Chapter I: INTRODUCTION
1.2. Statement of the Problems
Based on the background of the study, it is can be concluded that most of the Chinese Foreign Language (CFL) students in Indonesia would not be able to write Chinese characters, which will subsequently hinder them in advanced Mandarin Chinese learning in the future, particularly in writing competence. This problem might be reduced with the application of computers in learning Mandarin Chinese, in
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terms of writing Chinese characters.
The computer and the internet have been developed in language learning.
Ironically, many schools in Indonesia have not yet applied some learning activity which integrates computer-based teaching such as online comics. How may the students behave when collaborating with peers in the use of technology in comic creation? How may CSCL impact the students? All of these issues, which are still new for those students, will be examined.
1.3. Purpose of the Study
There are three purposes for conducting this study:
1. To investigate the different improvements of CFL elementary-school students’
Mandarin Chinese vocabulary among three comics creation approaches (paper-based learning, individually online comics, and online collaborative learning comics).
2. To investigate the different attitude among CFL elementary-school students towards application of three comic creation approaches (paper-based learning, individually online comics, and online collaborative learning comics) in learning Mandarin Chinese vocabulary .
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3. To investigate the different attitude of CFL elementary-school students towards the application of comics creation between individual and collaborative activity in learning Mandarin Chinese vocabulary.
1.4. Research Questions
To fulfill the purpose of this study, three research questions are addressed as follows:
1. How does the different improvements of CFL elementary-school students’
Mandarin Chinese vocabulary among three comics creation approaches (paper-based learning, individually online comics, and online comics collaborative learning)?
2. How does the different attitude among CFL elementary-school students towards application of three comic creation approaches (paper-based learning, individually online comics, and online collaborative learning comics) in learning Mandarin Chinese vocabulary?
3. How does the different attitude of CFL elementary-school students towards the application of comics creation between individual and collaborative activity in learning Mandarin Chinese vocabulary?
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1.5. Significance of the Study
In general, the results and the findings of this study will first focus on the
contribution of CSCL to CFL and/ or Chinese Second Language (CSL) students in Indonesia and particularly in Yogyakarta. Later on the instructors and researcher will become experts with CSCL and TELL in developing students’ Mandarin Chinese, especially in vocabulary. Besides, this research also introduces to the schools and teachers how to integrate some technologies that they have been already familiar with to support their Mandarin Chinese learning, especially in vocabulary. Moreover the students will have experienced how CSCL can increase their understanding in learning Mandarin Chinese vocabulary and in improving their learning attitude in the classroom.
Secondly, as both TELL and CSCL have never been applied before in Indonesia, the next focus of the study will be how the contribution of CSCL for CFL study inspires the other Multi Language Schools in Indonesia. As it is mentioned on page 2 that Budi Utama Multilingual School is a pioneer in organizing multi language programs in Indonesia, therefore, it is assumed that this CSCL will also spread out to some other similar schools.
Thirdly, as the research about this kind of study is very limited, the result and
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findings of the study will encourage another research not only in similar fields of study but also in different fields of study. At the end, the CSCL will be able to bring the Indonesian civil society into literate technology.
1.6. Definition of Terms
Collaborative learning refers to an activity where members of a group are
working together toward a common goal, and it is aimed at getting students to take almost full responsibility for working together, building knowledge together, changing and evolving together and of course, improving together (Dooly, 2008).
Comics refers to an image that is often combined with any text or visual information. There are also some textual devices such as captions to indicate the dialogue or narration. Comics often appear as thin booklets composed of paper bound with staples. Comics are usually published with multiple stories or in a series (McTaggart, 2008).
Learning-related behaviors refer to the behaviors engaged by the Mandarin
Chinese learners that are positively related to learning Mandarin Chinese through comics(Lan, Sung, & Chang, 2007).
Learning-unrelated behaviors refer to the behaviors engaged by the Mandarin
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Chinese learners that are negatively related to learning Mandarin Chinese through comics. These behaviors include chatting with others, playing with others, ignoring the teacher’s instruction, etc(Lan, Sung, & Chang, 2007).
Mandarin Chinese as a Foreign Language refers to the Mandarin Chinese
language learned by citizens in a country that does not classify it as the primary language among the majority population in either a spoken or written context (Zhu, 2001).
12 CHAPTER II
LITERATURE REVIEW
This chapter provides an overview of the literature related to the area of study which consists of four sections. The first section describes Mandarin Chinese teaching in Indonesia with regards to the National Curriculum of Indonesia 2013 and its implementation in Budi Utama Multilingual School in Yogyakarta. The second section reviews the literature about some theories relevant to the present research.
The third section describes collaborative learning, CSCL, and some reviews of the previous research relating to this study. The fourth section describes the online comics learning, especially in relation to vocabulary competence.
2.1. Mandarin Chinese Teaching in Indonesia
According to the Ministry of National Education of Indonesia, Curriculum of 2013 has been applied throughout the levels of education in Indonesia. Mandarin Chinese has the similar status as those of local languages and/or foreign languages;
therefore, it is integrated into the local content of the subjects of Culture and Art Crafts (Group B) provided in Table 2-1 (KPK, 2013, p.3). Schools are allowed to
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teach Mandarin Chinese for 5th grade students up to 5 periods in a week. Each period lasts for roughly 35 minutes. The integrative thematic learning is implemented in this 2013 curriculum.
Table 2-1. Curriculum 2013 for Elementary School (KPK, 2013,p.3)
Subjects Time Duration of Learning in a Week
I II III IV V VI Group A
Religion and Moral Education 4 4 4 4 4 4
Pancasila and Citizenship Education 5 5 6 4 4 4
Indonesian Language 8 9 10 7 7 7
Mathematics 5 6 6 6 6 6
Natural Sciences - - - 3 3 3
Social Sciences - - - 3 3 3
Group B
Culture and Arts Crafts 4 4 4 5 5 5
Sports Science 4 4 4 4 4 4
Total 30 32 34 36 36 36
Furthermore, there are 4 components in Core competence as presented in Table 2-2 (KPK, 2013, pp. 116-124). They are as follows:
1st competence: Religious belief/attitude 2nd competence: Social attitude
3rd competence: Knowledge
4th competence: Knowledge application
Each of these 4 competences represents the reference for basic competence, which
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will later be developed in integrative teaching for every subject. Mandarin Chinese represents the same status as the local language. Starting from level 4, students should have the competence to differentiate between concrete and abstract words.
Then in grade 5, the students should be able to demonstrate the ability of collaborating and interacting with local languages (which in this case is a foreign language or Mandarin Chinese) both at home and at school. Therefore, the activity such as creating dialogue in comics can be developed.
Table 2-2. Core Competence and Basic Competence (KPK, 2013, pp.116-124)
Grade Core Competence Basic Competence
1. 3. Knowing by observing the factual knowledge empirically (listening, watching, and reading), and inquire about one’s self as God‘s creature, one’s activity, and knowing other objects one encounters in the domicile and at school.
3.5 Recognize art culture and language belonging to the place where students are living in.
4. Present some factual knowledge in clear language, as well as in a systematic/logical manner; in esthetical artisan; in a move which reflects healthy kids; and in an attitude which reflects religious kids’ noble attitudes.
4.17 Recount artisan (concrete) objects and language belonging to the local area.
2. 3. Conceive the factual knowledge by observing (listening, watching, and reading); inquire about oneself, other God’s creatures, and one’s
activity; and inquire other objects around the house and school.
3.5 Conceive the culture and language belonging to the local place.
3.6 Recount artisan (abstract) non-objects and language belonging to the local area.
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4. Present some factual knowledge in clear language, as well as in a systematic/logical manner; in esthetical artisan; in a move which reflects healthy kids; and in an attitude which reflects religious kids’ noble attitudes.
4.17 Recount the non-object culture (abstract) and language belonging to the local area.
3. 3. Conceive factual knowledge by observing (listening, watching, and reading); inquire about oneself, other of God’s creatures, and one’s activity; and inquire about other objects around the house and school.
3.5 Understand the meaning of art culture in the local language.
4. Present some factual knowledge in clear language, as well as in a systematic/logical manner; in esthetical artisan; and in a move which reflects healthy kids; and in an attitude which reflects religious kids’ noble attitudes.
4.17 Recount the
meaning of art culture in the local language.
4. 3. Conceive factual knowledge by observing (listening, watching, and reading); inquire about oneself, other of God’s creatures, and one’s activity; and inquire about other objects around the house and school.
3.6 Understand the stories relating to cultural sites that are either abstract or concrete in Indonesia by using the local language.
4. Present some factual knowledge in a clear language, as well as in a systematic/logical manner; in esthetical artisan; in a move which reflects healthy kids; and in an attitude which reflects religious kids’ noble attitudes.
4.17 Describe the stories related to cultural sites that are either abstract or concrete in Indonesia by using the local language.
5. 2. Demonstrate honest behavior, discipline, responsibility, politeness, caring, and
self-confidence when interacting with family, friends, teachers, neighbors, and citizens of the country.
2.4 Demonstrate the ability to cooperate and interact with local
languages at home and at school.
3. Conceive factual knowledge by observing (hearing, seeing, and reading); inquire about oneself, other of God’s creatures, and one’s activity; and inquire other objects around the house and school.
3.5 Understand the elements of the local culture and language.
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4. Present some factual knowledge in a clear language, as well as in a systematic/logical manner; in esthetical artisan; in a move which reflects healthy kids; and in an attitude which reflects religious kids’ noble attitudes
4.18 Describe oral and written forms of the cultural elements pertaining to the local culture by using the local language.
6. 2. Demonstrate honest behavior, discipline, responsibility, politeness, caring, and
self-confidence when interacting with family, friends, teachers, neighbors, and citizens of the country.
2.4 Demonstrate the ability to cooperate and interact with local
languages at home and at school.
3. Conceive factual knowledge by observing (hearing, seeing, and reading); inquire about oneself, other of God’s creatures, one’s activity;
and inquire of other objects around the house and school.
3.5 Understand the elements of the local culture and language.
4. Present some factual knowledge in a clear language, as well as in a systematic/logical manner; in esthetical artisan; in a move which reflects healthy kids; and in an attitude which reflects religious kids’ noble attitudes.
4.18 Describe oral and written forms of the cultural elements pertaining to the local culture by using the local language.
However, the school forms the learning unit, meaning it has the right to develop
its own curriculum based on the needs of the students. It precisely means that the school may reduce or add the period’s number and or the time duration of subjects
belonging to Group B in Table 2-1.
Budi Utama School develops its curriculum and gives 7 periods of Mandarin Chinese for 5th grade students. Each period consists of 40 minutes. There are 3
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Mandarin Chinese teachers, two of them being native Mandarin Chinese-speaking teachers and only one of them being a local Mandarin Chinese teacher. The component of material and/or language skills is listed in Table 2-3.
Table 2-3. Mandarin Chinese Teaching Composition for 5 Grade Students Language Skills/ Contents Periods per Week Teacher
Mandarin Chinese Speaking 3 Native
Chinese Culture 2 Native
Mandarin Chinese Reading and Writing 2 Local
Based on this arrangement of language skills in Table 2-3, it could be seen that the students only receive 2 periods per week for Mandarin Chinese reading and writing skills. Especially in writing, where the students meet some difficulties in writing Chinese characters, the school should give students greater attention and extra time. Based on the teaching plan and school syllabus, the portion for writing exercise is also less than the other language skills. Both the teaching plan and school syllabus are attached in the Appendix H and I.
Concerning the curriculum, Sutami (2008) said that Mandarin Chinese Curriculum does not reflect the factual situation of CFL students at the present. She added that Mandarin Chinese cannot be instantly executed in a short period of learning. There are some aspects that the CFL students have never encountered
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before such as ton, 漢子, and Hanyu Pinyin. Finally she stated that in order to reduce those challenges in teaching-learning Mandarin, there should be strong emphasis on the characteristics of Mandarin Chinese, market needs, curriculum and syllabus, CFL students, teachers, and the text book.
Regarding the specific situation of CFL students in Indonesia, Zhu (2001) says that learning Mandarin Chinese does not mean someone needs to understand the knowledge of language but rather needs to understand the verbal knowledge of the target language. In other words, Canal and Swain (2002, p.6) state this as communicative competence and performance. Therefore, the emphasis of learning Mandarin Chinese is to be able to communicate using the target language, both orally and written.
People in Yogyakarta are either bilingual or multilingual (Margana, 2009).
Somehow Mandarin Chinese is a foreign language to most Indonesians, as it plays no major role in the community and it is primarily learnt only in the classroom. The students are getting language exposure only during the school period. During the class break, the students soon switch into Javanese or Indonesian language in oral communication with other students. Therefore, there is a lack of writing activity Chinese character.
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Despite that, Budi Utama is flexibly allowed to modify the periods of teaching the subject in Group B in Table 2-10, but the language skill loaded in Table 2-3 does not reflect the needs of the students. Students encounter more language differences in writing skills rather than other language skills (Sutami, 2008). Furthermore, since students in Budi Utama are used to write using Hanyu Pinyin, therefore, in the material during the experiment both the Chinese character and Hanyu Pinyin will be used. This also stated by Saville-troike (2006) about the learner characteristic and circumstances.
2.2. SLA
Ellis (2008) explains that a second language refers to another other than one’s mother tongue that has been acquired during one’s childhood (up to 3 years) before or after one has started using his/her own mother tongue. It is called second language acquisition when the language acquired plays both an institutional and social role in the community. It means that the language functions in communication and is recognized among people in daily life who may also speak a different language that is the mother tongue. Primary examples are the use of the English language in Nigeria and South Africa. On the contrary, foreign language learning occurs in a
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setting where the language plays a minor role in the community and in communication among its members. Moreover, the foreign language is merely learnt in a classroom setting. Primary examples are the use of the English language in Taiwan and China.
Saville-troike (2006) added that SLA involves a wide range of language learning settings and learner characteristics and circumstances. Sometimes in SLA it is necessary to make elaborated distinctions relating to the function L2 will serve in our lives, because this may significantly affect what we learn. Furthermore, these differences may define the specific areas of language competence needed by the learners. For example, what vocabulary knowledge do the learners need, the level of grammatical complexity the learners have to achieve, and which one is more critically needed than the other, speaking or reading skill, etc. Then, she concluded that the second language is typically an official or societal dominant language needed for education, employment, and other basic purposes. SLA often acquired by minority group members or immigrants who speak another language natively.
Vocabulary as the core of a language is not acquired at one shot. It necessitates a long process. Throughout this process, learners become familiarized with the encountered words. What makes them familiar with words of acquisition is the
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frequency of their usage and the number of encounters in different forms and
contexts (Nation, 2001; Schmidt, 2000).
In her output hypothesis, Swain (1993) proposes the output’s importance in the
following process of second language learning: 1) the language production provides the chance for meaningful practice of people’s linguistic resources; 2) during the
language learning process, when learners produce language, they might be forced to move from semantic processing to syntactic processing; 3) reprocess output by using their own linguistics resources to generate new knowledge; and 4) in language learning, output may generate responses from speakers of the language in the form of confirmation check, clarification request, or implicit and explicit corrections.
Based on the above literature review it is underlined that Mandarin Chinese stands as foreign and/ or second language for Indonesian people (Elis, 2008;
Margono, 2009). Therefore, the Mandarin Chinese learning should be set as CSL and/ or CFL. Nation (2001) and Schmidt (2000) state that vocabulary in SLA is not acquired at one shot. This means learners need time and practice to be familiar
with the new words they encounter. This vocabulary should be chosen based on the learner’s need. The present study about CSCL and comic creation in the development
of Chinese vocabulary will possibly obtain many variable output as mentioned by
22 Swain (1993).
2.3. Collaborative Learning
Collaborative learning has been found to benefit students in various
disciplines as it contributes to student learning . Furthermore, Liao (2014) states that the contribution can be divided into two aspects: academic and social. In academic aspect, studies find that collaborative learning benefits students in academic achievement, positive attitudes toward the subject matter, commitment to learning, critical thinking, and problem solving skills (Liao, 2006; Wong &
Abbruzzese, 2011; Huynh, Jacho-Chaves, & Self, 2010; McDuff, 2012; Xie, 2011).
In term of social aspect, researchers find that collaborative learning sharpens and
strengthen students’ overall communication skills, such as team working skills, emotional skills, and conflict resolution skills (Jarvenoja & Jarvela, 2009; Prichard,
Stratford, & Bizo, 2006; Yates, 2006). Dooly (2008) suggests that when working in groups the students are faced with different interpretations, explanations, or answers about what they are studying, which forces them to “re-think” their own viewpoints.
It now seems clear that incorporating network-based learning into the process of collaborative learning can be very beneficial in terms of knowledge and experience;
students will be working with a diverse student group, which may cause them to
23 re-formulate some of their ideas.
Totten (1991) suggests that collaborative learning makes students actively exchange, debate, negotiate ideas within their group. Discussion activity provokes students to become critical thinkers. Dooly (2008) also mentioned that collaborative learning requires working together toward a common goal and it is aimed at getting
Totten (1991) suggests that collaborative learning makes students actively exchange, debate, negotiate ideas within their group. Discussion activity provokes students to become critical thinkers. Dooly (2008) also mentioned that collaborative learning requires working together toward a common goal and it is aimed at getting