PROCEEDINGSTHE 4th INTERNATIONAL CONFERENCELANGUAGE, SOCIETY, AND CULTURE IN ASIANCONTEXTS (LSCAC 2016)on ☜Cultivating and Casting Asian Diversities:Empowering the Asians☝

Malang, May 24 ♠ 25, 2016Hotel Atria, Malang, East Java, Indonesia

PROCEEDINGSTHE 4th INTERNATIONAL CONFERENCE

☜LANGUAGE, SOCIETY, AND CULTURE IN ASIANCONTEXTS☝

Malang, May 24 ♠ 25, 2016Hotel Atria, Malang, East Java, Indonesia

Keynote SpeakersDr. Apiradee Jansaeng, Mahasarakham University, Thailand

Dr. Soe Marlar Lwin, Nanyang Technological University, SingaporeProf. A. Effendi Kadarisman, Universitas Negeri Malang, Indonesia

Dr Azhar Ibrahim Alwee, National University of Singapore, Singapore

Universitas Negeri MalangMember of the Indonesian Publishers Association (IKAPI) No. 059 / JTI / 89Jl. Semarang 5 Malang, Zip code 65145, IndonesiaTelephone 62-341-551312 Ext. 453

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmittedin any form by any means♥electronic, mechanical, photocopying, recording or otherwise without thepermission of State University of Malang Press

PROCEEDINGSTHE 4th INTERNATIONAL CONFERENCELANGUAGE, SOCIETY, AND CULTURE IN ASIAN CONTEXTS (LSCAC 2016)

ISBN: 9789794959121

In-Chief Editor : Utami Widiati, Universitas Negeri Malang, Indonesia

Editors:Yazid Basthomi, Universitas Negeri Malang, IndonesiaNunung Suryati, Universitas Negeri Malang, IndonesiaSri Andreani, Universitas Negeri Malang, IndonesiaUtari Praba Astuti, Universitas Negeri Malang, IndonesiaNur Hayati, Universitas Negeri Malang, IndonesiaNurenzia Yannuar, Leiden University, IndonesiaNova Ariani, Universitas Negeri Malang, IndonesiaHasti Rahmaningtyas, Universitas Negeri Malang, IndonesiaEvynurul Laily Zen, National University of Singapore,SingaporeInayatul Fariha, Universitas Negeri Malang, IndonesiaMaria Hidayati, Universitas Negeri Malang, IndonesiaRahmati P. Yaniafari, Universitas Negeri Malang, IndonesiaSuharyadi, Universitas Negeri Malang, IndonesiaSyamsul Bachri, Universitas Negeri Malang, IndonesiaNabhan F. Choiron, Universitas Negeri Malang, Indonesia

Francisca Maria Ivone, Universitas Negeri Malang, IndonesiaAndi Muhtar, Universitas Negeri Malang, IndonesiaFuraidah, Universitas Negeri Malang, IndonesiaGunadi H. Sulistyo, Universitas Negeri Malang, IndonesiaMirjam Anugerahwati, Universitas Negeri Malang, IndonesiaEvi Eliyanah, Australian National University, AustraliaYusnita Febriyanti, University of Adelaide, AustraliaSiti Muniroh, Monash University, AustraliaAulia Apriana, Universitas Negeri Malang, IndonesiaSuharmanto, Universitas Negeri Malang, IndonesiaEnny Irawati, Universitas Negeri Malang, IndonesiaE.D. Laksmi, Universitas Negeri Malang, IndonesiaKukuh P. Subagyo, Universitas Negeri Malang, IndonesiaM. Misbahul Amri, Universitas Negeri Malang, IndonesiaDaya Negri Wijaya, Universitas Negeri Malang, Indonesia

Reviewers:Nur Mukminatien, Universitas Negeri Malang, IndonesiaYazid Basthomi, Universitas Negeri Malang, IndonesiaNurul Murtadho, Universitas Negeri Malang, IndonesiaImam Suyitno, Universitas Negeri Malang, IndonesiaFrancisca Maria Ivone, Universitas Negeri Malang, IndonesiaSyamsul Bachri, Universitas Negeri Malang, IndonesiaSukamto, Universitas Negeri Malang, Indonesia

xxix, 1159 pages; 21 x 29,7 cm

Aditya N Widiadi, Universitas Negeri Malang, IndonesiaSaida Ulfa, Universitas Negeri Malang, IndonesiaMuslihati, Universitas Negeri Malang, IndonesiaM. Djauzi Moedzakir, Universitas Negeri Malang, IndonesiaJ. Prabhakar Rao, University of Hyderabad, IndiaJames Raju, University of Hyderabad, IndiaTutun Mukherjee, University of Hyderabad, IndiaR. Siva Prasad, University of Hyderabad, IndiaThaveesilp Subwattana, Mahasarakham University, ThailandApiradee Jansaeng, Mahasarakham University, ThailandHoang Thi Hue, College of Education, Hue University, VietnamDang Van Chuong, College of Education, Hue University, VietnamSoe Marlar Lwin, Nanyang Technological University, Singapore

• Printed and Published by

State University of Malang PressMember of the Indonesian Publishers Association (IKAPI) No. 059/JTI/89Jalan Semarang 5 Malang, Zip code 65145, IndonesiaTelephone 62-341-551312, Ext. 453.Email: penerbit@malang.ac.id

• First Printing 2016

Ⅻ Printed in Malang, East Java, the Republic of Indonesia

Layout : Nabhan F. Choiron & Robby Yuniawan, Universitas Negeri Malang, IndonesiaCover : H.J. Hendrawan, Universitas Negeri Malang, Indonesia

vii

WELCOME MESSAGES

STEERING AND ORGANIZING COMMITTEE

On behalf of the organizers and the committees, we are proud to welcome everyone toMalang and the 4th International Conference on Language, Society and Culture in Asian Context(LSCAC 2016) organized by Mahasarakham University, Thailand, University of Hyderabad,India, Hue University, Vietnam and hosted by Universitas Negeri Malang.

As has been widely known, these collaborating institutions successfully held theinternational conference on ☜Language, Society, and Culture in Asian Contexts: LSCAC☝ in2010, 2012, and 2014. The conferences attempted to create a space where people couldexchange academic knowledge and build up international collaboration so as to bring newbody of knowledge into the development of the Asian society, as well as to strengthennetwork among scholars whose research interests lie in the Asian context.

The Language, Society and Culture in Asian Context International Conference Seriescontinues to:

- provide a forum for the exchange of ideas and dissemination of information on goodpractices within language, society and culture in Asia;

- strengthen and broaden the network of researchers, practitioners, students, teachers,artists and all those involved in language, society and culture in Asia;

- increase the links between the language, social and cultural communities especiallyin Asian context among the people of Asia;

- showcase research in the field of language, social and culture in Asian context.

The theme for the 2016 conference is Cultivating and Casting Asian Diversities:Empowering the Asians. Our plenary and featured speakers have considered this topic andwe look forward to hearing a variety of perspectives as a discourse to strengthenunderstanding and to foster creativity, growth and social innovation among Asians to be abetter Asia.

Your presence at this conference is helping to further develop this meaningful andsustainable forum that we believe is contributing to strengthen the understanding due to thediverse cultural diversity of Asia as the biggest and most diverse continent on the globe.

LSCAC 2016 is made possible by the dedication and hard work of our community. We areindebted to many. The LSCAC track record of excellence continues this year. This would nothave been possible without the advice and support of the previous conference chairs.

viii

WELCOME MESSAGESSpecial mention must be made of the fact that LSCAC 2016 is truly international. It isorganized by a core team from Hyderabad University, India, Mahasarakham University,Thailand, Hue University, Vietnam and an organizing committee of Universitas NegeriMalang with members from three faculties; Faculty of Letters, Faculty of Social Science,and Faculty of Education. The diversity of our people is one of our core strengths thatadds tremendous value to the conference organization. We thank all of them forvolunteering their time and energy in service to our community.

In particular, we would like to express our gratitude to the Rector of Universitas NegeriMalang, Professor AH. Rofi☂uddin for the guidance in managing this conference, Dean ofFaculty of Education Professor Bambang Budi Wiyono, Dean Faculty of Social ScienceProfessor Sumarmi as also the steering committee. We would like also to address specialthanks to Mr. Reno Halsamer and Mrs. Elly Halsamer in accommodating us at Museumd☂Topeng, to learn more about Indonesian culture and history through their collections.

Finally, we would like to thank all the presenters for the willingness to share the latestresearch and ideas and all the participants for their keen and active participation. Withoutyour efforts, this conference would not be possible. Keep up the good work. We hope thatyou will have an enjoyable and productive time in Malang, and leave with fond memories ofthe multicultural experience at LSCAC 2016.

Professor Utami WidiatiProfessor Bambang Budi WinarnoProfessor SumarmiSteering Committee, LSCAC 2016

ix

WELCOME MESSAGES

WELCOME MESSAGES

xi

xiii

WELCOME MESSAGES

���sage from the Dean of Faculty of Humanities and Social sciences

Mahasarakham University, Thailand

���� ��2016 ���� � �����,

�� � �� �������� �� ������� ��� �� ��� 4�� �������� ���� ��������� �� ��������,

��� ���� ��� ������ � � �� �������, �� �� 2016, ��-������ � !�������"��� #� $��� ���

%���� !����� #� $��� ���, &�� #� $��� �� ��� #� $��� �� �� &����� ��.

'�� ������� �� �� � ��� �� ���������� � �� ���$� �� � ����� ��� �������� ��� �����

������ �������� � ��� ��$�������� ���������� ����� � � �� ��� �� ��.

(�� �� � ���-��� ����������, �� ��� �������� �� ��$� ��.J. Prabhakar Rao, professor of

Linguistics in Centre for Applied Linguistics and Translation studies, university of Hyderabad,

Hyderabad as our keynote speaker and Soe Marlar Lwin, Assistant professor in the English

Language and Literature Academic group at the National Institute of Education and Nanyang

Technological University, Singapore and A. Effendi Kadarisman, degree in Linguistics from the

university of Hawaii at Manoa and Dr.Azhar Ibrahim Alwee, A lecturer at the Department of

Malay studies, National University of Singapore(NUS) , as our panelists in a special panel

session on ☜Academic Collaboration among Higher Education Institutions in Asia☝

Last, but not least, LSCAC 2016 in Thailand would not have been possible without the

efficient efforts of the conference coordinating team and of course the enthusiastic presenters and

participants who have come to Negeri Malang Universitas from around the world in order to

take part in LSCAC 2016.

I sincerely hope that your experience in attending this conference will be fruitful one,

that is thought-provoking in an academic, social and cultural dimensions.

Asst. Prof. Dr. Kanokporn RattanasuteerakulDean of Faculty of Humanities and Social Sciences

Mahasarakham University

xv

ORGANIZERS

Executive Advisor :)*+,- ./- 0+,1☂uddin, Rector Universitas Negeri Malang

Steering Committee :Prof. Utami Widiati, Universitas Negeri Malang, IndonesiaProf. Sumarmi, Universitas Negeri Malang, IndonesiaProf. Bambang Budi Wiyono, Universitas Negeri Malang, IndonesiaDr. Primardhiana Hermilia Wijayanti, Universitas Negeri Malang, IndonesiaDr. Ach. Amirudin, Universitas Negeri Malang, IndonesiaDr. Hardhika, Universitas Negeri Malang, IndonesiaProf. Yazid Basthomi, Universitas Negeri Malang, IndonesiaDr. Gatut Susanto, Universitas Negeri Malang, IndonesiaProf. Thaveesil Subwattana, Mahasarakham University, ThailandDr. Apiradee Jansaeng, Mahasarakham University, ThailandProf. J. Prabhakar Rao, University of Hyderabad, IndiaProf. A.V. Raja, University of Hyderabad, IndiaProf. R. Siva Prasad, University of Hyderabad, IndiaHoang Thi Hue, Ph.D, College of Education, Hue University, VietnamAssociate Prof. Dr. Dang Van Chuong, College of Education, Hue University, Vietnam

Organizing Committee:Chairperson : Maria Hidayati, M.Pd,Vice Chairperson : Syamsul Bachri, Ph.D.Secretary : Nabhan F. Choiron, M.A.Treasurers : Sri Andreani, M.A.

: Nunung Suryati, Ph.D.: Evynurul Laily Zen, M.A.

DivisionsPapers and Sessions : Nur Hayati, M.Ed.

: Drs. Sutarno, M.Pd: Dedy Kurniawan, M.Pd

Secretariat : Nova Ariani, M.Ed.: Hasti Rahmaningtyas, M.A.

Ceremony and Entertainment : Hartono, M.Sn.: Tri Wahyuningtyas, M.Si.

xvii

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Food and Beverages : Dr. Utari Praba Astuti: Rahmati Yuniafari, M.Pd: Dr. Retno Tri Wulandari

Information and Technology : Francisca Maria Ivone, Ph.D.: Arafah Husna, M.Med.Kom.: Dr. Henry Praherdhiono: Siska Novianti, A.Md

xviii

TABLE OF CONTENTS

Welcome Messages viiOpening Speech; Rector Universitas Negeri Malang, Indonesia ixMessage from Hyderabad University, India xiMessage from Mahasarakham University, Thailand xiiiMessage from Hue University of Education, Vietnam xvOrganizers xviiTable of Contents xix

Keynote SpeakersKS 1 Promoting Language Learners☂ Cross-cultural Awareness through Comparative 01 ♠ 01

Analyses of Asian FolktalesSoe Marlar Lwin

KS 2 Local Wisdom with Universal Appeal: Dynamics of Indonesian Culture in Asian 02 ♠ 02ContextA. Effendi Kadarisman

KS 4 Asian Intellectuals for Cultural Resistance: Departures and Disruptions 03 ♠ 03Azhar Ibrahim Alwee

Theme 1Foreign Language Teaching in Asian Contexts

FLT 9 Integrating Extensive Reading in Connecting EFL Students to Culturally 4 ♠ 8Relevant Texts in IndonesiaDani Safitri & Leo Candra Wahyu Utami

FLT 10 Lesekiste Mit Übergansstufe (Reading Box) in German Language Learning 9 ♠ 15Desti Nur Aini

FLT 11 Foreign Students☂ Understanding towards Indonesian Cultural Terms in BIPA 16 ♠ 22ProgramDian Febrianti, Girindra Wardhana & Timotius Ari Candra Aprilianto

FLT 12 The Importance of Cross Cultural Understanding in Foreign Language 23 ♠ 30Teaching in Asian ContextsDian Ratnasari, Erfan Mokhamad Wijaya & Ryan Nuansa Dirga

FLT 14 Core Features of Activities Undertaken by Professional EFL Teachers to 31 ♠ 37Develop their Pedagogical Competence in Teaching PreparationDini Kurnia Irmawati & Utami Widiati

FLT 16 Javanese Speakers in Intersection: Competing Language Ideology 38 ♠ 44Dzulfikri Mawardi

FLT 18 Prewriting and Drafting Strategies of Graduate Students in Writing Term Papers 45 ♠ 55in EnglishEnny Irawati

FLT 19 Evidence-based Language Learning Strategies across Nationalities: A 56 ♠ 66Comparison of Indonesian and Japanese StudentsFathor Rasyid

FLT 21 An Analysis on the Grammatical Errors in Students☂ Writing at English Program 67 ♠ 73STKIP Taman Siswa BimaFitri Ningsi

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TABLE OF CONTENTS

FLT 22 Introducing the Material Development Project for Future Teachers of English for 74 ♠ 79Young LearnersGita Mutiara Hati

FLT 23 Indonesian Vocabulary Learning Model for Foreign Speakers at the Beginner 80 ♠ 86LevelHariratul Jannah & Sjahriah Madjid

FLT 25 Increasing Vocabulary Comprehension through the Bingo Game for 3rd 87 ♠ 95Graders of Lab School, JakartaHerlina Usman

FLT 26 Promoting the Ability of EFL Students in Producing English Orally through 96 ♠ 108Created Case Study (CCS)Khadijah Maming

FLT 27 Creative Activities (ICA) and Reading Text Higher Order Thinking Skills 109 ♠ 119(ReadTHOTS) Application in English Language Teaching (ELT)Khairunnisa Hatta & Amaluddin

FLT 28 Friendly Atmosphere to Promote Young Children Emergent Literacy 120 ♠ 125Kristi Nuraini

FLT 29 Cultural Integration with Scientific Approach in Teaching Indonesian to 126 ♠ 134Speakers of Other Languages (TISOL) In IndonesiaKundharu Saddhono

FLT 31 Self-Efficacy and English Language Anxiety among Vocational Students of 135 ♠ 141SMKN 10 MalangLufiana Harnany Utami & Tutut Chusniah

FLT 32 Enhancing Students☂ Self-Directed Learning through Posters in Speaking 142 ♠ 147Lulus Irawati

FLT 33 A Preliminary Study on EFL Learners☂ Pragmatic Competence 148 ♠ 153Mei Hardiah

FLT 35 Discourse Analysis of EFL Teachers☂ Request 154 ♠ 160Muhammad Arif Al Hakim

FLT 36 The Development of An Integrative Model for Indonesian Language Teaching 164 ♠ 167Materials in ICT Based Socio Culture Studies for Intermediate Non NativeSpeakersMuhammad Badrus Siroj

FLT 37 Improving the Students☂ Reading Skill by Using Cooperative Model Teams 168 ♠ 172Assisted Individualization at Vocational SchoolMuhammad Dwi Farhan

FLT 38 Providing Effective Feedback to Students☂ L2 Writing Errors 173 ♠ 179Muhari

FLT 39 Students☂ Learning Strategies on Speaking English at Pondok Pesantren Darul 180 ♠ 189Hijrah Martapura, South KalimantanNida Mufidah

FLT 41 Assessment of Exposition Text to Develop Critical Thinking Skills for Junior 190 ♠ 198High School Students

xx

Z[\ LSCAC 2016International Conference

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opqpr stuvuwx

IKIP PGRI Madiun, Indonesialulusirawati@gmail.com

yz{|}~�|: Posters are popular media. They consist of eye-catching and colorful pictures which arecombined with written texts. Posters can be used as instructional media in language classrooms.EFL students can use information in posters to practice the target language in either spoken orwritten ways. Therefore, it is necessary to train students to develop posters. They can provide theirown pictures, communicative words and sentence constructions in the posters. By so doing, thestudents can perpetuate their self-directed learning in a particular skill, such as speaking. Thisresearch aims at finding out how to enhance students☂ self-directed learning through using posters inspeaking. It was a descriptive qualitative research conducted in Survival Speaking class, consistingof 25 students of the first semester. It was a 7 week-research with 7 meetings. The students wereassigned to select posters☂ themes, to have an observation on the poster models, and then to createtheir own posters at the first and second weeks. The students also needed to report their roughposters in front of the class, in order to get constructive feedback from either their classmates orlecturer. Later, the revised posters were displayed in front of the class at the rest of the weeks andthey invited their classmates and seniors (those students of higher semesters) to come over. They,then, directly presented their posters every time they had visitors. Thus, their self-directed learningcan be developed while they produced information orally in front of their friends or lecturer.

�����}�{: Self-directed learning, posters, speaking

������������

In global era, spoken language has been one of important things for conducting communicationwith other people across the world. However, spoken language, popularly as speaking skill in the Englishlanguage teaching, becomes one of productive skills that are about dilemmatic. Speaking is simple in oneside and complex in another side that depends on how people see. Ideally, people who have masteredspeaking, automatically they master writing or vice versa. In the reality, there are many people who aregood and fluent in speaking in this case English, but their writing might be not as good as their speaking.Planning or preparation can perpetuate speaking better in terms of fluency, accuracy and complexity (Li,Chen & Sun, 2015). Since these two skills, that is, speaking and writing are both productive skills, they canbe executed hand in hand. The students can provide written product first, before they would like to performor present in front of the classroom (Irawati, 2008). All in all, poster is the media that can require thestudents to operate both their speaking and writing skill simultaneously.

Poster is one of educational media that is simple and interesting. It is a part of electronic mediaconsisting of the combination of lines, images and words or sentences that are persuasive and

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communicative (Smaldino & Russel, 2005). The poster should be pretty eye-catching, in order to make thepeople interested and curious to read it. In the teaching learning process, the poster can be provided bythe teachers (Reilly, 2007) or created by the students themselves through project assignment(Lestianingsih, 2011). The poster is made on the size of 11 x 17 inch-thick paper or banners eitherhorizontally or vertically. It shows that everything on the poster should be designed and planned first. Thestudents need to create or make concept of things informed in the poster. Later, after the poster is createdwell, the students can start to display and present in front of the class and/ or selected place. It implies theuse of spoken language and written language simultaneously.

By using posters, the students get a lot of benefits such as, having experiences to work with otherpeople and having self-directed learning. These happen if the teacher assigns the students to create theirown posters in group and to present the poster in front of the class. Similarly, Reilly (2007) showed thatposters foster learner autonomy. The students can have a chance to self-evaluate and make a choice onwhich cues to use. It implies that self-directed learning becomes one of important things that can bedeveloped in the teaching learning process. In relation to the previous explanation, the present studyelaborate how poster can enhance self-directed learning in speaking.

Recently, many researchers investigated the use of posters in speaking for elementary school oryoung learners (Rahmadewi & Rosa, 2012; Patrawati & Kusumarasdyati, 2013; Cetin & Flamand, 2013).In the teaching of speaking, most researchers provide posters for the students. The teacher asks thestudents to present the information in front of the class. Later, the teacher asks the students to re-tell thestory without looking at the cues (Rahmadewi& Rosa, 2012). Although the posters are not made by thestudents, the poster can still develop the students☂ self-directed learning as long as the teachers allow thestudents to use the language consciously. Further, Cetin and Flamand (2013) postulate the term ☁self-directed inferential☂ seeks to acknowledge the active and conscious role of the learners in acquiringknowledge explicitly or implicitly. Thus, this study of using poster in Survival Speaking (Speaking I) toenhance self-directed learning is conducted for the university students.

������

The aim of the research was to elaborate the using of posters in Speaking to enhance students☂self-directed learning in the English Department, College of Teacher Training and Education ☜PGRI☝ atMadiun, East Java (IKIP PGRI Madiun). This study used a descriptive qualitative research design.. Thedesign was greatly appropriate because it described the phenomena naturally. Therefore, some importantpoints might come up into reality. This research involved 25 students of the first semester taking survivalspeaking class. The researcher collaborated with the lecturer to design a research on using posters inSurvival Speaking to enhance self-directed learning, since the researcher did not teach this speakingcourse. The lesson plans were made for 7 meetings (a half semester). The students were assigned toselect posters☂ themes, to have an observation on the poster models, and then to create prototype of theirown posters at the first and second weeks. The students also needed to report their rough posters in frontof the class, in order to get constructive feedback from either their classmates or lecturer. Later, therevised posters were displayed in front of the class at the rest of the weeks and invited their classmates

��� LSCAC 2016International Conference

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and seniors (those students occupied higher semester) to come over. They, then, directly presented theirposters every time they had visitors. Thus, their self-directed learning can be developed while theyproduced information orally in front of their friends or lecturer. To obtain truly credible data, the researchercollected the data through recording the teaching and learning process and completing the observationsheet, assessing the students☂ performance of speaking-based on Brown☂ speaking rubric scale (Brown,2001), and interviewing the students to know their self-directed learning using Self-Directed Learning listdeveloped by Khait (2015). Teaching and learning process were carefully transcribed and checked toanswer the aim that is to elaborate the use of posters in speaking to enhance students☂ directed learning.Accordingly, the lecturer and the researcher read, rated and commented the students☂ posters. Based onthe teaching-learning process and the students☂ scores, the researcher interviewed the lecturer and somestudents to know whether the students☂ self-directed learning enhance. The researcher only chose thosestudents who were nicely willing to be interviewed using snowball technique in order to reach a point datasaturation; no longer hearing or finding new information.

The data were analyzed throughout the research. Therefore, the researcher obviously worked withdata by organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discoveringwhat is important and what is to be learned, and deciding which parts will be told to others (Bogdan &Biklen, 1982). It means that the researcher selected and chose only data which importantly supported thepurpose of the research.

�������� ��� ��� ¡���¢�

The data collected from observation, students☂ essay scores, and interviews were analyzed inrelation to the purposes of the study: to elaborate the using of posters in speaking to enhance students☂self-directed learning. Based on the observation, there were 25 students attending survival speaking class.The researcher intentionally chose the class based on the lecturer☂s recommendation. Both the researcherand the lecturer collaborated to create lesson plans of 7 meetings on using posters in speaking to enhancestudents☂ self-directed learning. By so doing, the students were assigned to make groups, each consistingof 4-5 people in order to select posters☂ theme, observe the poster models and create the posters. At thattime, the students looked very active and involved, since they needed to explore and generate ideasrelated to the posters☂ theme outside the classroom and then proposed the content and the layout of theposters before starting to write the posters themselves. It was similar to the interview result with KPtranslated in English as follows:

We felt challenged to be actively searching posters☂ topics from many sources like books, internet, and otherhardcopy of posters before proposing the posters☂ content and layout to the lecturer. Fortunately, we have achance to work together and help one another with our classmates.The students presented their rough draft of posters to get constructive feedback in the third week.

Soon after presenting the draft of their posters in front of the class, the students create their postersoutside the classroom, as a project. Some strategies were done to support their ideas. They read somerelated sources and discussed them with their friends to get some suggestions. Accordingly, they found

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that it was neither easy nor simple. However, they were enthusiastic in creating the posters since theyneeded to put things interesting inside their posters.

In the next meeting, while the students attended the classroom bringing along their posters, thelecturer asked them to present their revised posters one group by one group. They did peer-evaluationunder the lecturer and the researcher☂s supervision. Accordingly, most posters presented were amazing.The students were pretty successful in making interesting posters. As it was stated by the lecturer, FP asfollows:

I, myself actually was happy to see how the students could become very autonomous learners. They hadworked hard collaboratively to create the posters. They had been very patient to consult with me about thingsrelated with the posters☂ content and layout.

Furthermore, the students finally displayed their posters along the corridor in front of their classroom. Theyinvited people to come over and then every time they got visitors, they presented their posters. At thesame time, the lecturer evaluated the students☂ spoken performance. Overall, their speaking performancescores ranged from ☁good☂ to ☁very good☂. It happened since the students could manage things they wantedto say or express. They could choose the interesting and suitable topics to explain. Thus, it perpetuatedtheir speaking performance better and they became more autonomous learners, as one of evidence ofself-directed learning.

Based on the students☂ scores above and the interview results, some important things wererevealed in the following. First, the students had experienced working with their classmates inside andoutside the classroom with poster topics that were relatively new. In the procedure of using posters inspeaking, the students were asked to work with their friends in the group. At that time they tried toaccommodate ideas from all member of the group. They learned how to control their personal desire inorder that they would not be selfish people. They learned things through contacting with theirsurroundings. This is in line with what Cetin and Flamand (2013) said that the students may engage in andlearn from surrounding without any guidance from an instructor. Certainly, it implies that the students☂surrounding can be their friends, those who they usually communicate with.

Second, they can choose things interesting to discuss on their own. While making or creating theposters, the teacher does not directly give the topics of the posters. The students can freely choose whatthings to have on the posters. They also provide their own choice of colors, photos, information, and layoutas well. Since, they choose the topic on their own; they greatly remember every single thing that theywould like to say. They can directly see the posters whenever they forget. The posters can becomeguidance for them to remember in their presentation. Similarly, Pratawati and Kusumarasdyati (2013)report that by using posters, their feeling of nervousness and fight during presentation can be reduced,because they can see the notes or cues in the posters every time they get lost. Thus, it shows that theposters are media which effectively help students make their spoken performance smoother.

Third, the students understand their personalities and their abilities more simultaneously. At thetime, the students work with their friends to create their posters, their essential personalities come up inthe surface. They can find out that working with friend need to be patient, to have tolerated, to controlpersonal emotional, to respect others☂ opinion, to obey some agreement, and many more. In terms of

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abilities, the students are capable of solving the problems. They also become people who can manageand plan their work well. They are good at having negotiating and communicating, since they have regulardiscussion at the time planning and finishing their group☂ poster projects. They, therefore, obviously havebetter performance in the speaking skill. They have practiced presenting the posters orally many times,from presenting draft to revised posters. Thus, those personalities and abilities found in the students leadthem to have the so-called self-directed learning. Again, these findings are supported by Song and Hill(2007), who stated that perspectives on self-directed learning are divided into personal attribute, process,and context. Personal attribute consists of moral emotional and intellectual management, process consistsof learner autonomy over instruction, and context consists of environment where learning takes place. Insum, to make the students practice self-directed learning, it is necessary to provide an activity with clearinstruction and to cover an activity that stimulates the occurrence of personal attribute.

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Using posters in speaking has enhanced students☂ self-directed learning in some ideas: (1) thestudents have experienced to work with their classmates inside and outside the classroom with postertopics that were relatively new; (2) they can choose things interesting to discuss on their own; (3) theyunderstand their personalities and abilities more simultaneously. The findings also show how important toactivate the students is. The students should get more spaces to plan and create their own work.

This research contributes to the teacher and the students such as the occurrence of positiveattitude on learning. Firstly, the students become more independent and critical, for they have to searchtheir own references to generate ideas for their posters. Secondly, the teacher becomes sensitive andaware of the students☂ speaking skill development and self-directed learning. The teacher needs to checkevery sentence used in the posters to reduce misinformation.

With this respect, further studies are suggested to investigate the using of posters to enhancestudents☂ speaking much longer for approximately one semester by assigning them to create more postersin order to sharp their spoken performance and their self-directed learning. Then, this present researchcan be considered as preliminary study for further investigation, since there are some problems andweaknesses revealed in using posters in speaking class.

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PROCEEDINGS

Khait, H. (2015). Measuring Self-Directed Learning: Diagnostic Tool for Adult Learners. Journal ofUniversity Teaching and Learning Practice 12 (2), 2015.

Lestianingsih, D. (2011). Project-Based Learning by Using Posters in Teaching Speaking to the EleventhGrade Students of MAN 2 Madiun In Schooling Year of 2010-2011. Unpublished Thesis. IKIPPGRI Madiun.

Pratawati, F.M & Kusumarasdyati. (2013). Using Posters as Media to Teach Speaking to the EighthStudents of SMP N 1 Madiun. E-Journal UNESA Volume 01 No. 01 Tahun 2013.

Rahmadewi, Y & Rosa, Rusdi Noor. (2012). Using Everyday Life Everyday in Teaching Speaking toElementary School Students. Journal of English Language Teaching Vol. 1 No. 1 September 2012Serie B

Reilly, P. (2007). Using Practice Posters to Address EFL Challenges. English Teaching Forum, number 3,2007.

Smaldino, S.E., Russel, J.D., Heinich, R., and Molenda, M. (2005). Instructional Technology and Media forLearning. New York: Prentice Hall.

Song, L. & Hill, Jannette, R. (2007). Conceptual Model for Understanding Self-Directed in OnlineEnvironment. Journal of Interactive Online Learning Volume 6, No. 1 Spring 2007.