學業與職業取向的印尼語言課程設計與改善：在台灣的行動研究 - 政大學術集成

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(1)Department of Education National Chengchi University 國立政治大學教育學系. Master’s Thesis 碩士學位論文. 政治大 Improving 立 the Instructional Design of an ‧. ‧ 國. 學. Indonesian Language Course for Academic and Occupational Purposes in Taiwan Through Action Research 學業與職業取向的印尼語言課程設計與改善：在台灣的行動研究 al v i n Ch engchi U. n. er. io. sit. y. Nat. Student: Lanasari 譚稱玲 Advisor: Prof. Mei-Shiu Chiu 邱美秀. June 2019. DOI:10.6814/NCCU201900010.

(2) Acknowledgement First of all, I would like to express my warmest thank to my thesis advisor, Prof. Mei-Shiu Chiu 邱美秀 of the Department of Education at National Chengchi University (NCCU). Prof. Chiu was always such a great teacher, mentor, and advisor whenever I encountered problems or had queries about my research or writing. She constantly supported this study to be my personal work but steered me in the proper route and method. I am gratefully indebted to Prof. Chiu for her valuable guidance and comments on this thesis. Next, my heart-felt and deep gratitude to Prof. Linda Li-Chou Chen 陳李綢. 政治大. and Prof. Jason Chih-Yu Chan 詹志禹 as my thesis advisory committee members.. 立. Your knowledge and insights have been very precious and essentially significant in. ‧ 國. 學. enhancing my thesis.. My warmest thanks to my students, as well. Without their passionate. ‧. participation, input, and feedback, this study could not have been successfully conducted. Thank you, guys.. y. Nat. I would also like to thank and acknowledge the Indonesian native speakers. io. sit. who played the role as evaluators for students' communication skills and the. n. al. er. Indonesian people who took part in making daily conversation with my students as their communication practices.. Ch. engchi. i n U. v. Finally, I have to express my very profound gratitude to my family (especially my brother, Robby), friends (particularly UJ, Nicole, Yenyen, Kenneth, Toshi, Shuhui 姐), and Ms. Chin-Chih Chueh 闕金治 (staff of the Department of Education, NCCU) for giving me unfailing support and non-stop encouragement throughout my study at NCCU and during the period of writing this thesis. This accomplishment would no longer have been possible without all of them. Thank you all from the bottom of my heart.. Lanasari 譚稱玲. IV. DOI:10.6814/NCCU201900010.

(3) Abstract This proposed study takes an action research approach to explore and examine the instructional design of an Indonesian language course for academic and occupational purposes in Taiwan, and then outline the modified/improved instructional design of Indonesian language courses in the future according to the action research results in this study. In addition, this study also intends to investigate the students' academic achievement in Indonesian language learning. This study collected data, both quantitative and qualitative data, from Indonesian language classes for academic and occupational purposes taught by the teacher-. 治政 feedback, an in-depth interview with students. Meanwhile, 大 the quantitative data 立 academic performances (e.g., in-class activities, was derived from students' researcher. The qualitative data was obtained from class observation, students'. ‧ 國. 學. assignments, quizzes, mid-term exam, final exam, and the MOCK test of TIBA). In addition, the teacher-researcher obtained data from several Indonesian people. ‧. who acted as evaluators of students' communication skills. This study utilized the triangulation technique to minimize bias. Furthermore, this study also applied. sit. y. Nat. technology integration in the classroom to support teachers and students. The. io. sample included two classes consist of a total of seven students. The first class of. n. al. er. three students (Class 106) was carried out in January – June 2018, while the second. i n U. v. class of four students (Class 107) was conducted in July – December 2018. First,. Ch. engchi. the finding of this study was that the teacher-researcher could understand students more in-depth and identify their needs through action research that led to more effective problem-solving and improvements. Second, the major improvements from Class 106 to Class 107 and from Class 107 to a future class in the instructional design included: (1) more conversation practices with native speakers, (2) creation of optional specific assignment with different difficulty levels, (3) creation of an online Indonesian - Chinese dictionary. Third, students revealed their improvement in academic performances. Keywords: Indonesian language, action research, instructional design, educational technology V. DOI:10.6814/NCCU201900010.

(4) 摘要本研究採行動研究以探討在台灣學業與職業取向的印尼語言課程設計。透過調查學生在學習印尼語的歷程中，同時收集質性與量化的學業與職業取向印尼語言課程的資料。質性資料主要來自課堂觀察、學生回饋與深度訪談。而量化資料主要來自學生學習成績（例如：課堂活動、作業、測驗、期中考試、期末考試以及 TIBA 的模擬考試）。此外，研究者透過當地印尼人對學生溝. 政治大. 通技巧的評估，進行三角測量技術以降低誤差。本研究對象包括. 立. 兩個班級，共有七名學生。第一班有三名學生（106 班）於 2018. ‧ 國. 學. 年 1 月至 6 月進行課程 ; 第二班有四名學生（107 班）於 2018 年 7 月至 12 月進行課程。本研究結果如下：教師身兼研究者可. ‧. 以更深入地了解學生，並通過行動研究了解學生需求，進而有效. Nat. sit. y. 地解決並改進問題、關於教學設計的改進包括：（1）創造更多. er. io. 與印尼人進行對話練習的機會（2）創建具有不同難度級別作業. n. al 讓學生練習（3）製造線上印尼語對照中文字典。以及，學生們 iv Ch. 在學業成績皆有進步。. n U engchi. 關鍵詞: 印尼語、行動研究、課程設計、教學科技. VI. DOI:10.6814/NCCU201900010.

(5) Table of Contents Acknowledgement. IV. English Abstract. V. Chinese Abstract. VI. Table of Contents. VII. List of Tables. XI. List of Figures. XII. 1. Introduction. 1. 政治大. 1.1 Background and Motivation. 立. 1.2 Study Context. 2 3. ‧ 國. 學. 1.3 Definition of Terms. 1. 1.3.1 Instructional design. 3. ‧. 1.3.2 Educational technology. 3. 3. y. Nat. 1.3.3 Action Research. io. sit. 1.3.4 Bahasa Indonesia untuk Penutur Bahasa Asing (BIPA). n. al. er. 1.3.5 Tes Bahasa Indonesia sebagai Bahasa Asing (TIBA). Ch. n U engchi. 1.4. Significance of the study 2. Literature Review. iv. 4 4 4 5. 2.1. Teaching the Indonesian Language as a Foreign Language. 5. 2.2. Instructional Design. 8. 2.3 Educational technology in Indonesian Language Learning. 10. 2.4 Action Research. 12. 2.5 Research Questions. 13. 3. Methodology. 15. 3.1 Participants. 15. VII. DOI:10.6814/NCCU201900010.

(6) 3.2 Action Research Process. 16. 3.3. Data Collection. 17. 3.3.1 Teaching Materials. 19. 3.3.2 Activities/assignments. 20. 3.3.3 Tests. 22. 3.3.4 Educational technology. 23. 3.3.5 In-depth interview. 25. 3.4 Teaching strategies. 25. 3.5 Data analysis. 28. 4. Results. 立. 政治大. 29. 4.1 The improvement of instructional design of language learning course 30. ‧ 國. 學. by using action research. 4.1.1 The action research process and its results. 30 30. 4.1.1.2 Cycle 1 Implementation: Teaching approaches. 33. Nat. y. ‧. 4.1.1.1 Cycle 1 Planning: Overall teaching design. 2. Modeling. n. al. er. io. sit. 1. Lecture. n U engchi 4. Task-based learning. Ch. 3. Scaffolding. iv. 33 34 35 35. 5. Collaborative learning. 36. 6. Skills teaching. 36. 7. Mother tongue mirroring. 36. 4.1.1.3 Cycle 1 Observation: Classroom Observation and Students’ feedback. 37. 1. Teaching Handouts. 40. 2. Teaching strategies. 41. 3. Problem-solving. 41. VIII. DOI:10.6814/NCCU201900010.

(7) 4. Class Activities and Assignments. 42. 4.1.1.4 Cycle 1 Reflection: Teacher’s insights. 44. 4.1.1.5 Cycle 2 Planning: Overall teaching design. 45. 4.1.1.6 Cycle 2 Implementation: Teaching approaches. 50. 4.1.1.7 Cycle 2 Observation: Classroom Observation and Students’ feedback. 50. 1. Teaching handouts. 52. 2. Teaching strategies. 52. 3. Problem-solving. 53. 政治大 4.1.1.8 Cycle 2 Reflection: Teacher’s insights 立 4. Class Activities and Assignments. 54 55. course for academic and occupational purposes for future class 57. ‧. ‧ 國. 學. 4.1.2 The modified instructional design of the Indonesian language. 64. er. io. y. Nat. implementation of action research 5. Discussion. 58. sit. 4.2 Students’ academic performances in learning language through the. al. n. 5.1 Action research. i n C 5.2 Improvement of thehInstructional i U e n g c hDesign. v. 64 65. 5.2.1 Improvements from Class 106 to Class 107. 66. 5.2.2 Improvements from Class 107 for future class. 66. 5.3 Students’ Academic Performances. 68. 5.4 Teacher-researcher’s insights. 69. 5.4.1 Essential factors for succeeding to learn Indonesian. 69. 5.4.2 Indicators of successful learning. 71. 5.4.3 Benefits of doing action research as a teacher. 72. IX. DOI:10.6814/NCCU201900010.

(8) 5.5 Limitation of this study and suggestions for future research and educational practices. 73. References. 75. Appendix A: Instruction designs of Class 106 and Class 107. 79. A.1 Class 106. 79. A.2 Class 107. 82. Appendix B: Teaching Contents of the Indonesian Language Course for Academic and Occupational Purposes. 85. Appendix C: Example of Handouts for Class 106. 89. 92 政治大 Appendix E: The modified instructional design and materials of the Indonesian 立 language course for academic and occupational purposes 95 Appendix D: Example of Handouts for Class 107. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. X. DOI:10.6814/NCCU201900010.

(9) List of Tables Table 2.1 Elements in Teaching the Indonesian Language for General Purpose and Specific Purpose……...…………………………………..………………………..…6 Table 3.1 Students of Class 106 and Class 107…………….………………………..15 Table 3.2 Indonesian Courses for Academic and Occupational Purposes Schedules.16 Table 3.3 Teaching Materials of Indonesian Course for Academic and Occupational Purposes…………..……………………………………………………….………..19 Table 3.4 Activities and Assignments in Indonesian Course for Academic and Occupational Purposes………..…………………………………...………………..21. 政治大 Table 3.6 Teaching Strategies in Indonesian Language Course for Academic and 立 Occupational Purposes………..………………………………………………….…25. Table 3.5 Tests in Indonesian Course for Academic and Occupational Purposes…...22. ‧ 國. 學. Table 4.1 The Original Designed Activities and Assignments for Class 106………..30 Table 4.2 The examples of Class 106 session plan…………………………………..33. ‧. Table 4.3 The Addition of Activities and Assignments for Class 106……………….43 Table 4.4 The Activities and Assignments for Class 107……………………………49. Nat. sit. y. Table 4.5 The examples of Class 107 session plan…………………………………..49. n. al. er. io. Table 4.6 The reading and listening performances of Class 106 and Class 107……..58. Ch. engchi. i n U. v. XI. DOI:10.6814/NCCU201900010.

(10) List of Figures Figure 1 The Instructional Design Model, suggested by Dick and Carey (1996) ...... 9 Figure 2 The Action Research Model, suggested by Kemmis and McTaggart (1988) ..................................................................................................................................... 9 Figure 3 Action Research Process ............................................................................ 17 Figure 4 Example of study set on Quizlet................................................................. 34 Figure 5 Example of exercise after scaffolding ........................................................ 35 Figure 6 Example of task-based learning exercise ................................................... 35 Figure 7 Example of classroom observation data during session ............................. 37. 政治大 Figure 9 Example of student’s writing problem and its correction .......................... 38 立 Figure 10 Example of addition in handouts .............................................................. 46 Figure 8 Example of classroom observation data from students’ work ................... 38. ‧ 國. 學. Figure 11 The speaking and writing performances pattern of Class 106 ................. 59 Figure 12 The speaking and writing performances pattern of Class 106 ................. 59. ‧. Figure 13 Grade of TIBA Academic Purposes and Occupational Purposes ............ 61. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. XII. DOI:10.6814/NCCU201900010.

(11) 1. Introduction This section briefly provides the background and motivation behind the present study, outlines its driving aims and questions, and highlights its potential significance.. 1.1 Background and Motivation Language plays a significant role in our lives to express ourselves, communicate and interact with others. We can use language to make statements, convey facts and knowledge, explain reality, and so on. Learning a foreign language. 政治大 social network. Therefore, learning a different language is advantageous in this 立 could broaden our knowledge, bridge the gaps between different cultures, and expand globalized world.. ‧ 國. 學. According to the latest statistics from the Ministry of Education and Culture of Republic Indonesia (Kementerian Pendidikan dan Kebudayaan, Republik. ‧. Indonesia, 2018), Indonesia has mapped out and verified 652 languages in Indonesia.. y. Nat. As for the Indonesian language, it is the national language of Indonesia which. sit. proposed and agreed by representatives of various regions in Indonesia on October 28,. er. io. 1928. The variety of Indonesian tribes, culture, natural resources has been attracting. al. v i n C h language, including more people to learn the Indonesian e n g c h i U Taiwan. In these recent years, markets of Southeast Asian countries n. foreigners to come to Indonesia, either for short visits/trips, study or work that bring have been. proliferating in many different fields. Particularly, Southeast Asian has become a large investment destination and export market recently. Thus, Taiwan’s government took the initiative in 2016 by setting forth the “New Southbound Policy Promotion Plan” to develop and expand the relationships with Southeast Asia, South Asia, New Zealand, and Australia (Office of Trade Negotiations, Executive Yuan, 2016). As this policy emerged, there are many Taiwanese interested in learning languages spoken in Southeast Asian countries, which include the Indonesian language. Foreigners would be able to interact and communicate with Indonesian people better and easier by knowing and using the Indonesian language for communication. They attempt to learn the Indonesian language to be able to communicate well with 1. DOI:10.6814/NCCU201900010.

(12) officials, colleagues, employees, friends or the general public in their daily life in Indonesia. Teaching the Indonesian language as a foreign language could be an excellent opportunity to introduce the language and culture of Indonesia for students in Taiwan, especially for students who have interest and eagerness in learning Indonesian, working in Indonesia, or working at Taiwan’s companies that invest in or cooperate with the industry in Indonesia. Therefore, it is necessary to set an excellent instructional design in teaching the Indonesian language that expected to be attractive, practical, and compatible for those who would like to learn it.. 1.2 Study Context Just as other foreign languages, Indonesian language also has four different. 政治大. types of language skills, which support each other and cannot be separated: reading,. 立. listening, speaking, and writing. Reading and listening are receptive proficiency skills. ‧ 國. 學. in learning languages, whereas speaking and writing represent productive skills. The ideal language mastery includes these four types of proficiency, although in reality. ‧. there are students who are adept at oral communication fast but weak in written communication or vice versa.. y. Nat. Each student has their motivation to learn the Indonesian language. However,. sit. this study examined the Indonesian language course at a university in Taiwan that. n. al. er. io. focus not only on the daily conversation but also cover the Indonesian language for. i n U. v. academic and occupational purposes. The teaching-learning process and outcomes are. Ch. engchi. heavily influenced by the employed instructional design to provide optimal and active learning for students. Additionally, the course also supplements the elements of culture, traditions, news, traditional food, arts, and other things about Indonesia that could help students to obtain more knowledge and comprehension about Indonesia. Thus, the principles of teaching language learning need to be considered so that students able to learn more effectively following their characteristics. Since students have a variety of characteristics in receiving a lesson, a teacher needs to explore students learning desire, attitude, expectations, and difficulties. These principles start from known to unknown, from simple to complicated, from easy to difficult, and from concrete to abstract. These are noteworthy because basically learning a language is learning to communicate and interact. The main purpose of teaching the Indonesian 2. DOI:10.6814/NCCU201900010.

(13) language is to teach and enhance the skills of students in communicating in Indonesian, both oral and written communication. Furthermore, the media and infrastructure are needed to facilitate the learning process. Teachers should have the competencies which include teaching, moderating, managing classrooms, utilizing media/tools, and integrating technology to support or supplement the learning process. Besides, teachers should be able to figure out the obstacles that impede the process of learning and overcome those. This study is done to gain an overall picture of Indonesian language course for academic and occupational purposes in Taiwan and set a better instructional design for further improvement.. 政治大 1.3 Definition of 立Terms. ‧ 國. 學. 1.3.1 Instructional design. Instructional design can be defined as a practice of designing, developing,. ‧. creating, reflecting instructions/activities of acquiring and engaging knowledge aimed. io. sit. y. Nat. to assist the teaching-learning activities and process (Reigeluth, 1999).. er. 1.3.2 Educational technology a. n. v i l n The Association for Educational and Technology (AECT) C h Communications U i e h n c and ethical practice of facilitating defined educational technology as “the g study learning and improving performance by creating, using and managing appropriate technological processes and resources” (Richey, Silber, & Ely, 2008, p.24).. 1.3.3 Action Research Reason and Bradbury (2001) stated action research as a process that combines theory, practice, action, and reflection in developing sensible knowing that grounded in a participatory worldview.. 3. DOI:10.6814/NCCU201900010.

(14) 1.3.4 Bahasa Indonesia untuk Penutur Bahasa Asing (BIPA) Bahasa Indonesia untuk Penutur Bahasa Asing (BIPA) is the Indonesian language as foreign language that developed by Ministry of Education and Culture of Republic Indonesia through the center for development and strategy of language diplomacy (Pusat Pengembangan dan Strategi Diplomasi Kebahasaan / PPSDK) (Badan Pengembangan dan Pembinaan Bahasa, 2012). The materials are categorized into three levels: basic, intermediate, and advance. BIPA learning consists of four language skills that cannot be separated: reading, listening, speaking, and writing. Reading and listening are receptive proficiency skills in learning languages, whereas. 政治大. speaking and writing are productive skills.. 立. ‧ 國. 學. 1.3.5 Tes Bahasa Indonesia sebagai Bahasa Asing (TIBA) Tes Bahasa Indonesia sebagai Bahasa Asing (TIBA) is the Indonesian. ‧. language proficiency test designed for foreigners which evaluates all parts of Indonesian language comprehension - listening, reading, speaking, grammar, and. n. a. 1.4. Significancel of C the study. hengchi. er. io. sit. y. Nat. writing.. i n U. v. The results of this study are expected to be some contribution equitably in other Indonesian language courses, particularly in Chinese-speaking classrooms, since the instructional design is outlined for courses conducted in Taiwan. However, the findings (e.g. instructional design, handouts, activities and practices) also can be used by other language learning courses. Practically this study is expected to be advantageous for teachers and students. Teachers could take this study as a reference for teaching Indonesian or other languages. At the same time, the findings of this study are expected to help students specifically in learning the Indonesian language better, communicating in Indonesian, understanding Indonesian culture and facts properly.. 4. DOI:10.6814/NCCU201900010.

(15) 2. Literature Review This section introduces four key concepts for this study: teaching Indonesian as a foreign language, educational technology in language learning, instructional design, and action research.. 2.1. Teaching the Indonesian Language as a Foreign Language The interest of foreigners to learn the Indonesian language is increasing. 政治大 Indonesia's role in international relations has also boosted interest in learning the 立 Indonesian language (Suparsa, Mantra, & Widiastuti, 2017). It can be seen from the (Saddhono, 2016). Along with the progress achieved in this current global era,. ‧ 國. 學. increasing number of foreigners from various countries, including Taiwan, who want to learn the Indonesian language with various purposes. This increasingly high. ‧. demand has prompted universities or educational institutions in Taiwan to open Indonesian language courses.. Nat. sit. y. Learning Indonesian as a foreign language is still a comparatively new study. er. io. yet has been proliferating lately. Like language learning in general, Indonesian language learning also includes reading, listening, speaking, and writing skills. The. al. n. v i n most crucial problem in teaching as a foreign language is C hthe Indonesian language U i e h n how to deliver the material so that students g canclearn effectively. It is the main obstacle faced by Indonesian language teachers, namely, how to make the classroom atmosphere truly active, creative, effective, and fun while still emphasizing the aspects of learning effectively. Every step taken by a teacher must be clear and systematic. If the teacher can meet students' needs, then the learning process will be more natural, and students would be able to feel comfortable and acquired what they want to learn. Learning Indonesian as a foreign language has the purpose of being able to speak and communicate with the Indonesian-speaking people. However, it is necessary to distinguish between two types of goal: general and specific purposes. If. 5. DOI:10.6814/NCCU201900010.

(16) students learn the Indonesian language only for daily conversation, then the goal achieved is the general goal. Therefore, the focus would be everyday language so that it can be used for practical purposes. Conversely, if someone wants to learn the concepts and principles expressed in that language, then the goal achieved is a specific goal. Even though teachers might use the same approach to teach students, the materials taught for the two types of purposes are obviously different, as displayed in Table 2.1. Table 2.1 Elements in Teaching the Indonesian Language for General Purpose and Specific Purpose General purpose. 立. 治 purpose 政 Specific 大 1. standard word forms. 2. non-standard vocabulary. 2. technical and standard vocabulary. 3. words without affixes. 3. affixed words. 4. informal writing. 4. formal writing. 5. simple and more incomplete. 5. standard sentence structure, complete. Nat. io. sit. y. elements, and generally more complex. er. sentences. ‧. ‧ 國. 學. 1. informal forms of words. al. The Indonesian language course for general purpose contains material that. n. v i n C h with more informal more suitable for the daily conversation e n g c h i U phrases and expressions. Most of the Indonesian language classes in Taiwan are conducted based on general purposes, such as to communicate with Indonesian friends or immigrant workers, and for traveling. In contrast, the Indonesian language course for specific purposes is designed with more specific objectives, to prepare learners for studying in Indonesia, to get learners prepared for taking Indonesian language proficiency test, or to give them more advantages at workplace in Taiwan that have cooperation/partnership with companies from Indonesia or to even work directly in Indonesia. As for this study, the teacher creates and develops her own teaching materials which are the basic level of Indonesian language materials. The courses in this study are the Indonesian language for academic and occupational purposes, which aims for 6. DOI:10.6814/NCCU201900010.

(17) specific objectives. However, the general language is also needed for daily communication. Therefore, the teacher develops formal and standard teaching materials (Indonesian language for a specific purpose) as the main materials and creates informal and simple everyday language (Indonesian language for general purpose) as completing materials. In addition, the teacher also provides materials of Indonesian language as a foreign language (Bahasa Indonesia untuk Penutur Bahasa Asing / BIPA) that developed by the Ministry of Education and Culture of Indonesia as additional material. This additional material is beneficial for students in preparing the Indonesian language proficiency test (Tes Bahasa Indonesia sebagai Bahasa Asing / TIBA) in the future. Bahasa Indonesia untuk Penutur Bahasa Asing (BIPA) is the Indonesian. 政治大 of Republic Indonesia through the center for development and strategy of language 立 diplomacy (Pusat Pengembangan dan Strategi Diplomasi Kebahasaan / PPSDK). language as a foreign language that developed by Ministry of Education and Culture. ‧ 國. 學. (Badan Pengembangan dan Pembinaan Bahasa, 2012). The materials are categorized into three levels: basic (BIPA 1), intermediate (BIPA 2), and advance (BIPA 3). ‧. (Kusmiatun et al., 2017). BIPA learning consists of four language skills that cannot. y. Nat. be separated: reading, listening, speaking, and writing. Reading and listening are. sit. receptive proficiency skills in learning languages, while speaking and writing are. er. io. productive skills. BIPA learning is essential for foreign speakers. Because by learning. al. Indonesian, foreign speakers can communicate well and effectively. Besides that, it. n. v i n C h more deeply about can help foreign speakers understand Indonesia, both ethnicity, U i e h n g cto Indonesia. Learning starts from the culture, tradition, and various things related easy to the difficult, from the near to the far, from the simple to the complex, from the already known to the unknown and from the concrete to the abstract. These principles need to be considered because basically language learning is learning to communicate. That is the primary goal of Indonesian language learning which is directed to be able to improve the ability of students to communicate and interact in the Indonesian language that is good and correct, both verbally and written. Tes Bahasa Indonesia sebagai Bahasa Asing (TIBA) is the Indonesian language proficiency test designed for foreigners which evaluates all parts of Indonesian language comprehension - listening, reading, speaking, grammar, and. 7. DOI:10.6814/NCCU201900010.

(18) writing. As other languages proficiency tests, TIBA is also designed to evaluate learners' language comprehension and skills. TIBA has three categories: (1) TIBA Academic, (2) TIBA Business, and (3) TIBA for high school students. TIBA Academic is the Indonesian proficiency test for academic purpose and is accounted as requirement. for. international. students. who. are. going. to. studying. at. schools/universities in Indonesia. TIBA Business is set up for occupational purposes in any field of enterprises. TIBA for high school students is intended for international high school students as legitimate proof of their Indonesian language proficiency. (International. Language. Center,. Faculty. of. Humanities,. University. of. Indonesia/Lembaga Bahasa Internasional, Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia, n.d.).. 政治大. 立. ‧ 國. 學. 2.2. Instructional Design. Some scholars are viewing design from distinctive perspectives. Reigeluth. ‧. (1999) focuses on the character of principle and its relation to design. While Rowland (2008) describes how designing can be such assists in examining. The prior research. io. y. sit. literature.. Nat. echoes that instructional design has been rising for many years and generating a rich. n. al. er. Instructional design can be defined as a practice of designing, developing,. i n U. v. creating, reflecting instructions/activities of acquiring and engaging knowledge aimed. Ch. engchi. to support the teaching-learning process (Reigeluth, 1999). A good instructional design is needed to achieve effective learning for students. Teachers use instructional design as fundamental guidelines for teachers and students in teaching and learning activities. It is also useful to examine the teaching-learning effectiveness, teachinglearning methods, and the use of media. In other words, the instructional design aims to direct and guide the teaching-learning activities of teachers and students to be more directed, effective and efficient. Many instructional designers first discovered the procedure of designing instruction of a course via analyzing the Dick and Carey's (1996) instructional model as shown in Figure 1. The key points from the Dick and Carey’s model are to identify, analyze, develop, evaluate, and revise. These key points are similar to the action 8. DOI:10.6814/NCCU201900010.

(19) research stages: planning, implementing, observing, and reflecting (Kemmis and McTaggart, 1988) as represented in Figure 2. Thus, this study applies the action research approach to set and improve the instructional design of Indonesian language course.. 立. 政治大. Figure 1. The Instructional Design Model, suggested by Dick and Carey (1996). ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. i n U. v. Figure 2. The Action Research Model, suggested by Kemmis and McTaggart (1988). engchi. The instructional design includes teaching materials and various teaching strategies that relevant and appropriate to the whole teaching-learning process and meet students' need. These strategies will also determine the effectiveness and efficiency of learning and will significantly help students in achieving learning goals. Moreover, teaching methods must be chosen and developed to increase students' activity and creativity. The choice of teaching methods should pay attention to several factors, such as students, learning objectives, facilities, and teachers' skills.. 9. DOI:10.6814/NCCU201900010.

(20) 2.3 Educational technology in Indonesian Language Learning Technology is everywhere now, including in the education field. Different kinds of media have been used frequently in the teaching and learning process, such as digital books, audio files, computer, websites, and smartphones. As the Association for Educational Communications and Technology (AECT) explained, educational technology is “the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources” (Richey, Silber, & Ely, 2008, p.24).. 政治大 interest to use educational technology platforms in exploring and learning knowledge. 立 O’Malley and Chamot (1990) noted that successful language learning had been Due to rapid development in technology, people have gradually developed the. ‧ 國. 學. associated with strategies for a long time. Effective strategies could make a significant contribution to learners’ motivation and face challenges during the learning process.. ‧. Particularly, language teachers started utilizing computers around 1980 to help. y. Nat. learners in learning the language easily (Liu, Moore, Graham, & Lee, 2002), to give. sit. immediate feedback for learners (Chun & Brandl, 1992), to provide teaching materials. er. io. and exercises (Higgins, 1993). As for learners, they able to review and repeat lessons. al. as needed based on their own pace (Lai & Kritsonis, 2006). Echávez-Solano (2003). n. v i n also notes that computer may beCa good motivator forU h e n g c h i learners. Furthermore, in recent years, there are so many online language learning platforms available offering various types of language learning which easy to be accessed with either computer, tablet, or. smartphone, such as Duolingo, Busuu, Babbel, Livemocha, Quizlet, and Memrise (Jee & Park, 2009; Godwin-Jones, 2011; Vesselinov & Grego, 2012; Walker, 2015). These platforms provide vocabulary learning, access to native speakers or teachers, interesting game-like interface, conversation practices, lessons with videos or feedback, reading lessons, writing exercises, and self-audio recording that very useful for learners in learning languages. Simply said, learners able to obtain lots of advantages by using technology in their learning environment.. 10. DOI:10.6814/NCCU201900010.

(21) Along with the technology buildout, information technology in the world of education has been integrated into various subjects including the Indonesian language. With the development of technology, teachers can create varied learning media so that learners can learn Indonesian more easily, interesting, and enjoyable. Using multimedia in teaching a foreign language can assist learners to experience learning more freely based on their own pace. Moreover, these multimedia platforms are highly interactive and able to connect teacher and learners, more than can be expected from the traditional classroom. With technology enhanced in the language classroom, learners have more opportunities for self-paced learning, more frequent interaction with a teacher, and access to learning. In a traditional classroom, learners only able to learn and ask for. 政治大 have opportunities to ask questions or express their opinion due to the limited time of 立 each session. Moreover, usually in that limited time, there are likely only several. guidance from teachers during the session. Additionally, not all learners are brave or. ‧ 國. 學. learners who are active, brave and fast-responsive submitting questions. Learners who are shy, hesitant, or less brave tend not to ask questions in the classroom because they. ‧. feel supervised or pressured by classmates.. y. Nat. There are several prior studies noted the advantages of technology supplement. sit. in foreign language learning. First, one of the benefits is increasing learners’ interest,. er. io. and engagement since it brings variety and fun learning for learners (Galavis, 1998;. al. Frigaard, 2002; Riasati, Allahyar, & Tan, 2012). Learning materials integrated with. n. v i n C hforms, such as quiz, technology are presented in many game, and test that attract U i e h n g cthemselves and other learners. Second, learners’ interest, allows them to compete with through the employment of technology in language learning, teachers able to provide various learning materials for learners so they can learn according to their own pace since it can be accessed any time and place by using smartphone or computer (Lai & Kritsonis, 2006). Third, technology can escalate interaction between teachers and learners and among learners (Shyamlee & Phil, 2012). Learners able to communicate with other learners or teachers out of the classroom and can intensify their interaction. Forth, a supplement of technology is helpful for learners to enhance their performance. Due to the learning materials are accessible at any time, learners able to practice multiple times and gradually improve their achievement.. 11. DOI:10.6814/NCCU201900010.

(22) This study implements the use of technology as learning supplement that intended to facilitate students in learning and to evaluate the technology-enhanced in the Indonesian language courses with the objective to create a more effective course design for future improvement.. 2.4 Action Research Reason and Bradbury (2001) stated action research as a process that combines theory, practice, action, and reflection in developing sensible knowing that grounded in a participatory worldview. Action research is the mixture and interplay of action and research. The action is placed within the ongoing process of teaching-learning, while the research is set within a systematic evaluation of implementation (Burns,. 政治大. 1999). It is a research method specifically designed to enhance the learning quality in. 立. classrooms, both to enhance teacher professional skills and to improve students'. ‧ 國. 學. learning success. The teacher who conducts action research has two roles: as an instructor and as a researcher (Allwright & Bailey, 1991). As an instructor, a teacher. ‧. must solve learning problems that encountered during the process of learning, whilst as a researcher, a teacher ought to come up with research in the form of innovative. y. Nat. teaching-learning approaches that could be implemented by different instructors who. io. sit. have similar issues. In action research, teachers evaluate their teaching activities and. n. al. er. then make improvements based on the results of the evaluation.. i n U. v. Action research starts from the teacher's habit to care about the success of. Ch. engchi. his/her teaching activities, or care about things related to the development of students' learning, learning difficulties, behavior, learning environment, and social interaction. Therefore, action research is an inseparable part of learning activities in the classroom. Action research yields many benefits for educators who self-study their classrooms and searching for improvements in their school rooms and their expert development as well (Glanz, 2003; Mann, 2005; Smith, 2005, p.202; Gay, Mills, & Airasian, 2009). Through action research, teachers identify problems or constraints that teachers and students encountered in the teaching-learning process and solve these problems by developing specific strategies or techniques. Action research could provide a way for instructors to critically studying their teaching and develop a deeper understanding of students and promotes teachers' professional development. 12. DOI:10.6814/NCCU201900010.

(23) The action research process begins with the identification of learning problems encountered in the classroom by teachers who will conduct action research (Burns, 1999; Kemmis and McTaggart, 1988), which in this study is to develop a more effective instructional design of the Indonesian language for academic and occupational purposes in Taiwan. The first stage is the planning stage where the teacher chooses the alternative learning strategies that are most suitable for all students. Then the strategies are formulated in the instructional design of learning containing learning steps, teaching materials, and media supplement to assist the learning process. The second stage is implementing the prepared instructional design. During the implementation, learning activities, students learning behavior, responses,. 政治大 The third stage is the observation. At this stage, the learning activities as 立 previously planned are observed to be seen as the level of success. The purpose of the. feedback, and performances can be observed to see the level of success.. ‧ 國. 學. observation is to collect data as indicators of the impact of the planned instructional design implementation. Data collected at this stage is used as an evaluation material. ‧. for the teacher.. y. Nat. The fourth stage is the reflection. At this stage, the data that has been collected. sit. at the observation stage is analyzed further to see what things must be modified to be. al. er. io. implemented in the next class or teaching materials that need to be supplemented more,. n. or the employment of other media to support a more effective and beneficial teaching. Ch. and learning process for students.. engchi. i n U. v. 2.5 Research Questions This study is proposed to improve the instructional design of Indonesian language course for academic and occupational purposes through action research and to examine students’ academic performances in learning the Indonesian language. The Indonesian language course in this study refers to the class conducted in the academic year 106 (Class 106), and the class carried on in the academic year 107 (Class 107). Generally, this study is designed to examined the instructional design of language learning courses, including teaching approaches, educational technology integration, and get students’ direct feedback from in-depth interviews through action research 13. DOI:10.6814/NCCU201900010.

(24) process for further insights in reflecting, evaluating, modifying, and improving future or other language learning courses. Concretely speaking, this study aims to answer the following research questions. 1. How is the instructional design of language learning course improved by using action research? 1.1. How is the action research process conducted and its results? 1.2. How is the modified instructional design of Indonesian language course for academic and occupational purposes for future class after employing the action research? 2. Are there improvements of students’ academic performance in learning language by conducting action research?. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. 14. DOI:10.6814/NCCU201900010.

(25) 3. Methodology This section illustrates the participants, data collection, research methodology, teaching strategies, and data analysis of this study.. 3.1 Participants The data for this study was obtained from two courses at a higher education institution in Kaohsiung, Taiwan. The first course was conducted in the academic year 106 (Class 106) that consists of three students while the second course was held in academic year 107 with a total of four students as shown in Table 3.1. Students from. 政治大. both Class 106 and Class 107 have not learned the Indonesian language before. One. 立. of condition for foreigners to work in Indonesia is the requirement of relevant. ‧ 國. 學. academic background to the job they would like to do. Thus, students are required to have a bachelor’s degree in order to take this course.. ‧. Table 3.1. 1. al. n. Female. 1. Total. 3. Ch. 3. e n g c4 h i. y. 2. sit. Class 107. io. Male. Class 106. er. Student. Nat. Students of Class 106 and Class 107. i n U. v. Both courses were particularly conducted for academic and occupational purposes. The courses had an additional aim in preparing students to take the Indonesian proficiency test (Tes Bahasa Indonesia sebagai Bahasa Asing/TIBA) by using the Indonesian language as a foreign language (Bahasa Indonesia untuk Penutur Asing/BIPA) materials that published by the Ministry of Education and Culture of Indonesia as preparation for the test. Both Class 106 and Class 107 have total sessions of 90 hours which divided into two terms. Term one has a total of 40 hours, while Term two is conducted in a total of 50 hours. The classes are conducted as illustrated in Table 3.2. 15. DOI:10.6814/NCCU201900010.

(26) Table 3.2 Indonesian Courses for Academic and Occupational Purposes Schedules Class. Term 1 (40 hours). Term 2 (50 hours). Class 106. January-March 2018. April-June 2018. Class 107. July-September 2018. October-December 2018. 3.2 Action Research Process. 政治大 Consequently, the freshness and excitement of teaching become the challenges 立 teacher need to face. Teachers can bring excitement and fun to their teaching by Teaching might become routine and predictable for both teacher and students.. ‧ 國. 學. engaging different teaching approaches that suitable and helpful for students in learning the Indonesian language. Teachers could plan their instructional design of. ‧. the course, employ it in the classroom, and ask for students' feedback to evaluate the. y. Nat. whole instructional design, including teaching materials, teaching approaches, and. sit. other suggestion, for future improvement. It is feasible to be done by doing action. er. io. research which also can support teachers' professional development. Additionally,. al. action research can help teachers to consider alternative ways of thinking, doing and. n. v i n C h and students'Upoint of view to improve the interpreting corresponded to teachers' engchi instructional design that more effective and meet students' need.. Action research studies start from teachers’ concern regarding their fulfillment in their very own teaching, students’ studying progress and development, learning behavior, encountered problems, learning environment, which can be assessed through the whole teaching-learning process with purposes of making plans, implementing, evaluating, and then revising for future improvement (Borgia, 2003). This study employed action research with the whole process as displayed in Figure 3. The process was divided corresponded to three stages: (1) plan, implementation, observation, and reflection of Class 106, (2) plan, implementation, observation, and. 16. DOI:10.6814/NCCU201900010.

(27) reflection of Class 107, and (3) modified and improved instructional design for the future class.. 立. 政治大. ‧. ‧ 國. 學 er. io. sit. y. Nat. al. n. Figure 3. Action Research Process. Ch. engchi. 3.3. Data Collection. i n U. v. The triangulation technique was applied in this study to produce accurate information. Through triangulation, the teacher-researcher could get precise information using various methods so that the data can be trusted and unbiased. Triangulation is an application of mixed methods employed to study a phenomenon, gather more detailed information, and cross-check data for searching regularities in the data. (O'Donoghue and Punch, 2003; Houghton et al., 2013). In this study, the triangulation technique was carried out through class observation, students’ academic performances, and evaluation made by several Indonesian people. The class observation was done by the teacher-researcher during 17. DOI:10.6814/NCCU201900010.

(28) the observation stage of the action research. The students’ academic performances were derived from their grades on class activities, assignments, quizzes, and exams. Then, the teacher-researcher invited several Indonesian people to evaluate students’ communication skills in and gave them feedback. First, through class observation, the teacher-researcher could obtain students' sincerity and attitude in learning, paying attention, participating, and responding to explanations from the teacher-researcher during the teaching-learning sessions. This observation method was used to observe students' learning behavior and difficulties they experienced in learning Indonesian. Then, as supplements, the students' feedback was gathered by asking students every week before the class end and by conducting an in-depth interview with each student individually after the course was over.. 政治大 performances, such as assignments, quizzes, mid-term exam, final exam, and the 立 MOCK test of TIBA. The assignments, quizzes, and exams were created by the Second, the quantitative data collected was from students' academic. ‧ 國. 學. teacher-researcher, while the MOCK test of TIBA was developed by the International Language Center/Lembaga Bahasa Internasional (LBI) Faculty of Humanities,. ‧. University of Indonesia.. y. Nat. Third, the teacher-researcher asked several Indonesian people to assess. sit. students' communication skills. This evaluation conducted through students’. er. io. conversation with native speakers, recording audios of short paragraph and topic-. al. based speech, and presentation videos of topic given by the teacher-researcher. The. n. v i n C hstudents’ performances several Indonesian people evaluated and gave some comments U i e h n c g comments or suggestions on it. These feedbacks or were useful for students as references from native speakers apart from the scores, feedback, and tips from the teacher-researcher.. The observation data was obtained from the teacher-researcher’s observation in class and students’ feedback. The academic grades of students were their learning outcomes from what they have learned in class. Nevertheless, the grades were gathered from assignments, quizzes, and exams created by the teacher-researcher. Thus, in order to minimize the bias, the teacher-researcher asked other Indonesian people to evaluate students’ performances as well. The evaluation by other native speakers accommodated and supported the observation data and students’ academic. 18. DOI:10.6814/NCCU201900010.

(29) performances. If the data from observations, students' academic performances, and evaluations from native speakers are similar, it can be concluded that the data was relatively credible and unbiased.. 3.3.1 Teaching Materials The teacher-researcher developed her own teaching materials for the basic level that consists of 40 contents with some teaching principles from easy to difficult, simple to complex, knowledge to understanding as displayed in Table 3.3. Table 3.3. 政治大. Teaching Materials of Indonesian Course for Academic and Occupational Purposes. ‧ 國 n. al. Ch. Transitive and intransitive verbs. sit. Adjective. y. Preposition. er. io. Possessive noun. Directions. Nat. Pronouns. Sentence structure 7: sentence with period of time or adverb of frequency. ‧. Basic phrases. Contents. 學. Alphabets. 立. i n U. v. Sentence structure 8: sentence with adjective. engchi. Sentence structure 1: simple sentence. Prefix. Sentence structure 2: positive, negative, and interrogative sentences. Suffix. Cardinal and ordinal numbers. Prefix and suffix combination. Quantifier. Adverb of degree. Sentence structure 3: sentence with numbers and quantifier. Comparison. Punctuation. Interrogative words. 19. DOI:10.6814/NCCU201900010.

(30) Time. Heteronym. Adverb of time. Words with similar meaning. Period of time. Particles. Sentence structure 4: sentence with time and adverb of time. Conjunctions. Place. Sentence structure 9: compound sentence. Adverb of place. Sentence structure 10: imperative sentence. Sentence structure 5: sentence with adverb of place. Sentence structure 11: active and passive sentence. 治 structure 12: direct sentence and 政 Sentence 大 indirect sentence. Sentence structure 6: sentence with adverb of time and place. 立. ‧. ‧ 國. BIPA materials. 學. Adverb of frequency. 3.3.2 Activities/assignments. Nat. sit. y. Besides the teaching contents, the teacher-researcher also created sets of. er. io. activities and assignments for students to do, corresponded to the teaching contents, either in class or outside of class, as presented in Table 3.4. The activities and. n. al. Ch. i n U. v. assignments were developed into six categories: vocabulary, reading, listening,. engchi. speaking, writing, and grammar. Some of them were individual work, while the others were group work. The activities and assignments modified for Class 107 were based on students’ feedback and suggestion from Class 106. Furthermore, there were also changes in quantity of activities and assignments in accordance with students’ demand and progress during the teaching-learning process.. 20. DOI:10.6814/NCCU201900010.

(31) Table 3.4 Activities and Assignments in Indonesian Course for Academic and Occupational Purposes No .. Activities and Assignments. Types. Individual / Group work. 1. Memorize word definition.. Vocabulary Both. 2. Matching word with its definition.. Vocabulary Individual. 3. Fill in the blank with the correct vocabulary.. Vocabulary Individual. 4. Read sentences and translate to Chinese.. Reading. Individual. 5. Read a paragraph and answer related questions.. 政治大 Read a story and answer related questions. 立. Reading. Both. Reading. Group work. Reading. Group work. Read an article or news and answer related questions.. 學. 7. ‧ 國. 6. Word dictation. Listening. Individual. 9. Phrase dictation. Listening. Individual. 10. Simple sentence dictation. 11. Compound sentence dictation. 12. Listen to short article/story/news and answer related questions.. i n U. v Listening. 13. Listen to conversation and answer related questions.. Listening. Both. 14. Pronounce given words and record them.. Speaking. Individual. 15. Pronounce given phrases and record them.. Speaking. Individual. 16. Pronounce given sentences and record them.. Speaking. Individual. 17. Pronounce a paragraph/story/news and record it.. Speaking. Individual. 18. Short speech (e.g. self-intro, talking about your family, hobbies, etc). Speaking. Individual. ‧. 8. y. Nat. Listening. Individual. sit. n. Ch. Individual. er. io. al. Listening. engchi. Both. 21. DOI:10.6814/NCCU201900010.

(32) 19. Conversation (with classmate). Speaking. Group work. 20. Interaction with teacher or other Indonesian people. Speaking. Individual. 21. Make sentences. Writing. Individual. 22. Translate Chinese sentences to Indonesian. Writing. Both. 23. Write a paragraph about certain topic.. Writing. Individual. 24. Write a conversation. Writing. Group work. 25. Write an essay. Writing. Individual. 26. Write wishes (e.g. birthday, Christmas and New Year, etc.). Writing. Individual. 27. Ordinal and cardinal numbers. Grammar. Both. 28. Sentence structure. Grammar. Both. 29. Conjunction. 30. Affixes. 立. 政治大. Both. Grammar. Both. ‧. ‧ 國. 學. Notes: Both = individual and group work. er. io. sit. y. Nat. 3.3.3 Tests. Grammar. al. Both class 106 and class 107 had mid-term test and final test each term, and. n. v i n Ch in the end of course, the teacher-researcher U a mock test of TIBA to i students e n g cgave h evaluate students’ Indonesian language skills and comprehension (Table 3.5). Thus, each class had two mid-term tests, two final tests, and one mock test of TIBA basic level. Table 3.5 Tests in Indonesian Course for Academic and Occupational Purposes Test. Description. Mid-term test. created by teacher-researcher. Final test. created by teacher-researcher. 22. DOI:10.6814/NCCU201900010.

(33) TIBA Basic Level test. developed by International Language. (Indonesian proficiency. Center/Lembaga Bahasa Internasional (LBI). test). Faculty of Humanities, University of Indonesia. 3.3.4 Educational technology This study implemented Quizlet and Edmodo as learning supplements that intended to facilitate students in learning and to evaluate the technology-enhanced in the Indonesian language courses with the objective to create a more effective course design for future improvement. Quizlet was integrated to support students in learning and reviewing. 治政大sets created by the teacherdisplayed through the features of Quizlet based on study 立 researcher. Quizlet is available in website version (PC and laptop) and APP version. vocabulary, practicing pronunciation and spelling. The exercises on Quizlet were. ‧ 國. 學. (smartphone).. ●. Learn. ‧. The features available on Quizlet were as follows:. Nat. sit. y. In this part, study sets that created by the teacher-researcher were available for. er. io. students to learn. As for this Indonesian course, the teacher-researcher created the study sets in Chinese term with addition of the English term and Indonesian definition.. al. n. ●. Flashcards. Ch. engchi. i n U. v. In this part, the teacher-researcher created study sets of term and definition. The students were able to displays the study sets in flashcards form. ●. Write In this part, students need to write the definition (Indonesian) of the term. (Chinese & English). This exercise was helpful for students to practice their Indonesian spelling. ●. Spell The teacher-researcher recorded the pronunciation of each Indonesian word. and students just need to type what they heard. This part was just like a dictation, and it’s an advantage for students to practice their listening and writing spelling.. 23. DOI:10.6814/NCCU201900010.

(34) ●. Test This feature allowed the teacher-researcher to create a test based on study sets. and free to manage the available formats (written, matching, multiple choice, and true/false). This test part was useful as an evaluation/review of all vocabulary for each study set. ●. Match In this section, students required to race with time to match terms and. definitions as fast as possible — and contend with other students for the best score. ●. Gravity Gravity was a game for students to type answers in Indonesian as the space. 政治大 increments, and the space rocks begin to fall quicker for included test. 立 ● Live. rocks of Chinese definition fall. As students passed levels, the power of gravity. ‧ 國. 學. In this segment, students were randomly arranged into groups, and each group automatically was given an innovative epithet. At the point when the game starts, each. ‧. group member had same question and given a rundown of choices. The kicker was. y. Nat. the one who give the right answer. Students must discuss about answer alternatives. sit. with their group members. If a group member picks the wrong answer, the group’s. al. er. io. score would back to zero and had to start once more from the beginning. This segment. n. enhanced students’ teamwork and advanced proficiency learning.. Ch. engchi. i n U. v. The other educational technology platform integrated to this course was Edmodo. Edmodo was an educational technology platform that built on microblogging model with a combination of elements of Facebook, Twitter, and Blogger into one composite platform for learning. This platform allowed teachers to handle a great deal of class activity online, such as communicating with students, giving assignments, administering polls, starting group discussions, posting teaching materials, creating quizzes, submitting grades, and checking class progress. Edmodo was available in APP and website version as well. Students could use Edmodo to communicate with their whole class and teachers, generated their own discussions, asked questions about assignments or topics, turned in work, uploaded documents,. 24. DOI:10.6814/NCCU201900010.

(35) videos or presentations, shared documents, and kept track of their schedule. The use of Edmodo in this course allowed students for anytime/anywhere learning, kept teacher and students connected 24/7, offered students a means to access and turned in work online, and feasible for students to give and receive feedback from the teacher and other students. Moreover, Edmodo also had a Library feature where teacher and students could upload teaching materials or other documents, such as students' assignments and group work in one secure accessed place.. 3.3.5 In-depth interview The in-depth interview was a qualitative study technique where extensive. 治政 particular idea, topic, implementation, or scenario. This 大 interview was done to get 立insights of students' thought regarding the instructional more complete picture and individual interviews were carried out to investigate interviewee’s point of view on a. ‧ 國. 學. design, teaching materials, activities and assignments, teaching approaches, and the integration of educational technology. The interviews were conducted individually. ‧. with each student twice after Term 1 and Term 2 were finished that lasted for 30-60 minutes for each interview.. io. sit. y. Nat. er. 3.4 Teaching strategies a. n. iv l C n The teacher-researcher applied teaching h e nsome i Ustrategies to help students in h c g learning the Indonesian language better and in more effective way as illustrated in Table 3.6. Table 3.6 Teaching Strategies in Indonesian Language Course for Academic and Occupational Purposes Teaching Strategies. Description. Lecture. A traditional teaching approach by giving knowledge and explanation to students. However, the class was designed. 25. DOI:10.6814/NCCU201900010.

(36) to be a student-centered class and got students involved in the learning process and set their goals that lead to enhancing their learning motivation. The teacherresearcher created handouts for this course that consists of all. basic. knowledge. of. Indonesian. language,. supplemented with examples, and used lecture to explain in detail regarding the contents to students. Modeling. In language learning, the term ‘modeling’ refers to the teacher pronounces a word in order to get learners hear how the word is supposed to sound, then mimic and. 治政大 words or phrases for about teacher-researcher pronounced 立three instances of repetition, gave some examples using exercise the correct pronunciation. In this course, the. ‧ 國. 學. those words, and recorded the pronunciation. The. ‧. on Quizlet complemented by the term and definition, so students were able to review and practice outside of class.. y. Nat. io. sit. "Scaffolding refers to providing contextual supports for meaning through the use of simplified language, teacher. er. Scaffolding. pronunciation was uploaded to the creation of study sets. n. a modeling, i v cooperative learning and l C visuals and graphics, n hands-on h elearning" i U Collier, & Combs, 2003, p. n g c h(Ovando, 345). The teacher-researcher employed scaffolding by. simplifying the language in the beginning and avoiding the use prefixes and suffixes. Then, for review and practice, the teacher-researcher asked students to complete sentences or paragraph and had students to respond through the use of visuals and graphics corresponded to given information. Task-based learning. Task-based learning focuses on using proper language and on asking students to do significant tasks using the goal. 26. DOI:10.6814/NCCU201900010.

(37) language. In this course, such tasks consist of making sentences, creating daily conversation of various topics, writing a short paragraph, and so forth. These made taskbased learning mainly beneficial for growing Indonesian language fluency and students' confidence in using Indonesian language both oral and written. For this taskbased learning, the teacher-researcher assigned both individual tasks and group tasks to students. Collaborative learning. Collaborative learning alludes to a training technique in which students at extraordinary execution degrees. 治政大alternate inside groups in lively thoughts and ideas 立collaborative learning increase interest among students cooperate in little groups toward a given objective. The. ‧ 國. 學. and promote critical thinking and maintain information longer when they work together (Johnson & Johnson,. ‧. 1986). This teaching strategy gave students possibilities to engage and have interaction in discussion, take and as a result emerge as critical thinkers (Totten, 1991).. er. io. sit. y. Nat. responsibility for their learning and every other's learning,. n. study applied collaborative learning that covers a This v conversation creation, itopic l C pronunciation practice, given n U h e ndefinition term and Chinese to Indonesian g c h iexercises, translation and vice-versa, reading comprehension, and other exercises.. Skill teaching (Reading,. The four skills are intended to develop students' language. Listening, Speaking,. skills and learning autonomy, practice and boost up. Writing). intercultural communication. Since some students have some language skills more advanced than others, by way of making use of this method, these kinds of approaches could develop regularly and productively so that each skill could give a boost to different skills and convey significant 27. DOI:10.6814/NCCU201900010.

(38) activities. In this course, the skill teaching was employed through class activities and assignments given to students. Mother tongue mirroring Mother tongue mirroring is the word-for-word adaptation in language learning. The goal was to make words they're learning remarkable and apparent to new learners of the language, and spare them the technical vernacular of grammatical review. For example, the word “thank you” in Indonesian is “terima kasih”. The teacher-researcher explained the literal meaning of the words “terima” (receive) and “kasih” (love). So, when we receive. 治政大 the origin of the term and way, students could understand 立also remember the literal meaning of two words that someone’s love, we say “terima kasih” (thank you). This. ‧. ‧ 國. 學. formed the term.. y. Nat. 3.5 Data analysis. sit. This study embraced both qualitative and quantitative methodologies. A. n. al. er. io. qualitative method was represented by action research which employed to investigate,. i n U. v. observe, and reflect the implementation of instructional design set up by the researcher,. Ch. engchi. and then to modify, improve, and draft out the new instructional design of Indonesian language course for academic and occupational purposes based on the results of the action research process. As for the quantitative method, the study collected and analyzed data of students’ academic performances in the courses that comprise of activities, assignments in-class and out-of-class, quizzes, examinations, and the mock test of TIBA (test of Indonesian as a foreign language). Furthermore, as part of the triangulation, the study also collected assessment and comments/suggestions from several Indonesian people on students’ communication skills.. 28. DOI:10.6814/NCCU201900010.

(39) 4. Results This chapter describes the data analysis results of this study. These are presented following the sequence of the research questions of this study. Appendix presents the detailed instructional design of Class 106 and Class 107 in the table format. The general instructional strategies in both classes. The teaching contents were developed in the form of handouts written in Chinese and supplemented by Indonesian explanation, sentence structures, and examples. The course itself was primarily a Chinese-taught course which complemented by some of the other foreign languages. 政治大 learned other foreign languages (e.g., English, Japanese, Spanish, Korean, and French) 立 before they were learning the Indonesian language. Since the teacher-researcher also that could help students to understand easier. The students from both classes have. ‧ 國. 學. have been learning those foreign languages, the teacher-researcher sometimes used those languages to assist students in determining the Indonesian language particularly. ‧. in learning pronunciation, sentence structure, and grammar. In term of pronunciation, there are some similar pronunciation of vowels, consonants, syllables or words to the. Nat. sit. y. pronunciation in English, Japanese, Spanish, Korean, and French. For example, words. er. io. in English end with -tion, it became -si in Indonesian (e.g., reaction=reaksi; nationalization=nasionalisasi; creation=kreasi). Both Indonesian and Japanese have. al. n. v i n consonants b, p, d, t, g, k. ThisC approach was helpful for students to differentiate the hengchi U pronunciation of b and p, d and t, g and k, since in Chinese there are only one of them. These strategies helped students to pronounce and remember the pronunciation in a much easier way. As for the sentence structure and grammar, the teacher-researcher backed-channeling the comprehension to students’ native language, Chinese, and English because of indeed there was some similarity between Indonesian and Chinese or Indonesian and English.. 29. DOI:10.6814/NCCU201900010.

(40) 4.1 The improvement of instructional design of language learning course by using action research 4.1.1 The action research process and its results In this case study, the action research process was performed in two cycles: Cycle 1 (Class 106) and Cycle 2 (Class 107). Each cycle in the action research included the stages of planning instructional design for the course, implementing the designed plan, observing each conducted session, and reflecting the whole implementation.. 政治大 In the planning stage, the teacher-researcher created an instructional design of 立. 4.1.1.1 Cycle 1 Planning: Overall teaching design. the Indonesian language course for Class 106 (Table A.1), including the teaching. ‧ 國. 學. contents (Table B), various types of assignment and class activities (Table 4.1). Then, the implementation was carried out in the form of lectures, class activities,. ‧. assignments, quizzes, games, and tests. All of them were designed corresponded to. y. Nat. the teaching materials and complemented with assignments that categorized to the. sit. four skills (Reading, Listening, Speaking, and Writing), vocabulary practice, and. n. al. er. io. grammar comprehension. Table 4.1. Ch. engchi. i n U. v. The Original Designed Activities and Assignments for Class 106 No. Activities and Assignments. Types. Individual / Group work. 1. Memorize word definition.. Vocabulary. Both. 2. Matching word with its definition.. Vocabulary. Individual. 3. Fill in the blank with the correct vocabulary.. Vocabulary. Individual. 4. Read sentences and translate to Chinese.. Reading. Individual. 30. DOI:10.6814/NCCU201900010.

(41) 5. Read a paragraph and answer related. Reading. Both. questions. 6. Word dictation. Listening. Individual. 7. Phrase dictation. Listening. Individual. 8. Pronounce given words and record them.. Speaking. Individual. 9. Pronounce given phrases and record them.. Speaking. Individual. 10. Short speech (e.g. self-intro, talking about. Speaking. Individual. your family, hobbies, etc). 政治大 Speaking. 11. Conversation (with classmate). 12. Make sentences. 13. Translate Chinese sentences to Indonesian. 14. Writing. Both. Write a paragraph about certain topic.. Writing. Individual. 15. Write a conversation. Writing. Group work. 16. Ordinal and cardinal numbers. Grammar. 17. Sentence structure. 18. Conjunction. 19. Affixes. ‧ 國. Individual. Nat. n. er. io. al. sit. y. ‧. Writing. 學. 立. Group work. Ch. engchi U. Both. Grammar v i n. Both. Grammar. Both. Grammar. Both. Notes: Both = individual and group work The original designed activities and assignments for Class 106 consisted of 19 types which categorized into vocabulary, reading, listening, speaking, writing, and grammar in the form of individual work and group work as displayed in Table 4.1. Each session was conducted in 3 hours with twice 10 minutes-breaks that made the actual teaching-learning session lasted for 160 minutes. In the very beginning, the teaching was more focused on pronunciation since students need to 31. DOI:10.6814/NCCU201900010.

(42) learn from the scratch, start from the alphabets. In studying alphabets, Chinese speaking students had difficulties in pronouncing b, p, d, t, g, k, c, j, r, ng, and ny. Thus, in early sessions, the teacher-researcher took more time to teach and let students practice those pronunciations. Along with the pronunciation practices, the teacherresearcher gave students listening exercise in form of dictation and vocabulary exercises through in-class activities and Quizlet. The teacher-researcher gave students pronunciation practices by modeling the pronunciation and asking students to repeat it one by one and repeat it together for couple times. Then, students were asked to pronounce the word by themselves and if it was correct, students had to try to pronounce it five times. If students were able to pronounce a word correctly for five times, then they could continue practice another. 政治大 pronunciation again as an example and asked them to keep repeating it again until it 立 was correct and could continue to another step just like other students who passed. word. If students’ pronunciation was wrong, the teacher-researcher did the. ‧ 國. 學. already. If students did not pronounce the correct pronunciation after trying for couple times in class, the teacher-researcher would train students to practice the. ‧. pronunciation outside classroom until students could pronounce it. After continuous. y. Nat. practices for several sessions, students got the alphabets pronunciation steady, then. sit. the teacher-researcher arranged more time for vocabulary exercise, grammar, and. er. io. examples on how to use words in sentences. Next, the students got more chances to. al. practice the grammar and sentence structure they’ve learned by making sentences and. n. v i n C hsimple sentence structure, simple conversations. After the the teacher-researcher U i e h n c suffix, and combination of prefix gprefix, taught students the affixes which divided to. and suffix. The affixed in Indonesian language are complicated that students really need some period of time to understand the concepts and rules, and then spent time for practices by making sentences, translating Chinese sentence to Indonesian, etc. Then finally, after series of exercises about affixes, the teacher-researcher had students to learn more complex sentence structure and apply it through topic-based writing exercise and topic-based conversation. The session plan was designed as examples shown in Table 4.2.. 32. DOI:10.6814/NCCU201900010.

(43) Table 4.2 The examples of Class 106 session plan Session Plan. Duration. A. Lecture. 60”. Pronunciation modeling and practice. 60”. In-class activities (dictation, vocabulary exercises). 40”. Lecture. 70”. Pronunciation modeling and practice. 40”. B. In-class activities (dictation, vocabulary exercises, sentence- 50” making) C. 70”. In-class activities (reading and listening). 50”. 政治大 In-class activities (speaking and writing) 立. 40”. Lecture. 70”. 學. ‧ 國. D. Lecture. Special activities (cooking Indonesian food, sharing culture, 90” conversation with other Indonesian people). ‧ y. Nat. 4.1.1.2 Cycle 1 Implementation: Teaching approaches. io. sit. As for the implementing stages, the teacher-researcher taught students based. n. al. er. on the instructional design created before the course began with different kinds of teaching approaches as follows: 1. Lecture. Ch. engchi. i n U. v. A traditional teaching approach by giving basic knowledge, concepts, and explanation to students, but the magnificence was designed to be a student-oriented and got students concerned within the learning process and set their desires that lead to improving their mastering motivation. The teacher-researcher created handouts for this route that includes all primary knowledge of Indonesian language, supplemented with examples, and used the lecture to explain in detail concerning the contents to students. The teaching contents were developed in the form of handouts (Appendix C) in Chinese, which is the native language of students, and complemented by examples in Indonesian.. 33. DOI:10.6814/NCCU201900010.