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Malang, September 16, 2017

Department of English, Faculty of Letters
Universitas Negeri Malang

Malang, September 16, 2017

Department of English, Faculty of Letters
Universitas Negeri Malang

Keynote Speakers:
Dr. Willy Renandya, National Institute of Education, Nanyang Technological University,
Prof. Dr. Nenden Sri Lengkanawati, Universitas Pendidikan Indonesia, Indonesia.
Dr. Maria Luz Vilches, Ateneo de Manila University, Phillipines
Universitas Negeri Malang
Member of the Indonesian Publishers Association (IKAPI) No. 059 / JTI / 89
Jl. Semarang 5 Malang, Zip code 65145, Indonesia
Telephone 62-341-551312 Ext. 453
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form by any means—electronic, mechanical, photocopying, recording or otherwise without the
permission of State University of Malang Press


xii, 184 pages; 21 x 29,7 cm

ISBN: 978-979-495-952-7

Chief Editor : Nunung Suryati, Universitas Negeri Malang

Yazid Basthomi, Universitas Negeri Malang
Johannes A. Prayogo, Universitas Negeri Malang
Suharyadi, Universitas Negeri Malang
Niamika El Khoiri, Universitas Negeri Malang
Anik Nunuk Wulyani, Universita Negeri Malang
Nur Hayati, Universitas Negeri Malang
Maria Hidayati, Universitas Negeri Malang
Inayatul Fariha, Universitas Negeri Malang
Rahmati Putri Yaniafari, Universitas Negeri Malang
Hasti Rahmaningtyas, Universitas Negeri Malang
Nova Ariani, Universitas Negeri Malang
Nabhan F. Choiron, Universitas Negeri Malang

Nadia Galis Cahya
Bima Amalia Ramadan

Himawan Prakosa

• Printed and Published by

State University of Malang Press

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

• First Printing 2017

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

NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Dear Presenters and Participants,
It is my pleasure to welcome you to the 9 National English Language Teachers and Lecturers
(NELTAL) Conference hosted by the Department of English, Faculty of Letters, Universitas Negeri
Malang. This year’s conference takes on the theme “Promoting Autonomy in Language Learning”
due to the urgent need for language learners to develop learning autonomy and for teachers to be
able to facilitate this.
The 9 NELTAL attempts to provide an academic forum where both presenters and participants
can upgrade and refine their knowledge and skills as well as disseminate their insights and
thoughts and share their best practices relevant to conference theme. It addresses key issues such
as extensive listening and learning autonomy, extensive reading and learning autonomy, extensive
viewing and learning autonomy, developing oral communication skills through out of class
activities, creative writing and learning autonomy, explicit and implicit teaching of language
components, linguistics creativity and learning autonomy, learning autonomy and literary
appreciation, curriculum syllabus and learning autonomy, developing materials for autonomous
learning, teaching strategies to improve learners’ autonomy, teachers’ talk to promote students’
learning autonomy, extracurricular activities to promote autonomous learning, Self-Access
Center/Language laboratory and learning autonomy, assessing students’ learning autonomy,
perceptions of learning autonomy, effects of learning autonomy on language proficiency, students’
learning preferences, the use of social media to promote learning autonomy, and developing
multimodal literacy.

This year’s volume of proceedings consists of 32 papers written by English teachers from
secondary schools and higher educational institutions. All the papers reflect the issues pertaining to
the conference theme “Promoting Autonomy in Language Learning”. A team of editors have
worked on editing the papers in terms of the language and mechanics.

We hope that this volume of proceedings will contribute to the body of knowledge on the
development of language learning autonomy and can breed productive teachers and lecturers who
will continuously write and present their academic work in various kinds of conferences and

Malang, September 16, 2017

Nunung Suryati, M.Ed., Ph.D.

Chief Editor

Page v

NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference


Steering Committee : Prof. Utami Widiati, Dean of Faculty of Letters, UM

Dr. Primardiana H. Wijayati, Vice Dean for Academic Affairs,
Faculty of Letters, UM
Dr. Johannes A. Prayogo, Head of Department of English,
Faculty of Letters, UM
Organizing Committee :

Chairperson : Nunung Suryati, Ph.D

Secretary : Nova Ariani, M.Ed.

Treasurer : Dr. Suharyadi

Dr. Niamika El Khoiri
Divisions :

Abstract and Sessions : Nur Hayati, M.Ed.

Secretariat : Rahmati Putri Yaniafari, M.Pd

Nadia Galis Cahya
Aubrey Kurniawardhani

Design : Inayatul Fariha, M.A.

Himawan Prakosa

Proceedings and Publication : Maria Hidayati, M.Pd

Transportation and Accommodation : Nabhan F. Choiron, M.A.

Food and Beverages : Hasti Rahmaningtyas, M.A.

Ceremony and Entertainment : Tri Wahyuningtyas, M.Si.

Documentation and Properties : M. Luqman Hakim, M.Pd

Bima Amalia Ramadan
Yudha Eko Prasetyo

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Foreword v

List of Organizers vii

Table of Contents ix

How Autonomous are You? A Reflective Diary of EFL Learners’ Self-

1. Directed Listening Activities. 1–6
Al Ikhwan Fadqur & Edi Sumarsono
Designing a Model of Authentic Assessment-Based Extended Response
2. to Enhance Students’ (Vocabulary) Learning Autonomy 7 – 13
Ayu Alif Maharani Akbar & Gunadi H. Sulistyo
The Analysis of Purdue Online Writing Labs as a Second Language
3. Writing Support Tool to Promote Autonomous Learning 14 – 17
Cintya El Meysarah & Made Wahyu Mahendra
Promoting Autonomy through the Use of Internet and Social Media:
4. Examples from Indonesian English Classrooms 18 – 22
Dwi Agustina

Exploring the Implementation of Learner Autonomy in EFL Speaking Class

5. 23 – 26
Dwi Wahyuningtyas

EFL Students’ Perception on Forum Group Discussion at STAIN Kediri

6. Fadlilatunnisa’, Khoirina Fitri Apriliani, Nurul Anisa Rahayu, Dewi 27 - 33
Nur Suci
Promoting Learner Autonomy (LA) in EFL Classroom through the Use of
Web-based Learning
7. 34 – 42
Fahmy Imaniar, Fikriya Fahmi Roosdianna, Ima Dwi Lailatul Firda, &
Maharani Khansa
Weekly Journal for Intensive Course Writing to Hone Students’ Creative
8. Writing Ability 43 – 39
Farras Athiyah Kusumah & Firda Febriana Azahra

Video Blog (VLOG) in Social Media to Promote Learners’ Autonomy

9. 50 – 52
Hany Noviya & Nafisya Alfiani Aisyah

Out-of-class English Language Learning: University Students’

10. Experiences in Indonesia 53 – 61
Engaging English: A Blueprint Module Conveying Materials and
11. Multimodality to Foster Learning Autonomy 62 – 69
Herningtyas Nurwulansari

Raising Pronunciation Awareness among English Department Students

12. 70 – 78
Him’mawan Adi Nugroho

Implementing Question Answer Relationship for University EFL Students

13. 79 – 83
I Gde Putu Agus Pramerta

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Songs: Promoting Learner Autonomy on English Components

14. 84 – 87
Indri Astutik & Habibatul Azizah Al Faruq

Raising Phonological Awareness of Prospective Indonesian EFL Teachers

15. 88 – 92
Made Frida Yulia & A. Effendi Kadarisman

Storybird: An Online Platform to Promote Students’ Autonomous Learning

16. in Creative Writing 93 – 97
Meiga Rahmanita & Febrina Rizky Agustina
Promoting Study Pack Media for Adult Learners of English as a Second or
17. Foreign Language 98 – 103
Miftahul Furqon & Tia Lintang Timur
Are we Fostering Autonomous Learning? A Case Study of SMA Terbuka
18. Jarak Jauh Kepanjen 104 – 109
Mira Kharisma Yunita & Francisca Maria Ivone

Learners’ Autonomy in an Indonesian EFL Context

19. 110 – 114
Nara Sari & Febriyanti Nurcahyasari

Does Technology always Promote Learner Autonomy? Investigating

20. University Teacher’s Attitude 115 – 119
Nur Kamilah
Students’ Language Learning Preferences and Teacher’s Teaching
21. Techniques in the Agriculture Faculty, Brawijaya University 120 - 124
Putri Gayatri
Promoting Autonomous Learners’ through Socratic Method for Teaching
22. Reading 125 – 129
Rahmawati Aprilanita
Making Video Presentation Project: A Media for Agriculture Students in
23. Comprehending Journal Article Autonomously 130 – 132
Rizkiana Maharddhika
Assessing English Pronunciation Proficiency of L2 Students Using Whatsapp
24. Messenger 133 – 138
Rohmani Nur Indah
The Analysis of Content Language Integrated Learning (CLIL)-Based
25. Materials for Elementary Schools 139 – 142
Sari Wulandari
Using Think-Pair-Share Strategy to Improve the Reading Comprehension
26. of the Tenth Graders of SMAN 1 Kepanjen 143 – 147
Siti Fadhilah
Students’ Perceptions toward Madura Local Art-Based Youtube in
27. Speaking Class 148 – 152
Tera Athena & Mariyatul Kiptiyah
Developing Local Culture Based Digital Comics: A Way to Promote
28. Learning Autonomy 153 – 157
Tri Mulyati & Dhalia Soetopo

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Extensive Reading in Enhancing Students’ Autonomy towards Reading

29. 158 – 163
Ulfiana Vilia Wiyanto & Dinar Karisma

Building Students’ Interest in Speaking Skill through Outside Class

30. Activities 164 – 168
Wiwin Widyawati
Developing Authentic EAP Reading Materials for Autonomous Learning at
31. D3 Accounting Program of UNMER Malang 169 – 179
Yasmin Farani & Maria Dwi Winarni
Autonomous Learning Strategies Used by Tourism Students in SLC
32. (STIEPAR Language Centre) 180 – 184
Zia Kemala & Septy Indrianty

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference


Al Ikhwan Fadqur Rohqim & Edi Sumarsono
STIKES Widyagama Husada, Malang
fadqur@gmail.com; keperawatan.wgh@gmail.com

Abstract: Having extensive exposure to authentic listening materials is a privilege for EFL students. However, for
ESP (English for Specific Purposes) learners, considering their heterogeneous English skill levels, exposure to
authentic listening materials might yield various results and students may react differently. This study was
intended to reveal the ESP learners’ feelings and opinions when dealing with their self-directed online radio
listening activities. Participants were exposed to three main stages of listening activities: pre-listening, whilst
listening and post-listening. The data was also gathered from the interview. The findings revealed three logical
categories: adapting process, accepting and embracing process, and enjoying the moment process. The ESP
learners’ feelings on their self-directed listening activities enable teachers to improve the EFL or ESP autonomy.

Keywords: autonomous learning, self-directed, authentic listening materials

This study is largely inspired by a belief that exposure to authentic materials will benefit EFL
students. Authentic materials are highly recommended to be used for teaching English because they are
usually contextual, natural and interesting. Related to learner autonomy as stated by Ubaidilah (2015) and
Benson (2003) that giving higher opportunity to ESL/ EFL learners in improving their English skills means
promoting the learners to be aware of their learning autonomy. It means that the learners have more
opportunities in improving their English skills. In spite of those benefits of authentic material and its valuable
roles in promoting learner autonomy, for ESP learners especially, due to their heterogeneous English skill
levels, they face an uneasy situation when they have to deal with authentic material,
Students’ responses to learning authentic materials need to be explored. Those responses need to
be investigated to inform teachers in preparing the lessons and conducting the teaching and learning
activities and to improve learners’ autonomy. A study on promoting learners autonomy using reading
activities as reported by Rohqim (2016) showed that by adapting the autonomy learning in reading activities,
can improve learners reading comprehension but not their motivation in learning. The study focuses on
what the learners feel while doing the autonomous learning activities. By knowing the learners’ feeling
information on aspects which motivates them can be explored.
There are many studies on English skill activity to promote learning autonomy. Erturk (2016), for
example, explained that learner autonomy is also related to the cultural aspect. It means that promoting
learner autonomy takes time and should be supported by other aspects. In 2015, Spirovka did a research
entitled material Development and Language Learner Autonomy. She focused on information on
instructional material used by the learners in reading activities. The research result showed that a self-
directed reading activity did improve the learners’ reading comprehension but their motivation remained
low. The other research on learner autonomy topic was a study on students’ views on learner autonomy
which was done by Rushidi and Rexhepi in 2015 that mentioned a diary technique is one of the factors
which can be used to promote an independent or self-study. The respondents gave information that 64%
of the respondents were responsible of finding their own way to learn such as listen to audio-visual material
(listen to online radio) frequently.
One of the characteristics of autonomous learner is that the learners are able to learn independently
in situations of their own choice outside the class. It brings the theory of learner autonomy into practice as
stated by Little in Kareva (2015). Regarding some research result above, a study focusing on the learners
feeling in listening to online radio was taken to find out more on what might motivate them in learning.

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

This study was a qualitative study which used diary-form and interview guide as research
instruments. Three respondents were taken and the data was taken in thirty online radio listening sessions.
The respondents listened to online radio for 20 minutes in each session. There were 30 sessions for each
respondent, which in total, they listened to the radio for 10 hours. While doing the listening activities, they
were asked to write down a diary (form) to express their feeling during the activities.
The form comprised their feeling before, while and after listening to online radio. Since their feeling
is the way to understand the process of listening, interview session with respondents were needed. The
interview was intended to gather deeper and in more detailed information and to double check some
information written on the diary (form).

Respondents’ Profiles
All respondents () R1, R2 and R3 are College of Health Science students, who are in their second
year and third year. R1 and R3 are in 4th semester, and R3 is in 6th semester. R1 is graded as B1 in TOEIC
simulation, while R2 is A2, and R3 is A1. The grading is used to differ learner’s feelings between different
levels of English skills. All respondents stated that listening session is their weakest part in English
The respondents use Javanese as their daily language and Bahasa Indonesia as their academic
language. Since they have to use English in their future profession, all respondents have the same opinion
that English is important for their study and future life and realize that their English skill needs to be
improved. R1 uses reading English material as a method of increasing English skill. R2 and R3 tend to
listen to English music and radio also watch movies as their strategies of improving English skill.


The data gathered from the reflective diary written by each respondent was then tabulated on the
table with adjective representing the respondent’s feeling in each stage (before, whilst and after listening)
and cycle (cycle 1, 2 and 3). The findings were presented on Table 1.

Table 1. Respondents’ Feelings related to the listening activities in Cycle 1 (first-ten sessions)
Cycle 1
Before During After

Relaxed Serious Confused

Enthusiastic Happy Relaxed

R1 Stressed Concentration Curious

Not enthusiastic


Curious Focused Curious

Worried Calm Habituated

Not interested Enthusiastic Addicted

Responsible Confused Enthusiastic



Hard to
Curious Confused

R3 Enthusiastic Confused Doubtful

Indifferent Sluggish


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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Looking at what Respondents felt during cycle 1, we can say that all respondents were taking their
time adapting to online radio activities. It seemed that R1 and R2 had managed their adapting phase well,
while R3 was struggling taking her time adapting the routine activities of listening to online radio.
What we can infer from R1 in cycle 1 before listening was that he felt anxious due to the listening
activities, yet he could manage his concentration. Although he said he was confused but in ‘after’ listening
he could develop her curiosity. In line to what R1 felt, R2 was feeling worried before listening although she
could manage her curiosity as well. While listening, R2 tried hard to focus and maintain her being
enthusiastic although she also felt bored sometimes. R2 had all positive feeling after listening as it makes
her felt curious with the next topic on online radio, enthusiastic and positively addicted to listening to the
radio. Something different happened to R3. She was curious and enthusiastic before listening but she felt
confused and hard to concentrate in while listening activities and kept feeling confused and in doubt after

Table 2. Respondents’ Feelings related to the listening activities in Cycle 2 (second-ten sessions)
Cycle 2

Before During After

Curious Confused Disappointed

Responsible Focused Satisfied

Bored Happy Relaxed

R1 Burdened Stressed Stressed

Relaxed Bored Curious

Sluggish Relaxed Impressed

Sluggish Relieved

Confused Curious Enthusiastic

Worried Comfortable Happy

Curious Happy Capable


Enthusiastic Curious Confused

Curious Enthusiastic Curious

Interested Confused Enthusiastic

Concentration Sluggish

The Respondents’ feeling had changed simultaneously during cycle 2. In this second-ten sessions,
all respondents started to accept the activities. Each respondent had each own feeling and the feeling
changed. R2 was curious, enthusiastic and a bit worried but she could make herself comfortable and happy
while listening and being enthusiastic, happy and feeling capable after listening session. Unlike R2, R1 was
having roller coaster feeling from being curious, responsible and a bit relaxed but felt bored and burdened
at the same time. He felt relieved after listening emphasizing that he had his highest level of boredom in
cycle 2. For R3, her positive feeling had dominated her feeling in cycle 2. She could manage her curiousity
and being enthusiastic through the cycle. It could be clearly stated that all the respondents had been
accepting the routines in listening to online radio.

Table 3. Respondents’ Feelings related to the listening activities in Cycle 3 (third-ten sessions)

Cycle 3

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Before During After

Enthusiastic Concentration Enthusiastic

Burdened Stressed Curious

R1 Bored Happy Satisfied

Responsible Bored


Curious Bored Enthusiastic

R2 Confused Happy Habituated

Bored Addicted

Interested Confused Confused

R3 Indifferent Enthusiastic Enthusiastic

Curious Bored Doubtful

The changes in Respondents feelings had shown that despite feeling bored, stressed or confused,
all respondents clarified in interview session that their positive feeling as being enthusiastic, curious,
interested, happy and positively addicted dominated their feeling in this last cycle. R1 openly said that he
enjoyed the activity and felt satisfied after listening session. R2 felt the happiness while listening and made
listening to online radio as her routine personally and positively addicted to it. For R3, the most crucial
changes was that she made herself strongly enthusiastic in this cycle.

Table 5. Respondents’ Feelings during Cycle 1

Cycle 1

Before During After

Enthusiastic Serious Confused

Stressed Happy Relaxed

not enthusiastic Concentration Curious

Indifferent Calm Habituated

Curious Enthusiastic Addicted

Worried Confused Enthusiastic

Not interested Bored Doubtful

Responsible Sluggish Sluggish

Sluggish Hard to concentrate

The data which was presented in Table 5 strongly supported the idea that in cycle 1 all of the
respondents were taking their time adapting to the new routine in listening to online radio and it gave them
kinds of positive and negative feeling but looking at the percentage of negative feelings, less and less
negative feeling they had (60% of negative feeling before listening, 40% of negative feeling while listening,
and after listening, only 30% of negative feeling left.

Table 6. Respondents’ Feelings during Cycle 2

Cycle 2

Before During After

Curious Confused Disappointed

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference

Responsible Concentration Satisfied

Bored Happy Relax

Burdened Stressed Stressed

Relax Bored Curious

Interested Relax Impressed

Confused Enthusiastic Relieved

Worried Curious Enthusiastic

Curious Comfortable Happy

Enthusiastic Happy Capable


Moving forward to the next phase, the accepting phase, all respondents had various feeling at the
same time during this cycle. The difference was that the negative feeling before listening was going down
from 60 % to 40%. It proved that they had accepted this activities as their routines. More surprisingly that
only 20% of negative feeling showed up after listening.

Table 7. Respondents’ Feelings during Cycle 3

Cycle 3

Before During After

Enthusiastic Focused Enthusiastic

Burdened Stressed Curious

Bored Enjoy Satisfied

Responsible Bored Bored

Interested Happy Unsatisfied

Curious Confused Habituated

Confused Enthusiastic Addicted



In the last cycle (the third-ten sessions), Respondents had different kinds of feeling and those
feelings were classified into three categories: negative feelings, positive feelings, learning process feelings.
Only 2 negative feelings before the listening session, 2 negative feelings while listening and only 1 negative
feeling after listening session which showed that the respondents in fact had enjoyed the listening
Being enthusiastic, interested and curious were feelings that the respondents had before listening
and it was good that learners felt that way before learning. While listening to online radio they were
focused, enjoyed, happy and (again) enthusiastic. These feelings had clearly over shadowed the feeling
confused which clarified by the respondents as good sign of learning process.
The only one negative feeling (bored) which the respondents had was less strong comparing to five
other positive feelings (enthusiastic, curious, habituated, addicted and satisfied). Feeling unsatisfied and
doubtful meant that they wanted to learn more and wish that they could perform much better. Specifically,
R1 mentioned that he felt satisfied with his listening activities as R2 felt habituated and positively addicted,
while R3 said that she felt curious and enthusiastic. Although each respondent had his/her own feeling in
cycle 3 but overall those was good feelings.

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NELTAL Conference Proceedings
The 9th National English Language Teachers and Lecturers Conference


Using a reflective diary for the research instrument enable the respondent to express their feeling
clearly. The interview session clarified some information given. Overall result based those three stages in
3 cycles showed that the Respondents had good feeling with the listening session as the all mostly
motivated, interested and curious before listening. Both R1 and R2 tried to focused and felt happy and
enjoyed the activity. Although R3 did not always share the same feeling but R3 had consistent feeling of
being enthusiastic and curious in each stage and every cycle. R1 benefited on having larger vocabulary
items, while R2 said she got more fluent and confident in speaking. R3 did not feel the improvement in any
skill but she said that she felt more confident, interested and enthusiastic in learning which on other word
we could say that R3 had been motivated to learn more.
For future researchers, it is suggested that more research with more respondents with different
listening duration and various online options should be explored. Additional pre and post listening quiz
scores can be considered as validating process for getting more reliable and valid research results.

Benson, P. (2003). Autonomy in Language Teaching and Learning: How to do it here. Unpublished paper.
Erturk,N.O. (2016). Language Learner Autonomy: Is it really possible? International Conference on g and
Learning English as an Additional Language. GlobELT. Antalya. Turkey
Kareva, V. (2015). Learner Autonomy: From Theory to Practice. Promoting Learner Autonomy in Higher
Education. International Conference at South East European University. Tetovo. Macedonia.
Rohqim, A. (2017). Learn to Change: Adapting Autonomous Learning to Enhance the Use of Reading
Strategy in ESP Reading Class. 1st International Conference on language, Literature and Teaching.
Rushi, J and Rexhepi, J.R. (2015). Learner Autonomy in language Learning: University Students’ and
Professors’ Views and Suggestions. Promoting Learner Autonomy in Higher Education.
International Conference at South East European University. Tetovo. Macedonia.
Spirovska, E. (2015). Material Development and Language Learner Autonomy. Promoting Learner
Autonomy in Higher Education. International Conference at South East European University.
Tetovo. Macedonia.
Ubaidillah, M.F. (2015). Learn to Success: What Constitutes for Successful EFL Learners. Unpublished

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