiflc Context
South Asian tf'rnough Their Children Literature...............227
,rrring, 26. Jefri Noventa Randi
......79 Digitalization in Englis$lTeaohing-[.earning for Young Learners.............,..233,

......89

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Fauris Zuhri €
English Department of Unesa Surabaya
fauris.zuhri@ymai l.com

Abstraet

The purpose of this paper is to explain how to improve leaming English through social
media is. The development of using media in learning English also improves day by day,
starting with audio, visual, audio-visual, and information technoug Arl onr ii
infomation technologies is social media (you tube) having some advantiges io improve
learning English, such as: YouTube is more familiar with young generation
- learaers;
inJeresting- various materials of learning Englis[ and more ihallenging learners
ryory -
should have ability to select which learning materials are suitable with theil ito b"**"
independent learners. To learn English as a f,oreign language needs sorne facilities, such
as: learners have access to find learning materials, Iearning models; flexible schedule, and
opportunity to practice. folr English language skills. Those facilities should encourage
learners to improve their four English language skills. YouTube oan fulfil those facilitiis
for learners to improve their four English language skills. As one of information
technologies, you tube, has advantage - learners can access learning materials as long as
twenty four (24) hours, any times the learners ean access leaming materials as lon! as
they can find out the network of information technology (youtube). Learners can find out
various materials of learning four language skills - fmm easier to oomplex learning
materials. Learning English through social media demands leamers to become
independent learners. It is suitable with reality that English is a foreign language in
Indonesia- In social media, learners can findgood models especially in learning .p"uting.
So YouTube is appropriate media to improve four language skiili listening] speakin!,
reading and writing.
-

Key words: learning English, social media, and more interesting:

l. Xntroduction
Soeial Mediq the so-called Soaiat Nctwork as referred to in ttre relationship
among user,s, are rapidly growing types of digital media They ennerge ilr various for,ms t-O
brir'rg peopte together as comrnunittes: Btogs (e.g., wordpiiss), s6oial Networks (e.g.,
Facebook and Youtube), Microbloes (e,g. rwitter;; wikis (L.g'. wikiped,ia),, iiaIo
Pgdcasts,, Discussion Forums, RSS Feeds, and Fhoto sharing qeg. hierr; (cset office
of Citizen Services & Innovative Technologies, 2012) as ixariples. tn Indonesia, the
Socia[ Media have played a vitaX rolb for dEcaies. The statistid show thar about 20:6
million out of 66.7 million Indnonsian people have access to the Internct (NeilsorL 201 l).
The poptrlar social media among teenagers, who are the rnajority of the sociai rnedia
users, inolude Faoeboolg Hi5, Twitten, Llnkcd rn, and roursqfrare respeotively. The top
five online activities online include e-mailing, reading news,-sending'private mesrug"r,
reading reviews and sharing content. Frorn 2000 - zOlL, the numbir of lndonesL's
internet users has soared to more than 70070 (NECTEC, 2Ol2). The dramatic rising of the
new onlihe comrnunity affect al[ dirnensior,rs of Thai: society f,rom polities to eqo.norniesi
from culture to lifestyle, and from entertainment to the realms of teachinpJearnins

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2. Discussion
Social media are digital applications varied by their purposes of use:
doimifiilhiOAtiing, disc'Ossihg, piiivate 6hattihg selling pi6d[0ts, et6. In this aiitidle, tho
social media are divided into two categories for further discussion as follows:

Synchm nous ond Asynchronous Communlcollon Tools

Ashley (2003) defined the synchronous tool as a tool which "enables real-time
communication and collaboration in a "same tirnedifferent placet' mode:', while the
*enable comrnunication and collaboration over a period of tirne through a
asynchronous
, .7.. .
idifferent time-different place" mode". The synchronous tools, e.g. audlo'vldeo
conferencing, chat and instant messaging, Twitter, Skype; etc., have some advantages in
ial
that they offer spontaneous reaction, updated data and immediate feedbach while the
lY'
1i5yiiehlOholis t6ols, e.p. e.m'eil, web bb.trrq web blois, sEenmihg Vide6-dirdib, etb:, hiVe
of less immediate interaction, and the delayed r€sponse will cause information to be out-of.
ve
date. However, it's not always plausible to respond quickly because in some cases,
fSr
messagp rcceivers need mme time to digost ttre inforn ation (Tectrnolory Solutions for
Teaching and Research,2012\. The selection ofsynohronous and asynchronous depends
ne
on the purposes of correspondence between senders and receivers, herebyi the teaehers
ch
and the students whether they want to communicate in real time or share information for
nd
later use.
ge
ies Educational or non-edueational Took?
'ire
ion Thei€ thiire BrFeS 6T E?rinihg enviib'i,rnenl$ apaft frrir fo'irnil €,tlubatith due
as to the new communication technologies: Distance [.carning, Online Learning and E-
as Learning. Distance learning creators are trying to design the existing course to overcome
out the matter of "distance', i.e. time and place (Guilar and l-oring, 20O8; Newby et al, 2000).
ing Moore et al. (2011) statd that there were inconsistenoies of the terms, Online Leaming
me (so called Blended Learning) by Asian region scholars, and E-leaming. The difference
in between them is that online learning seems to get connected to the learners through the
ng. social media on the Interr,re! while Elearning (or e-learning) covers both electonic
tr8' media used on the campus and offthe campus. The content of these educational tools are
purposefully crafted as instnretional media, and in most cases, evaluation is needed to'
fulfill the oourse assignment.
tr{owever, Mark Zuokerberg's initial idea for the F'acebook page was not aimed at
education" but for pleastue and social connection in leisure tirne. The Faocbook pohay
states clearly that the applioatlon is to'
ft...crcate grcater tmderstandlng aod conneetion
l_nl Facebook promotes openness and transparenay by giving individuals greater powen to
s to'
share.and conne,ot..." (www.facelhook.corn/princtpfes.php). tf pu4rose is not fbr education
?.8,,
right frorn the starti then li,ow can we c:rpect stude,ats ogtimize the use of Frcchok as a
.deo
learning too[? This idea was supported by a survcy of Roblyen et al (2010] who faun$1h{
Ilee (neans eduoatton Chen ar,rd Bryers (2012)
sfudents did not oonsider Facebook to bo a flor
the
also claisned that'"a low peroentage o€students and instruotors-use them for eduoatlonal
r0.6
purpose9'.
I t)'
edia Soeialr Media Antieipatlon,
toB ttigftiZbil 3iteiil Abimffi"udi-ti Bftiibiheribfi h1ii' ilEFrhftef, fiil'gt]itil EhElibh
T,h-€t
ges, language teaohers to condtret research through the rlses of Sooial Media. The research
*&ns topios on social rnedia are wide and vasied' Sonre studies foous on the use of specific
f the rnedte l.o. Blogger and Faechoole to aid st*rderite'assigi*f,,,terttfl; or Webinar (Seminar on
s,ics the Website) to discuss: and share intriguing teaching materials (Andi:rson, 2010). The
other studies ernphasize the relationship among the users, or Social Network that assis8

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learning. For example, the British Council conducted a research project into "how the
Internet has affected the preferred learning styles of young people wanting to leam
English around the world". The result revealed that 69o/a of learners said that they found
the Social Network had helped them learn more effectively because of its infurmality and
relaxing atmosphere (Dalton, 2009). As a consequence, these new media and their
impacts on English learning should be carefully investigated and monitored.
Impact of Social Media on Teaching and Learning English
Social Media create a new community where teachers and students do not have to
'tlie
coitmuhicate by iii€ans 0f ffiditidiiel fh'qi-to-fabe Olasslooi,n ei'lvifdiimbht. th_-e bfaiid-
new changing wa1'of teaching-learning environnoent definitely brings about impacts. The
impacts of Social Media for teaching and leaming are reflected by the teaching-learning
styles, teacher-student mles, and affective-attitudinal effixts.
Teachlng and Leaming Styles
The formal use of Social Media can be recognized as a combination of online and
tiaditioiiirl chsstbbrn teachint, iEs pi6p6ied by S6tuiiidt atrd Blo\ilii (2004). fiGy beli6Ve
that such a combination could enhance the teaehing and learning environment as well as
technology literacy of both students and teachers. The quality of, experiential learning
needs to be achieved by examining the traching style; assessing the stude,nts' preferred
learning sryles; knowing about online and traditional teaching and leaming tools and how
to select them; and lastly, reflecting, irnplementing and revising the online teaching plan.
The process rvill be more effective if classroom action research is implernented by
teachers along the way (Schrnidt,2A02).
For leamers, independency and autonomy are necessary leaming styles to be
successful online language learners, especially in the distance leaming context (White,
2004). White also claimed that online learners' characteristics must include the ability to
"identip, participate in and manage learning experiences, which match their individual
learning needs" in order to gain any benefit from the new learning mode. Identiffing
online learner's learning s'tyles uln be obtiiined by online instrumentation. Graf et ai.
(2009) developed a tool; "Detecting L-earning Styles" (DeLeS) is a comprrter program
that helps find out the learning styles of students participating in online courses. They
found that students have the sensing/intuitlve dirnension, the aotivelrefleotive and,.
sequentiaVglobal dimension in leaming onlihe respectively. This means more students
like to learn facts and concrete material from their sensory and predictivb.outoorne than,
get involved, in disoussing and ref,leeting on the provided information. The stephy-step
tearning or holistic leanning of knowledgg howeven,ls seen as a last rcsort,
Roles of Teaehers and Eeon ersi
With lhe Soeial riredid inteltaied i3 th€ fiew eirviio'nifrent of lediiin!, the iolb of
the teachers is altered to be less controlled as Dalton (2009) imptied from his research
result that 'teachers should change ttleir rote. into 'faeilitator,' rather thalt ttre "giver-oF
knowledger and pror,note firore. gloup wode and relaxing learning emvironrnemts"". For
Online Distant Learning (ODL) teachers, Easton (2003) claimed that the teachers had'two
roles in pirticutar, starting from an' inskuctional designer at first to an interaction
faoilitator when the online cours€ begins. Dunoan and Bamett Q0,12\ found ttrat, besides
the roles of directing and lcading the online learning class to reach the goa[ the online
teachers also had to be aware of a balance of ffexibility of the teaching time and problem'
solVing tasks that might occur anytime whils working on a lesson.
As to students' new roleg they have to engage in online task-based learning or
discussions. This has etir'ninated the generat ahatting time bet'ter than face-to-face

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'the
discussion (Dalton, 2009). Craig et al. (2008) asserted that students' views of the best
earn online language learners consisted of self-motivation, punctuality of assignment and
rund originality of work They also expected that the best online teachers must be able to
and provide useful fe+dbach advise them for discussion and encourage them to have criticat
their thinking.
tl[edrtw ani, Afr ltti:ini'al Weirr
The affec'tive rcsponse or attitudinal effect of using Social Media for education is
rre to also usually addressed in bottr positive and negative aspects. As an illustratiorq one
{fid- research rcveals that Facebook Social Netwo*allows students to overc-om€ their shyness
The in asking questions otrtside the classroom, and they feel unrestrained by boundaries
ng between lecturers and thernselves, creating a good rapport in some ways (Bosctr, 2009).
Some misuses of the Social Media are also reported. Thc online activities
betwesn teachers and sfudents can cause negative impacts to teachers themselves such as
p and
the obsession of social networking or false teacher-student relationships (Vasagar and
it:eve *t[iams, 2012; Bloxharq 2010) The language and culture are also being discussed. The
\*'aS different forms of language used to communicate in Social Nctworking sites among
rning students, their peers and lecturcrs need to be carefully monitored; otherwise, some
ilrred misunderstandings will occur and interfere with the learning-teaching process @embg
I how 20u).
plan. 3. Conclusion
dby More than 100 social media are being used for language learning and educational
'puiiloiies (C4t FT, 7012). The nuinbei 0f 'uses of the inedia odinii6t prdict tho
effic'reht bi
to be effective result of the latest teaching-leaming tool. More research needs to be conducted
Vhite, and tracked down regarding the never-ending evolution of technolory in terms of
lity to educatiotral implications. However,- it is the teadrers' own prunirc to select wht is
ridual considered best for their students. It might well be the case that what works best for
ifying others may be the worst for oneself.
it al.
)gram
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