ISSN 2656-680X PROCEEDINGS The International English Language Teachers and Lecturers (iNELTAL) Conference 2019 ICT era aed Department of English Faculty of Letters @ Universitas Negeri Malang‘cin gh ge Thr an aro am FOREWORD FROM THE HEAD OF ENGLISH DEPARTMENT Dear Presenters and Participants, It isa great pleasure for me to welcome you all to the International English Language Teachers and Lecturers Confarence hosted by the Departmant of English, Faculty of Lattars, Universitas Nageri Malang. This yeas conference takes on the theme “The Treasure of the Englsh Classrooms: Exploring, Reflecting, and Sharing” ac we believe these aspacte are the key to success in language learring, The INELTAL conference attempts to provide an academic forum where both presenters and participants can upgrade and refine their knowledge and skils as well as disseminate their thoughts and share their best practioes relevant to the conference theme. The conference addrasces key Iscues in engaging students, which include cooperate learning project-based learning, tasicbased learning, intercultural approaches to learning, integrating iterature and pop. culture in the classroom, using authentic materials, autonomous learning approaches, and integrating ICT in learning. it also discusses important insights and perspectives on teacher ‘empowerment, such 2s teacher professional development, teacher research, reflective practice, teacher leaming community, teacher training and education, educational partnerships ard colizborations, creative teachar projects, and teacher leadership. This INELTAL Conference \nvites prominent ELT scholars as leynote speakers who share their ‘thoughts and expertise in ELT addressing this year’s central theme. We proudly welcome Prof Eun ‘Sung Park, Sogarg University, Souh Kore, Actos. Prof Jonathan Newton, University of Wellington, Dr. Fazah Abdul Majid, UIT. We also have our homegrown expert, Prof Adnan Latief, as one of ‘our keynote speakers, [At this year’s conference, we have a variety of groups of academics, including mainly teachers, lecturers, and postgraduate students. \ve are also happy to share that we have. among Us, some: Undergraduate students as well 3s partcipants of our one-year teacher professional educztion program who have bean selected to share their work in this conference. We co hope that the INELTAL conference can become 2 fruitful and insightful forum to disseminate academic work among scholarsin the field. | wich youll good luck and have a great conference. Malang, October 27, 2018 Head, Department of English Dr. Suharyadi Page illINELTAL Conference Proceedings ‘The international English Language Teachers and Lecturers Conference 2019 LIST OF ORGANIZERS Steering Committee Prot. Utami Widiati Dr. Suharyadi Dr. Anik Nunuk Wulyani Prot. Yazid Basthomi Organizing Committee Chairperson Dr. Furaidah Treasurer Dr. Niamika El Khoiri Divisions Secretariat Rahmati Putri Yaniafari, M.Pd. Nova Ariani, M.Ed. Nadia Galis Cahya Anugrah Nindyasari Nastit Nurul izza Abstract and Sessions Nur Hayati, MEd. Hasti Rahmaningtyas, MA. Proceedings and Publications Dr. Nunung Suryati Nabhan F, Choiron, SS, MA. Design Inayatul Fariha, MA, Himawan Prakasa Website Drs. Sigit Selandono Ibnuz Zaki Food and Beverages Sri Andreani, M.Ed, Dr. Utari Praba Astuti Entertainment Tri Wahyuningtyas, M.Si Documentation and Properties Herditya Wahyu Widodo, M.A, Bima Amalia Ramadan Transportation and Accommodation: M, Lugman Hakim, M.Pd. Aula Apriana, MPd. Page ivINELTAL Conference Proceedings Theinterational English Language Teachers and Lecturers Conference >, ~S Foreword List of Organizers Table of Contents Ambar Jati, Endang Fauziati, and Sri Samiati Tarjana ‘Anida Fadhilah Jat, Endang Fauziati, and Agus Wijayanto Anisa Husni Alkaromah, Endang Fauziati, and Abdul sib Anjar Nur Cholifah, Abdul Asib, and Suparno, ‘Aryo Arifuddin Beny Hamdani Dian Islami Prasetyaningrum Dian Novita Rahma Eka Wabjuningsih nny Irawati and Dinar Karisma Fani Puspita Utami and ‘Ahmad Bukhori Muslim TABLE OF CONTENTS Pre-Service Teacher’s Belief Toward English as Lingua Franca: A Narrative Inquiry ‘The Ways to Reduce Students’ Disruptive Behavior inthe English Classroom ICT and Reading: Revealing Teacher's Beliefs Toward ICTin Reading Classroom Investigating In-Service Teacher's Perception on Practicing Reflective Teaching in The Classroom: & Case Study of In-Service EFL Teacher in One of Senior High School in Kartasura ‘Task-Based Language Learning in Extensive Reading Practices Pragmatic Competence Among EFL Learners Exploring the Potential Sources of Foreign Language Students’ Speaking Anxiety: A Case of Agriculture Students ‘An Analysis of Reading Comprehension Questions Made by English Teacher at SMAN 2 Sidoarjo Based on Barret’s Taxonomy Steller as an Innovative Platfor Students’ Creativity 1 Boosting Error Feedback in Students’ Writing: How the Teachers Manage It Managing Learners’ Disruptive Talking Behaviors in EFL Classroom through Seating Arrangements: EFL Teachers’ Perceptions Page ii v v 16 712 13.18 19.25 26-30 3138 39-46 47-55, eL7L nn Page VINELTAL Conference Proceedings ‘The International English Language Teachers and Lecturers Conference 2019 Nuswah Arrofal Hasanah and khoyrul Umam Syarif Riza Weganofa, Ayu Liskinasih, Gunadi Harry Sulistyo, and Punadji Setyosari salma Al Mardhiyyah Sha Sha Nagia Tono Suwartono Umbu Tonga and Mirjam Anugerahwati Uswatun Hasanah and Anik Nunuk Wulyani Wahyuningsih Usadiati and Maida Norahmi Willy Anugrah Gumilang \Wiwiet Eva Savitri and A, Effendi Kadarisman Yasmin Farani, Uning, Musthofiyah, and Erma Lestari Yayah Nurhidayah and Nunu Nurdiana ee ~S The Correlation Between Multiple Intelligence and Explicit Vocabulary Learning ‘What Can We Learn from ICT Users in English Language Teaching and Learning: Lecturers’ Views Teachers’ Perspective on Matriculation Course Student Teacher Internship Experience in SEA, Teacher Project Batch 8 Chiang Rai, Thailand The Role of Extensive Reading in Developing. Students’ Reading Skill Teachers’ Participation in Professional Development and Their Performance in Classroom: A Case of Two EFL Teachers in Urban Primary Schools ‘A Multiple Case Study on the International Students Who Learn English at Universitas Negeri Malang. The Evaluation of Coursebook for Grade X Senior High School The Potential Uses of Team Teaching in Teaching ESP The Use of Radio Podcast in Tecahing Listening Comprehension at STKIP PGRI Tulungagung Some Proposed Efforts to Overcome Grammar Error Fossilization Teaching Adult Learners Class: Developing Conversation Materials to Equip Go-lek Drivers With Sufficient English Arranging English Song as Teaching Vocabulary Technique for Young Learners Page vii 177-186 187-193, 194-198 199-208 209-214 215-221 222-230 231-239 240-248 249-255 256-262 263-271 272-275INELTAL Conference Proceedings SS ‘The International English Language Teachers and Lecturers Conference: lw 2019 ~S WHAT CAN WE LEARN FROM ICT USERS IN ENGLISH LANGUAGE TEACHING AND LEARNING: LECTURERS’ VIEWS Ratna Rintaningrum Institut Teknologi Sepuluh Nopember rintaningrum@yahoo.com.au “Abstract: ll aver the world, government of different countries and cultures, both developing and madern countries ‘are aware of the value of using ICT (information and Communication Technologies) in teaching and learning language. The rapid changes in the development of ICT is opening more experience to integrate the use of ICT in English foreign language teaching and learning. In the era in which ICT plays a crucial role in many aspects of life, the integration of ICT and language teaching and learning is a need. It is becoming more important in which we live in digital era Digital technology i= viewed as a macern media af teaching and lnarning language. This wark investigates how ICTs integrated in the teaching and learning of English as a foreign language, reasons why technology is used to ‘teach and learn English az wel as what abstacles come out to use technology in teaching and learning English. Keywords: this is for keywords INTRODUCTION ICTin English Foreign Language Teaching The rapid movement in the development of technology influences educational field in general, and the English language teaching in particular (Gunuc and Babacan, 2017). It is widely acknowledged that the government of Indonesia has included ICT as a part of curriculum in Indonesian education, both at school and university. Even, in some schools in Surabaya, Indonesia, this does not only occur in the process of teaching and learning in the classroom, but this also happens in some tests, such as School National Exam (UNAS) that involve ICT, school placement test, middle school tests and some assignment that involve the usage of technology. Kent and Facer (2004) stated that ICT can be in the forms of computers, communication facilities and features that do not only support the process of teaching and learning but this also support a variety of activities in education. Contemporary, a8 opposed to traditional, education engages actively in the integration of ICT in the process of teaching and learning (Mafuraga and Moremi, 2017). ‘Anderson (2005, p. 10) in his report published by UNESCO argued that in the twenty-first century, all educators were currently working with Information and Communication Technologies (ICT) in schools, Moreover, Anderson (2005) emphasized that the technologies involve much more than computers. Therefore, the abbreviation we Use for information and communication technologies -ICT-is a plural term to denote the whole range of technologies associated with processing information on the one hand and, on the other, with sending and receiving messages. (p. 9) Ammanni and Aparanjani (2016) noted that the use of ICT in English language teaching and learning can be in the form of Computer Assisted Language Learning (CALL) involving CD-ROMS and some other applications, the Internet, Webinar, Mobile Apps such as laptops, smart phones, i-Pads, and i-Pods, as well as tablets, the Speaker, Over Head Projector, Slide. These tools can be Used to enhance the quality of instruction in the class that in turn can improve the quality of education. Rintaningrum (2016) noted that the learners of English find it easy to learn English when they have home resources such as technological tools at home and opportunities to use it Page 187INELTAL Conference Proceedings iw The ntermainalEngluh Language Teachers and Lacturers Conference TI 209 in their learning process. Moreover, Rintaningrum (2016) pointed out that, non-native speakers of English born in Indonesia and lived in an English-speaking country for some years, and back for good to Indonesia use technology to maintain their ability to speak in English. The characteristics of ICT that are informative, interactive and dynamics as opposed to statics provides opportunities to learners of English to broaden their horizon by visiting some English language learning websites and other sources of information easily. This websites allow the learners of English to learn materials independently. In the era of digital technology, when the learners are born surrounded by technological tools, when traditional technology is not enough to meet the learners’ need (Gunuc and Babacan, 2017], the integration of ICT in language learning is necessary and inevitable. This era provides opportunities to teachers of English to learn and integrate the use of ICT in their classroom. Because ICT are able to provide some opportunities to gain new experiences in learning English, ICT is defined as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information.” (Ghasemi and Hashemi, 2011). With the rapid development of ICT (Information and Communication Technologies), there is an increase awareness among English foreign language teachers of the need to integrate ICT into their teaching, This is because teachers want to integrate good resources and new ideas into their teaching programs. Acknowledging the importance and the high demand for ICT in education in general, therefore, Anderson (2005, p. 18) argued that there was a radical change in schools today. In the 21st century, the ever-increasing needs of individuals and society are placing a heavy burden on established educational institutions, At the same time, traditional structures and modes of teaching appear less and less responsive to the challenges of our turbulent times, There is a clarion call for innovation and transformation among educators everywhere, especially in the elementary school, the most crucial stage in the development of a human being. Furthermore, the internal problems of schooling are inseparable from external changes on a global scale, and must be seen in the context of contemporary world problems. These, in turn, will not be solved unless approached and treated educationally, as well as economically, politically, and socio-culturally. Students who enter school are communicative, curious, creative, and capable of learning many things. They have proved this already by mastering a mother tongue, physical mation, complicated games, and many ather life skills. However, we believe that the traditional school of the 20th century, which is still very much with us, diminishes these abilities over the period of learning. We need a new kind of school for the 21st century. Internationally, there are considerable differences associated with ICT provision. In some countries, some schools may have full access to ICT, while other schools may have little access, or have no provision at all for financial reasons. Similarly, some teachers may have network accessed at home, and not at school. Moreover, some teachers may have a lot of opportunity to use technology, and as a result they are very experienced with the technology, while others have never had any experience using technology. Many teachers have strong feelings concerning the use of technology in their teaching programs. This is particularly so, if these teachers have not yet heen trained in its use. However, it must be realized that technology is only a tool at the teachers’ disposal to help learners of a foreign language, and not an end in itself Page 188INELTAL Conference Proceedings mw The nternatonalEnglah Language Teachers and Lactres Conference me Sl Davies (2003, p. 3) argued that new media are not seen as a panacea for teaching or learning problems, nor are they a replacement for present models of language learning-ICT alone cannot provide a comprehensive basis for language learning. ICT must be integrated into present, proven and successful practice if full benefits of their advantages are to be reaped. Furthermore, Cajkler and Addelman (2000, p. 171) added that several potential benefits of Using the technology in the process of teaching a foreign language could be obtained in specific ways: 1 It motivates pupils of all abilities, 2. It enables pupils to work independently and away from the teacher. 3. Disruptive pupils are often calmed by computers and work better, 4, Teachers can create tasks based on the four language skills. In this context, the role of teacher shifted from a didactic one to that of facilitator (Wood, 2005). This indicates that both teacher and students share experience: consequently, they are required to have basic ability in the use of technology. Access to the training is essential to keep ‘them more confident and up to date in the use of technology in foreign language learning. Teaching English as a foreign language through technology, without doubt, is challenging and rewarding, Several research questions are advanced: 1. How is technology used to learn English? 2. Why is technology used to learn English, in particular, the skills of English? METHOD Interviews ‘An interview has been said to be a controlled conversation in which an interviewer obtained information from the respondent through a series of questions. Interviews were used extensively in education for both selection and clinical research (Keats, 1997). Generally interviews were used as the primary means of obtaining information although sometimes it might also be supplemented by test scores, written reports, and behavioral data. Keats (1997) argued that good interviewing, whether for selection or for data-gathering, involved integrated techniques which included speaking skills, listening skills, skills of concept acquisition, and skill in the interpretation of verbal and nonverbal messages. A good interviewer needed to have the capacity to show empathy with the respondent, The interviewer should speak clearly, deliver speech at an appropriate pace, and moderate in pitch and volume, Ambiguous vocabulary and syntax should be avoided. A good interviewer should also have the ability to listen actively rather than passively. Active listening was identified by the ability to hear what the respondent said, understand the message, interpret its intent, and demonstrate interest and attentiveness, Moreover, Keats (1997) added that a good interviewer should also have the capacity to interpret nonverbal behavior since there were many cultural differences between Western and, Asian societies. It was also accepted that cultural norms governed the distance between interviewer and respondent that varied according to the topic, the genders of interviewer and the respondents, the place where the interview was conducted, and the attitudes of the respondent. Page 189Bs, INELTAL Conference Proceedings iNELTAL The nemana gh Language Teachers rd Lecturers Conference 18 I This study includes lecturers of English, who teach the advanced English language course, at the university under survey in Indonesia, during the period 2007-2009. There were expected to be si lecturers who would participate in the study, FINDINGS AND DISCUSSION Question 1) How is Technology Used to Learn English? Tasks-based Activities Increasingly, there have been a number of EFL teachers who have embraced the use of multi-media technology. Four out of six respondents indicated that many foreign language teachers integrated email-based activities into their curriculum. Teachers or lecturers use email as, a task-based activities that enables students to use technology to complete their tasks. Students, are required to submit their assignment in the form of soft file and send it to their lecturers through email. Additionally, sending assignment through email provides opportunities for students to write message in English to their lecturers. This indicates that technology can be used, in the process of teaching and learning through tasks-based activities meaning that lecturers need to create tasks that involves the use of technology. Media of Teaching and learning Information obtained through the interviews and recorded in Table 1.1 shows that four out of respondents said that ICT can be used as a media of teaching and learning during the process of teaching and learning. In addition to technology is used as a media of teaching by lecturers, at the same time language learners can use technology as a media of learning. This means that when lecturers demonstrate their ability to use technology as a media, students learn English through technology presented by their lecturers, Moreover, the respondents said that for example, the use of power point presentation, some movies and videos, the use of audio for listening, the use of audio visual, the use of website, and the use of internet are all technology media that can be used in teaching English. Multi-tasking learning The results of interview show that two out of six respondents said that technology can be used to do multi-tasking learning, This means that students can do and learn more than one task when they are learning one skill of English. The respondent added that for example, when students are watching a video, they listen, think, summarize, and write. In this situation, students, watch, listen, think, note-taking, summarize, and write, If the task is extended, students can present (speak) what they are learning in English. Question 2) Why is Technology Used to Learn English Skills? Information obtained through the interviews and recorded in Table 1.1 shows that in terms of language skills multi-media technology can be used to improve the reading, listening, writing and speaking of the users. Table 1.1 is presented as follows. Improving Reading Ability The results of the interview show that the use of ICT in the process of teaching and learning enables the learners to improve thelr reading comprehension. The information recorded in Table 1.1 is from the lecturers’ perspective about ideas on how technology can be used to learn English, as well as the subject matter of the students’ discipline. The availability of ICT allows students to look for materials published in English through the internet, This is because students are able to download material that relates to their discipline, The materials can be international journals, magazines, articles, papers, e-books, and story books. Students have greater advantages if they Page 1902019 INELTAL Conference Proceedings aw The teratonal nglsh Language Teachers and Lecturers Conference bs understand English. Students have opportunities to read the materials in English. If students continuously use technology to search some materials written in English and read the materials whether through on-line reading or off-line reading, this is more likely to improve students’ ability toread in English. Improving Listening Ability The information recorded in Table 1.1 shows that the use of technology in language teaching and learning is able to improve students’ ability in listening. According to the respondents, students are able to do a variety of activities that can improve their listening ability. The activities are downloading the listening materials through YouTube, listening some materials through the internet, watching movies through the internet, downloading some films through the internet, practicing on-line listening test through the internet, practicing listening through CDs or cassettes, listening to a teleconference, and listening to learn cross cultural understanding through tape recorder as well as listening to some games both for educational purposes or just for entertainment. Table 1.1 The Use of Technology in Learning English Theoretical Coding Improving Browsing articles through th Downloading articles to be read Downloading the listening materials through U-tube Downloading some films through the internet Practicing listening through the internet Improving Practicing listening through CD or cassette Listening Listening to a teleconference Listening to learn cross cultural understanding through tape recorder Trying listening tests through the internet ‘Writing power point presentation Creating English web blog Encouraging students to write English in their own blog Encouraging students to send their assignment through the lecturer's blog. Encouraging students to send their assignment through email Looking for synonym words through the internet Indicators Frequency jernet to be read an line nlalalalelalu Blelola Improving writing wlofala Making posters that relate to technology Creating wall magazine and providing more opportunities for students to write ‘Writing script for movie Developing e-learning improving Videaing some conversation among students (making movie) Page 191INELTAL Conference Proce 2019 Speaking Participate in a teleconferences ‘Showing movie through ‘U-tube’ and encouraging students to > ‘comment ‘Mobile English course through phone 1 Presenting in English by making power point Ss Improving Writing Ability Information recorded in Table 1.1 show that technological tools provide opportunities for English language learners to improve students’ writing ability, Microsoft Word application provides students opportunities to write their power point presentation in English. Lecturers can encourage students to make web blog in English and motivate them to write paragraphs in English in their blog. Students also have opportunities to send their assignment through their lecturers’ blog or through email, Moreover, students are encouraged to look for some synonym in English through the internet that can help them to write in English. Some other things that can be done by students to help them improve their writing ability in English are writing poster relating to technology in English, creating wall magazine and providing more opportunities for them to ‘write in English, and writing script tor movie in English. A respondent commented that. Two years ago, | encouraged my students to make web blog and advise students to comment in English to each their friends” blog. Students gave me their blog’s adaress and | had to visit their blogs one by one. First of all, I was very happy because my students competed to create their blog, they made very good blog. They were very creative. They wrote some articles in English in their blog, their friend gave comment about the content of the articles. Although their comments were short, they were able to produce language. | thought that web blog can be used to improve writing (lasmine Interview: NVivo Reference 1) ‘These statements indicate a lecturer's views about the advantages of using technology such as blog for learning English, particularly writing, Improving Speaking Ability Information obtained through the interview recorded in Table 1.1 show that technology can, be used to improve speaking. Technology can be used as a media to video some conversations in, English among students. Students are encouraged participate in a tele-conference and try to speak in English. Lecturers can show same videos and mavies through you tube and students are asked to give comments. Moreover, students can do mobile English course through their mobile phone or phone. They can practice some dialogues in English with their instructors. In addition to this students are encouraged to present their paper using technology in English. ‘CONCLUSIONS In conclusion, the study shows that ICT are able to give some advantages in terms of language learning. Based on the results of the interview itis clearly seen that lecturers of English have tried their best to put the use of technology in their interaction with students. It is because the integration of technology in language teaching and learning makes the class up to date and lives, Students have opportunities to use their English in a variety of context. There are some ways to encourage students to use technology in their English language learning. Lecturers encourage students to do task-based activities. These are activities based on task given using Page 192INELTAL Conference Proceedings The International English Language Teachers and Lecturers Conference 2o19 technology. Moreover, in different situation technology is used as a media of teaching, and students do not only depend on text books. In the process of teaching, students are given opportunities to gain soe experiences by learning English through technology. Interestingly, when students are learning English through technology, they actually do multi-tasking learning, as explained above. In terms of language learning, technology can be used to improve the skills of English, listening, writing, reading, and speaking. RECOMMENDATION 11. The study focuses an teacher level since the study relies on lecturers as the source of information. ‘The study is more comprehensive if the study also involves students’ perspective in the use of technology in language learning. Therefore, broader information and overview can be put together a8 a comprehensive study. 2. The study needs to be extended into the next research questions such as what obstacles the lecturers find when they are using technology in the process of teaching and learning of the English Janguage and why in general technology is used to learn the English language. REFERENCES Anderson, J. (2005). Information and Communication Technologies in Schools: A Handbook for Teachers, Paris: UNESCO. Cajkler, W,, & Adelman, R. (2000). The Practice of Foreign Language Teaching. London: David Fulton Publishers. Davies, G. (2003). ICT and modern foreign languages: Learning opportunities and training needs. Scottish Languages Review. Ghasemi, B., & Hashemi, M. (2011). ICT: Newwave in English language learning/teaching. Procediar Social and Behavioral Sciences 15, 3098-3102. Gurus, S,, & Babacan, N. (2017). Technology Integration In English Language Teaching and Learning The ‘Journat Of Teaching English For Specific And Academic Purposes 5(2), 349-358. Keats, D. M. (1997). Interviewing for clinical research. In J. P. Keeves (Ed.), Educational Research, ‘Methodology. and Measurement: An International Handbook. Oxford: Pergamon. Kent, N. F, K (2004). Different worlds? comparison of young people's home and School ICT use” Journal of Computer Assisted Learning, 20(3), 440-455, Mafuraga, M., & Moremi, M. (2017). Integrating Information and Communication Technology in English Language teaching: A case study of selected Junior Secondary Schools in Botswana, International Journal of Education and Development using Information and Communication Technology 13(1), 142-152, Rintaningrum, R. (2016). (Find It Easy To Learn English When: Lecturers’ Perspectives. Paper presented at the Jambi International Seminar Education (JISE), Jambi, Rintaningrum, R. (2016). Maintaining English Speaking Skill in Their Homeland through Technology: Personal Experience. Asian EFL Journal, Special Edition, 107-119. ‘Teaching and Learning international Journal of Scientific & Engineering Research, 717). Woods, C. (2005). Teaching and Assessing Skills in Foreign Languages. Cambridge: Cambridge University Press. Page 193