THE USE OF BLOG FOR A VOCATIONAL HIGH SCHOOL LEARNERS

THE USE OF BLOG FOR A VOCATIONAL HIGH SCHOOL LEARNERS

FINAL PROJECT REPORT

In Fulfillment of the Requirements for Designing ICT-based

Language Teaching course

Under the Direction of Pupung Punawarman, M.S.Ed., Ph.D.

Submitted by

Rezki Firdaus

1407335

 

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2016

Introduction

The current development of internet in this high technology era facilitates students to have activities not only in the classroom but also outside one. Master Base (2010) reveals that the use of web technologies that is characterized by user communities and a wide range of services, including social networks, blogs, wikis groove, RSS, and podcasts. Such applications encourage collaboration and efficient exchange of information among users. Having web technologies in English Foreign Language setting promotes the students’ contribution to the discussion. By doing so, the students could learn in constructing knowledge process because they have to involve in the online learning community.

Blog is one of examples of web technologies which can be utilized to help the students learn English interactively either to communicate with their classmates or instructor. A blog is an interactive homepage that displays asynchronously developed serial entries, by utilizing simple users interfaces and allowing users to easily maintain content or add new entries, with the features of inserting texts, graphics, video and audio (Deng & Yuen, 2011; Fageeh, 2011; Lai & Chen, 2010). Since the students could have much more time to continue their English lesson discussion in this blog, the instructor has to control the online learning process by responding their questions, encouraging them to practice their English skills such as reading and writing, contributing to add more relevant online learning sources, reflecting what their difficulties in learning English, or suggesting their classmates to overcome the problems. The students, therefore, are trained to be involved in the learner-centered learning process which concerns with their active participation either accepting the knowledge or referring to number of relevant references such as from internet sources or the other ones.

Vocational High School (SMK) learners in Indonesia learn English as one of obligatory lessons. Referring to Permendikbud No. 64 year 2013 of Content Standard is mentioned that Knowledge Competent for tenth and eleventh graders of Vocational High School (SMK) in Indonesia is they understand, apply, and analyze factual, conceptual, procedural, and metacognitive knowledge based on their curiosity of the knowledge, technology, art, culture, humanities, in the perception of human nature, nationality, state, civilization connected with phenomena caused factor and occurrence in the specific work field to overcome the problems. It means that they have to learn English based on their specific major in the schools namely agriculture, information and communication technology, tourism, accounting, fashion, business and administration, etc. Unfortunately, the learners have not got yet the specific English learning materials which are in line with their future specific work field. They learn English that are similar with what have been learned by the Senior High School learners and it leads to demotivation because of its incontextuality.

In addition, culture is a vital element in the teaching and learning of English. By acquiring and comprehending the cultural knowledge, values and skills associated with the different varieties of English, English Foreign Language students could develop their cultural sensivities using English as the medium of instruction despite their resentment motivation (Shahed, 2013: 97). To help the Vocational High School learners easily learn English in English Foreign Language (EFL) context especially in Indonesia, it is definitely recommended to facilitate the learner to comprehend the target culture. In this case the English teacher might introduce and discuss various target cultures activities or customs usually used in the real native daily life by referring to some online sources namely youtube, blog, online newspapers or magazines, etc. Shie (2013) states that the teaching of target culture will enable EFL learners to open learners’ horizon in the use of target culture when using English for communication at an international level.

The EFL learners, moreover, are necessary to use their local culture in the teaching of English in Indonesia. This is because they have been living in their own culture and, thus, using their own culture in the teaching of EFL will preserve their cultural identity (Shie, 2013). The learners have been familiar with the available cultural knowledge surrounding them which are valuable used in their English learning materials. They, then, could use English either to comprehend the target culture or to promote their local culture. Shahed (2013:100) reveals that teaching culture in the English classroom is to enable students to take control of their own learning as well as to achieve autonomy by evaluating and questioning the wider context within which the learning of English is embedded.

The Use of Blog in Language Teaching

Blogs used in education are known as Edu blogs. An edublogger can be set up by a teacher, by individual learners or by a class. A blog set up and maintained by a teacher is known as a tutor blog (Dudeney and Hockly, 2007). It is used to provide the learners with news and comments on issues, extra reading practice or homework, study tips, online links, and so on. In this kind of blog, the teacher may allow learners to write comments in the blog. A blog set up and maintain by students is known as student blog (Dudeney and Hockly, 2007). The student may post personal and family information, photos of their country, regular comments on current affairs and so on. Other students can be encouraged to post comments and reactions to students’ blog postings. Blogs could be a reflective one when they are used to reflect on what students are learning, or on classes that teachers are teaching. The blog that is used by entire class is known as class blog (Dudeney and Hockly, 2007). In this type of blog all learners post to the same blog. This blog can be used to post comments on certain topics or on any other issue the teacher thinks interesting and relevant to learners.

According to Dudeney and Hockly (2007; 90) there are some advantages of using blogs in the classroom. The blogs provide a ‘real-world’ tool for learners with which to practice their written English. Or, if it is used as part of international exchange, it is a way of contacting learners from other parts of the world. Even if a student or class blog is not shared with learners in other parts of the world, a blog is publicly available in the internet. It means anyone can read the blog, although only invited members can be given permission to add comments. Other advantage is dealing with correction-the help that is given to students with their written work. Blog is publicly accessible, so the teacher needs to be prepared to give learners plenty of time for writing, reviewing, redrafting and checking postings before they are added to the blog. To save time, peer review of work in progress can help with this process.

On the contrary, there are some disadvantages reported dealing with the integrating blogs in language teaching and learning. Al-waely (2013) stated that integrating blogs into teaching and learning context has no value in enhancing students’ motivation to become more involved in the learning process. In another study conducted by Xie and Sharma in Al-waely (2013) students showed negative and positive ideas regarding blog use. Blogs is considered helpful for learning and thinking but they gave them feeling of anxiety and insecurity because everyone may read and comments.

English Learning Materials for SMK (Vocational School) Students

Learning materials for SMK are kinds of ESP materials. One of the key characteristics of ESP materials is that teachers and course developers value the use of authentic texts and tasks. The term ‘authentic’ denotes that the texts were written for purposes other than language teaching and learning.

Harding in Basturkmen (2010: 63) offered some advice dealing the use of authentic texts. They are 1) use contexts, texts and situations from the students’ subject area. Whether they are real or simulated, they will naturally involve the language the students need; 2) exploit authentic materials that students use in their specialism or vocation; and 3) get the students doing things with the material that they actually need to do in their work.

The use of blog let the students use the authentic text. The materials posted in blog not only authentic but also culturally integrated. The use of this culturally integrated materials in teaching will increase the students’ awareness of national identity, their own culture, but open and tolerant toward other cultures. At schools the emphasis on the socio-cultural knowledge and intercultural skill should lead students towards achieving a level of socio-cultural competence. Arabski and Wojtaszek (2011;47) stated that teachers of English should not force the learners to admire British and American landmarks, but rather show them that English may become a tool for widening their horizons.

Using Blog that contain materials with culture integration

The aims are to familiarize students about culture differences and to have them more acquainted with the use of computer and technology information. Both are two emphases in Curriculum 2013 which is currently used in Indonesia. The curriculum itself is under development, it can contribute to the development and be useful for the teachers as their reference in teaching later.

In the syllabus of English Lesson for SMK, particularly for eleventh graders, it is stated that the students are expected to be able to note the culture difference in delivering communication acts, like suggestion, opinion, hope and wishes. This is the place for the teacher to introduce the culture difference so the student will be able to perform the task communicatively. The students are told that there is no literal translation from Bahasa Indonesia to English, not only change the word to its equivalent in another language.

The purpose to integrate culture is to make learning more contextual and reflect to real life of the students. Students are responsible for their own learning because they are asked to figure out things by themselves, for example, to notice the different on language feature on delivering opinion in Bahasa Indonesia and English, to discuss the turn taking between the speakers so they can know the different on politeness marking on different cultures. Even from one topic, students can obtain the knowledge more than just expected. They can know how to deliver opinion in different context. The other purpose is to get the language learner acquainted with the situation in the target culture as well as having a deep knowledge to their own culture. Besides, the students will also be psychologically closer to the language they are learning.

Blog as the media in the classroom can serve as a helpful place to students who do not or cannot participate in the classroom discussion. Students who are feeling shy to speak might find this as a place for them to show their ability. There is no basic difference of the blog function if it is culture integrated. But the most interesting thing is the students can provide their comment with external link to justify what they have written in the comment space. Talking culture is limitless, it depends heavily on one’s assumption, justification, or experience. Thus, blog can be a place to a more fruitful discussion for the students.

Types of topics and activities that can be served in the Blog

Based on the overview of English syllabus of the curriculum 2013, there are some possibilities to integrate culture and to use Blog as the media in teaching process. For the culture itself, for example, it can be introduced to students when they are learning about delivering communication acts like opinion. The teachers can introduce culture in two aspects. Firstly, the teachers introduce a video clip entitled ‘A letter written in year of 2070’ so the students understand that they should preserve our environtment for our future generation. Next, the teachers may also tell the students about different ways in delivering opinion, the common expression used for the native speakers of English for delivering opinion. The different of turn taking in conversation may also taught to students’. Thus, the notion of politeness can also be addressed.

Blog as the media can surely be a place to topics like the above. The students can do various activity when they are login in Blog. As have been outlined above, they can discuss such as; the water crisis or air polution effect as well as the effect for a human being in a daily life and they have to discussed in the blog forum. They might use the expression of opinion straight away in their posts and it means they can directly apply the knowledge. Then, before they post their comments or opinion, they can search for information and this will make the discussion deeper. These activities can trigger their critical thinking and are able to participate more in the class discussion. They can also do quiz and exercise, then it will reduce paper and ease the teacher to correct the exercise.

References

Al-waely, S., & Aburezeq, I. M. (2013). Using Blogs to Facilitate Interaction and Effective Learning: Perceptions of Pre-service Arabic Teachers. Journal of Language Teaching and Research. 4(5). Page 975-985. DOI:10.4304/jltr.4.5.975-985.

Basturkmen, H. (2010). Developing Courses in English for Specific Purposes. New York: Mc Millan.

Deng, L. & Yuen, A. (2011). Towards a framework for educational affordance of blogs. Computers and education, 56 (2). 441-451.

Dudeney, G. and Hockly, N. (2007). How to Teach English with Technology. Malaysia: Pearson Education Limited

Fageeh, A. (2011). EFL learners’ Use of Blogging for Developing Writing Skills and Enhancing Attitudes Towards English Learning: An Explotary Study. Journal of Language and Literature, 2(1), 31-48. Retrieved December 11, 2015 from http://www.lit.az/ijar/pdf/jll/5/JLL2012 (1-5).pdf.

Lai, H. & Chen, C. (2010). Factors influencing secondary school teachers’ adoption of teaching blogs. Computers and education, 56 (4), 948-960.

Master Base. (2010). Retrieved December 18, 2015, from http//www.en.masterbase.com/support/gloassary.asp

Menteri Pendidikan dan Kebudayaan. (2013). Permendikbud No. 64 tentang Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah [The Rule of the Minister of Education Number 54/2013 on the Graduate Standard for Primary and Secondary Levels of Education]. Retrieved December 28, 2015 fromhttps://docs.google.com/file/d/0B2qLrZkRe9a2WUJEbkhhRXNTSUk/editpli

No. 64 year 2013 of Content Standard

Arabski, J. & Wojtaszek. A. (2011). Aspects of Culture in Second Language Acquisition and Foreign Language Learning, Second Language Learning and Teaching. Verlag Berlin Heidelberg: Springer

Shahed, F. H. (2013). Culture as a skill in undergraduate EFL classrooms: The Bangladeshi realities. TEFLIN Journal. 24 (1) January 2013.

Shie. J. S. (2013). Intercultural Texts Encountered by Taiwanese EFL Students. Language and Intercultural Communication. 13(4). Page 416-432. DOI: 10.1080/14708477.2013.793346.