Language Teaching and Learning Today 2018, Diversity and Unity of Language Education in the Globalised Landscape

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON LANGUAGE TEACHING AND LEARNING TODAY 2018 HO CHI MIN

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION FACULTY OF FOREIGN LANGUAGES

PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON

LANGUAGE TEACHING AND LEARNING TODAY 2018

HO CHI MINH CITY, VIETNAM

VNU-HCM PUBLISHING HOUSE

Language Teaching and Learning Today 2018

Diversity and Unity of Language Education in

the Globalised Landscape

ĐỂ CÓ SÁCH HAY, CẦN CHUNG TAY BẢO VỆ TÁC QUYỀN!

ORGANIZING COMMITTEE

Tin T Dang Hang T T Dinh

Ha T T Le Hoa T Truong Dung H Huynh

Chair Member Member Member Member Thu T K Le

Van T M Huynh Trang N A Nguyen

Coordinator Coordinator Coordinator Minh V B Phan Secretary

ACADEMIC COMMITTEE

Tin T Dang Thanh T G Trinh

Ha T T Le Hoa T Truong Thu T K Le Dung H Huynh Long D T Tran Suong T M Hoang

My T A Su Thao T N Nguyen Trang M H Le

Chair Member Member Member Member Member Member Member Member Member Member

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WELCOME REMARKS

Dear distinguished guests and scholars:

It is our great honour to welcome you all to Language Teaching and Learning Today 2018 at Ho Chi Minh City University of Technology and Education (HCMUTE) As you should have known, HCMUTE is one of the most renowned and dynamic universities for training and research in Vietnam It is committed to offering quality training services and fostering effective space for innovations We have several programs assessed by AUN-QA and the institution accredited at the national level

Along with the striving process of bringing breakthroughs to the training services at the university, LTLT 2018 is proudly organised This annual conference is a public forum for academics, researchers, lecturers, and stakeholders at different levels of their professional careers within the area of language teaching and learning to share research findings, provoke innovative ideas for classroom practice, and shape directions for new research

This year, LTLT 2018 seeks to understand the diversity and unity of different teaching and learning practices in the globalised context of language education The event is a forum for both local insights and international perspectives to be shared and analysed for better understandings and more effective practices of the field Nowadays, every student comes to class with a smartphone and remains connected during class time at a physical room Students can read the materials that teachers have never heard about They may be exposed to a variation of English that the teachers have never experienced This conference is, therefore, able to address these challenges and opportunities

Therefore, we look forward to learning from your vigorous discussions during the conference and hope that this forum would motivate more efficient changes of language education in the context of Vietnam and other countries

Once again, welcome to HCMUTE Thank you for your participation and enjoy the conference

Associate Professor Do Van Dzung

President, HCMC University of Technology and Education

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OPENING SPEECH

Dear honourable guests, researchers, and colleagues:

It is our privilege to welcome so many professionals, researchers, colleagues, students, and stakeholders in the area of English language teaching and learning joining the conference today Language Teaching and Learning Today is an initiative of the Faculty of Foreign Languages, HCMC University of Technology and Education in facilitating and empowering the professional community of language education and research

On behalf of the conference organising team, I would like to welcome you all to our second conference of Language Teaching and Learning Today 2018 The main program was expanded from half a day of last year to a full day of this year We are very proud to host 50 presentations, including research papers, training workshops, and poster presentations These are the most rigorous studies that are recommended by our reviewers The conference is honoured with the participation of about

300 participants from various parts of Vietnam and the world

Ladies and gentlemen,

LTLT 2018 today aims at exploring the diversity and unity of different teaching and learning practices in the globalized context of language education This forum is to offer researchers and practitioners from different teaching and learning contexts like you a unique opportunity to share your local insights and dialogue with other international perspectives

The conference is highlighted by a keynote speech of a linguist from Malaysia and four featured presentations of colleagues from Indonesia, Thailand, and Vietnam Provided with different challenges of the globalised learning context, the conference is urged to consider the ease

of technology access, the influence of foreign cultures, the dominance of digital citizens in every classroom setting The developmental process that learners integrate their local value with those of their counterparts from the virtual space is also investigated In addition, the learning behaviours and attitudes of the Z generation are examined Their communicative needs are then studied to understand the contradictions

I wish you all the best and hope that you will enjoy Language Teaching and Learning Today 2018 to the fullest

Thank you

Dang Tan Tin, PhD

Conference Chair

Dean, Faculty of Foreign Languages

HCMC University of Technology and Education

2 Opening Speech: Diversity and Unity of Language

Education in the Globalised Landscape

Dang Tan Tin

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3 Keynote Speech: Globalising English Language Teaching

Stefanie Pillai

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4 Featured Speech 1: I can Vlog: Oral Competency of Gen Z

within the Technological Pedagogical Content Knowledge

Framework

Made Hery Santosa and Ratih Mas Absari

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5 Featured Speech 2: Creating an Active Environment for

Students’ Willingness to Communicate in English

Bui Thi Thuc Quyen

30

6 Featured Speech 3: ‘Vietnamese-medium Instruction is

good, but English-medium Instruction is better’: The

Paradox about English-medium Education in Vietnamese

Universities from the Student Perspective

Le Thi Thuy Nhung

46

7 Written Language Development of English-Majored

Students at Ho Chi Minh City University of Technology and

Education

Trinh Thi Giang Thanh

60

8 The Impact of CLIL on Primary School Students’ English

Vocabulary Development and Content Knowledge

Thieu Thi Hoang Oanh

75

9 Mother Tongue Based Multilingual Education Programme:

Where Children Learn Well

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11 Learner Autonomy Beliefs and Practices of First-Year

Students at HCMC University of Technology

Vo Thi Bich Phuong

121

12 Enhancing Students’ Vocabulary Memory at University of

Engineering and Technology

Nguyen Thi Phuc

157

13 An Investigation into Data-Driven Approach to Introducing

Vocabulary and Collocations

Pham Thi Thuy Trang

169

14 Students’ Perspectives on the Implementation of Self and

Peer Assessment in Academic Writing

Pham Ngoc Kim Tuyen

16 Peer-Correction in Responding to Writing as Work in

Progress: A Way to Improve the Management of Writing in

the Classroom

Le Ha To Quyen

228

17 The Effects of Project-Based Learning on the Interpersonal

Skills of Freshmen at Thu Dau Mot University

Tran Anh Vu

242

18 English-Major Students’ Perceptions of the Role of Culture

in English Language Learning

Tran Quoc Thao and Pham Tan Tai

253

19 Challenges of Teaching English in Vietnam through the

Eyes of Expatriate Teachers

Vo Huynh Thanh

271

20 Factors Influencing EFL Reading Comprehension of

Vietnamese Secondary School Students: A Case Study

Tran Quoc Thao and Tran Tuan Son

289

21 Fostering Learner Autonomy through an Extensive Reading

Program with Undergraduate Students at Thu Dau Mot

University

Do Huy Liem

303

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22 ESP Nursing Students’ Problems in Reading Medical

Academic Texts and Their Proposed Solutions

Nguyen Trong Nghia and Phuong Hoang Yen

24 Using Mobile Phones for Project-Based Learning in a

Joint-Program English Class in Thuong Mai University

Vu Thi Thanh Hoa

365

25 Non-English Major Students’ Preferences of Teacher's

Feedback for Their Common Writing Errors

Ha Thi Bich Ngan and Phuong Hoang Yen

28 Repeated Reading: An Approach to Develop Reading

Fluency for Vietnamese Learners of English

Dang Hoai Phuong

440

29 An Autobiographical Narrative Inquiry: Assessing

Vietnamese Children’s Experiential Learning of English as

a Second Language

Tran Thi Thuy Hang

467

30 Teaching English Speaking Skill in Contexts from the

Perspective of the Systemic Functional Linguistics

Pham Huu Duc

486

31 Exploring an Efficacy of Rewriting for Improvement in

Grammar Errors: A Student Perspective

Trinh Ngoc Thanh

497

32 Silence in Learning and Pedagogical Implications

Nguyen Xuan Minh and Do Thi Huong

511

33 List of Authors 521

to ‘native-speaker’ norms in relation to English language education

Keywords: globalizing English, employability, language education

1 English and Employability

Employability skills can be defined as “a set of skills, knowledge and personal attributes that make an individual more likely to secure and be successful in their chosen occupation(s) to the benefit of themselves, the workforce, the community and the economy” (Yorke, 2006, p 21) The need for graduates to have good communication skills is a recurrent theme in employability surveys and reports With economic and human resource markets becoming more borderless, graduates have to be proficient in a language other than their own In the regional and global context, this language is likely to be English Many reports on graduate employability across the world highlight the ability to communicate in English as one of the key attributes sought after by employers For example, a scoping study on employability in China, India, Indonesia and Vietnam showed that employers value graduates with English language skills (Gribble, 2014) It is perhaps not surprising that Indian employers expect graduates to be proficient in English given their colonial past and the current use of English in India However, the study also found employers in China, Indonesia and Vietnam prefer graduates with English language communication skills (ibid) This is especially so among multinational companies and also due to the effect of globalisation This importance of oral and written communication skills

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in English for graduate employability among international students was also reported in Australia (Arkoudis et al 2009 cited in Arkoudis, Baik, Bexley, & Doughney, 2014) A similar finding was reported in a report

by Euromonitor International (2010) More than half of the employers that were interviewed in Bangladesh, Cameroon, Nigeria, Pakistan and Rwanda revealed that:

(i) they required their employees to speak English

(ii)employees who could speak English tended to earn up to 30% more than those who could not

(iii) employees with a good command of English were more likely to be promoted more quickly than those without

(ibid., p 5)

The situation in Malaysia is no different For example, a survey of 200 companies conducted by the World Bank and TalentCorp reported that the lack of communication skills is one of the main reasons for graduate unemployment (The World Bank, 2014) The same finding is echoed elsewhere with low levels of English language proficiency constantly emerging as one of the top reasons for graduate unemployability (Jobstreet.com, 2015; Malaysian Employers Federation, 2016) At the entry level, candidates’ levels of English language proficiency and their ability to communicate in English can determine if they will get past the initial shortlisting and interview stages At the workplace, their level of English may also affect their efficiency in carrying out tasks such as conducting meetings internally and with clients or customers, doing presentations and writing reports in English However, it has to be borne

in mind that different industries will have different English language requirements (Pillai, Khan, Ibrahim, & Raphael, 2012) Further, because

of Malaysia’s multilingual and multicultural context, and also the expansion of regional and international business opportunities, being fluent in other languages apart from English and the national language, Malay, is an asset The demand for multilingual skills by employers has also been reported elsewhere (e.g Rubin, et al., 2017)

2 English Language Education

The link between English language proficiency and employability is a key motivating factor for the implementation of recent policies aimed at improving the English language proficiency in Malaysia This is especially as the “link between English language proficiency and access

to jobs with salaries commensurate with graduate’s qualifications, and entry into more sought-after organisations is particularly worrying given Malaysia’s aim to become a high-income nation by 2020” (Pillai, Khan,

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Ibrahim, & Raphael, 2012, p 202) These policies include the English

Language Roadmap 2015-2025 (English Language Standards and

Quality Council, Ministry of Education Malaysia, 2015) As stated in the Roadmap, “(i)t is in the national interest to create a workforce with the necessary English language skills…” (ibid., p 14) This Roadmap covers all levels of education, from pre-school to tertiary education, and uses the Common European Framework of Reference (CEFR) to align the English language curricula at all levels of education in Malaysia Baseline studies show that after 11 years of education, more than half of Malaysian students are at CEFR A2 level (elementary level) and below The Roadmap has set a target level of at least B2 (approximately IELTS Band

5 to 6.5) for students leaving tertiary education by the year 2025 based on the minimum expectations of employers

This Roadmap is aimed at government schools and higher education institutions including teacher education In Malaysia, at the primary level, there are Malay, Chinese and Tamil medium schools, while secondary schools are Malay-medium English is a compulsory subject

up to the fifth form in secondary schools, although there is an option for schools to teach Math, Science, and Information Technology and Communication in English under the Dual Language Policy which was initiated in 2016

Apart from government schools, there has been an increase in the number

of international schools in Malaysia, with 64% of the enrolment in these schools being Malaysians, the highest number in (Nasa & Pilay, 2017) This increase in line with the Malaysian government’s aim to make Malaysian an international education hub The increasing no of Malaysians in international schools is also a result of the removal of quotas for the enrolment of Malaysian students in these schools In most international schools, English is the medium of instruction The high school fees in international schools mean that their students tend to be from economically privileged families, and are more likely to come from English-speaking homes and communities With the added benefit of attending an English-medium school, and following that, most likely private higher education institutions (HEIs) in Malaysia or HEIs abroad, these students are also likely to be more proficient than the average student from a government school, making them more competitive in the local and global job market In contrast, the majority of public university graduates generally come from non-English-speaking homes and communities This difference creates a socio-economic dimension to the relationship between English and employability The perceived of

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advantage of English-medium education has resulted in demands for government schools to offer a choice of English-medium education Proponents of English-medium education see this as the best way to increase English language proficiency among Malaysian students and to increase their employment opportunities However, there are issues surrounding teaching children in a language not familiar to them (e.g DeGraff, 2017; Walter & Dekker, 2011), and these need to be taken into account in debates about using English as a medium of instruction, particularly at the primary school level

3 ‘Native-speaker’ Norms

The reasons for adopting the CEFR to align English language education

in Malaysia is discussed in the Roadmap (English Language Standards and Quality Council, Ministry of Education Malaysia, 2015) In essence: The adoption of the CEFR as the exemplar of international standards gives access to a sequence of procedures which can be guaranteed to lead

to a substantial improvement in language education, and if carried out with sufficient determination and rigour, can also lead to excellence at the international level (ibid., p 62)

Among the justifications for using the CEFR for English language education in Malaysia is the absence of “serious criticisms” against the CEFR (ibid., pp 71-72) Using the anecdote of the adoption of the metric system, it is also argued in the Roadmap that the CEFR should be adopted as a whole as it cannot be claimed that the CEFR is being used if only parts of it are used” Freeman (2017, p 34) points out that, “(b)y describing languages in terms of how speakers could use them, in a set of can do statements, the CEFR meant to move away from simplistic assertions of competence as native-speakerism” However, he points out that “the CEFR has been operationalized as a set of English language standards that are now invoked prescriptively around the world” and “is now often used as a globalized set of generic language-learning outcomes

in which an individual’s language learning intentions are co-opted by a set of generic obligations for all users at a certain level” (ibid.)

Although there is no direct statement on adherence to native-speakers norms in the Roadmap, there is an underlying assumption that the reference model is a native verity of English It is stated in the Roadmap that there is a:… widespread acceptance of a rather strange notion, which

is not only misleading, but also counterproductive This is the notion that native speakers of English have lost the ownership of their own language,

of Malaysian speakers, and the fact that the spoken colloquial variety of used by Malaysian speakers is not the same variety used in, for example,

a conference presentation (Pillai & Ong, In press)

This adherence and prostration to ‘native speaker’ norms bring about a whole set of issues Holliday ( 2015, p 14) correctly states that “(n)ative-speakerism is so much in the air in both professional and popular circles that it provides a default and often tacit image of English and how it should be taught …” As an alternative, Mahboob (2018, p 46) proposes the Dynamic Approach to Language Proficiency (DALP), a model of language proficiency that is not fixated on native-speaker norms and does not treat language as a static entity The DALP looks at “one’s ability to adapt and negotiate language (variation)” (ibid., p 46), and is a model that values multilingualism Other approaches, such as Teaching English

as an International Language (TEIL) acknowledges the diversity and complexities of different varieties of English (Matsuda, 2018) Whatever the choice of approaches or models used for English language education

in a country, there appears to be an understanding that learners are being prepared for global communication due to an increase in international tourism and business, the presence of multinational companies in the country and a more fluid employment market As put forward by the Federation of Malaysian Manufacturers (cited in Chong, 2015), “the employability and quality of Malaysia’s human capital is at stake; and also the country’s efforts to achieve developed nation status”

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4 Conclusion

Whether we like it or not, English language skills are in demand by employers and used as a gatekeeping tool by most employers not just in Malaysia but in the region This has implications on economic and social empowerment, and thus, the demand for ‘better’ English language proficiency and communicative skills by employers and other stakeholders, has seen countries like Malaysia, developing a long-term plan for English language education which is based on the CEFR Whether this plan will succeed in closing the socio-economic gap between those from the government and private sector education systems remains to be seen given the multitude of different linguistic, socio-economic and geographical backgrounds of Malaysian learners

Acknowledgments

This paper is based on the research which was conducted using the University of Malaya Research Grant (UMRG) awarded by the Equitable Society Research Cluster, University of Malaya (RP014C-13SBS and RP014D-13SBS)

References

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language proficiency and employability framework Melbourne: Centre for the Study of Higher Education, The University of Melbourne

Chong, P K (2015, October 29) English lessons for free as Malaysia

tackles drop in proficiency Retrieved October 2016 from

seeks-more-classes-in-english-as-proficiency-declines

http://www.bloomberg.com/news/articles/2015-10-28/malaysia-DeGraff, M (2017) Mother-tongue books in Haiti: The power of Kreyòl

in learning to read and in reading to learn PROSPECTS, 1-30

English Language Standards and Quality Council, Ministry of Education

Malaysia (2015) English language education reform in Malaysia

- The roadmap 2015-2025 Putrajaya: Ministry of Education Malaysia

Euromonitor International (2010) The benefits of the English language

for individuals and societies: Quantitative indicators from Cameroon, Nigeria, Rwanda, Bangladesh and Pakistan A custom report compiled by Euromonitor International for the British Council London: Euromonitor International

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Freeman, D (2017) The case for teachers’ classroom English

proficiency RELC Journal, 48(1), 31-52

Gribble, C (2014) Exploring ‘employability’ in different cultural, Final

report - Scoping Study London: Society for Research into Higher Education

Holliday, A (2015) Native-speakerism: Taking the Concept forward and

achieving cultural belief In A Swan, P Aboshiha & A Holliday, (En)Countering native-speakerism: Global perspectives Palgrave advances in language and linguistics (pp 11-25) London: Palgrave Macmillan

Jobstreet.com (2015) Employers: Fresh graduates have unrealistic

expectations Retrieved October 2016 from: http://www.jobstreet.com.my/career-resources/employers-fresh-graduates-unrealistic-expectations/#.VqiR7yr5jIU

Mahboob, A (2018) Beyond global Englishes: Teaching English as a

dynamic language RELC Journal, 49(1), 36-57

Malaysian Employers Federation (2016) English proficiency critical to

enhance employability of graduates Retrieved January 2018 from: http://www.mef.org.my/Attachments/PR161124b.pdf Matsuda, A (2018) Is teaching English as an International Language all

about being politically correct? RELC Journal, 49(1) 24-35

Mohd Don, Z (2016, August 7) It’s all in the pronunciation Learning

Curve, New Straits Times, p 5

Nasa, A., & Pilay, S (2017, April 23) International Schools: Why their

numbers are growing New Straits Times Retrieved March 2018

from:

https://www.nst.com.my/news/exclusive/2017/04/233140/international-schools-why-their-numbers-are-growing

Pillai, S., & Ong, L T (In press) English(es) in Malaysia Asian

Englishes, 20(2)

Pillai, S., Khan, M H., Ibrahim, I S., & Raphael, S (2012) Enhancing

employability through industrial training in the Malaysian

context Higher Education, 63(2), 187-204

Rubin, R., Rivers, W P., Brecht, R D., Gardner, P., Pulupa, C., &

Robinson, J (2017) Human capital in the U.S labor market

Foreign Language Annals, 50(1), 30-37

The World Bank (2014) Malaysia economic monitor boosting trade

competitiveness Bangkok: The World Bank

Walter, S L., & Dekker, D E (2011) Mother tongue instruction in

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Wee, L (2018) The Singlish controversy Cambridge: Cambridge

University Press

Yorke, M (2006) Employability in higher education: What it is—what it

is not Learning and employability series 1 York: Higher Education Academy

Prof Dr Stefanie Pillai is currently the Dean of the Faculty of

Languages and Linguistics, University of Malaya (UM) in Kuala Lumpur, Malaysia Stefanie began her career as an English language and Literature teacher in a secondary school in Kuala Lumpur upon completing her Bachelor of Education (Hons.) in TESL in the United Kingdom (UK) She had joined UM as a language teacher in 1993, before becoming a lecturer in the same year She was a recipient of the Commonwealth Split-Site PhD completing her tenure at the University of Newcastle, UK She was the 2917 Bill Balsamo Asian Scholar at JALT

2017 and the Ian Gordon Fellow at the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand Her main areas of research interest are the segmental and prosodic features of spoken Malaysian English and Malacca Portuguese Her initial work on the Malacca Portuguese was funded by, and has been archived in the Endangered Languages Archive She has also been working on capacity building for language documentation with Professor Peter K Austin of SOAS, UK under a Newton-Ungku Omar Fellowship Stefanie contributed to Malaysia's English Language Roadmap, a comprehensive plan for English language education in Malaysia Her papers have been

published in journals such as Asian Englishes, English Today, Studies in

Second Language Acquisition, World Englishes, Language Sciences and Language and Communication

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I CAN VLOG: ORAL COMPETENCY OF GEN Z WITHIN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

(TPACK) FRAMEWORK Made Hery Santosa

Universitas Pendidikan Ganesha, Indonesia

Ratih Mas Absari

Universitas Pendidikan Ganesha, Indonesia

Abstract

With increasing numbers of generation Z in today’s classrooms, teachers must align into students’ capacities to fully engage them in the teaching and learning process This study aimed to improve students’ speaking competencies using Vlog in the secondary level EFL context within Technological Pedagogical Content Knowledge (TPACK) framework Over one semester period, three main activities were utilized to 30 students of second grade vocational high school, namely distributing a TPACK survey, implementing a classroom action research, and conducting a focused group interview Instruments, like the TPACK survey, rubric, and a semi-structured interview guide were used in the study Results show that students have a relatively high understanding of using technology but slightly limited information on pedagogy and content aspects The use of Vlog eventually increased students’ speaking competencies as they were given wider opportunities to express their thoughts using technology as a part of daily life It is further suggested that students need to fully engage their daily use of technology into learning, and thus teachers, schools, and government must take into account the students’ current preferences of learning in the digital age

Keywords: generation Z, 21st century learning, Vlog, TPACK

1 Introduction

The most effective way to understand each other is by communication Nowadays, communication is developed wider Communication in 21stcentury demands people to use English in general English became a lingua franca that needs to be learned by everyone to be able to communicate globally Since the technology develops rapidly, the communication became more complex than before If in many years ago, people interacted only with their little circle of friendship, but now people may communicate with people in different parts of the world even

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they have not met in person yet In the present world, with the development of technology, people use social media as their tools of communication By this way of communication, English is demanded to have good communication

According to Cates (2002), there is a global approach to education which

is divided into knowledge, skills, attitudes, and action The first goal is knowledge about world problems where the students are wanted to know the nature, causes, and solutions to world problems in order to work for a better world The second goal is acquiring skills, for examples, communication, critical and creative thinking, cooperation, problem-solving skill, nonviolent conflict resolution, informed decision making, and the ability to see issues from multiple perspectives The third is acquiring global attitudes, global awareness, curiosity, an appreciation of other cultures, respect for diversity, a commitment to justice, and empathy with others The last goal is action in which democratic local and global participation may occur to solve world problems In addition, the global education issues in EFL are various The global education content is the main issue The content issues occur as language has a certain degree of flexibility of topic than the other subject This becomes

an issue in the content since the students are just starting to learn the sound of foreign language

Based on the result of English Proficiency Index (EPI) in 2017, Indonesia was in the 39th from 80 countries It was in the low level (EF, 2017) This showed that Indonesian students have low proficiency in English In Indonesia, English is learned at school by students since they are in 4thgrade of elementary school in common It is continued until the students are in their senior high school grades Due to the development of era in global, some people think that English might be taught to the earlier children, such as in kindergarten Although the students in Indonesia already learn English for more than 9 years until they are in senior high school, not all students may speak English confidently and correctly This, of course, becomes a problem that is faced by many schools in Indonesia According to Musthafa (2001), there are some reasons that explained why this happened There are because of teachers’ degree of confidence in using the language before their own students, the students are not getting involved in social communication in the classroom as the time constraint, the type and focus of the exam which the students as judges to choose the answer as it is in multiple-choice format, and the authentic learning material that is not commutatively-engaging learning tasks Therefore, speaking becomes the most difficult basic of English if

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it is compared with reading, writing, or listening This supports that speaking needs more mental readiness than others since people communicate spontaneously The students who have problem in English are not from public school only but also vocational school The students

in vocational school supposed to be able to speak English well as they took major tourism and the daily routine in the classroom is learn about touring tourists Based on the pre-observation, the students are demanded

to speak English well in order to be ready for the work field For Tourism Department, they need to be able to be at least tour guide for foreigners

Nowadays, students are categorized as generation Z which means they are close with technology in their daily life Generation Z is also known

as Post-Millennial or the iGeneration According to Wood (2013), Gen Z refers to those individuals who were born from the mid-1990’s to the early 2000’s They were born in the decade following the widespread emergence of the World Wide Web Most of this generation comprises the children of Gen X There are four trend characteristics of Gen Z The first is the Gen Z focus on innovation Generation Z feels comfortable with the virtual world, therefore the internet has always existed The second, they are insistence on convenience Generation Y, and it is generally believed for Generation Z, are much less likely to be concerned about privacy issues than Baby Boomers and Generation X The third is

an underlying desire for security Given a different parental influence and the current economic environment, Generation Z may be more pragmatic and more scarcity-oriented Generation Z may feel more careful and discriminating in where they spend their money The last is a tendency toward escapism The Generation Z is likely to be facilitated by technological advances that 1) make entertainment products like video-games more real and compelling, 2) offer greater 24-7 access to social networks, and, 3) offer greater mobility in devices that offer escapism (e.g., mobile phones with media and Internet availability) Based on those characteristics, teachers nowadays cannot teach their students as in the way they studied Teachers must follow the needs of the students today, where teacher should be able to engage with technology in the teaching and learning process in the classroom

Gruth and Helm (2010) classed Web 2.0 as tools used for online language learning into three categories They are social networks, wikis, and blogs These three categories are using communication and collaboration platform According to Herring (2015), the Web 2.0 platforms support the user-touser communication with a convergence of channels or modes in text, audio, video, and images According to

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Mutmainna (2016), integrating technology in the classroom environment

is one the latest approaches of teaching and learning English in English classroom The technology environment is supported by the existence of internet in education field and it plays significant role as many classes have internet based instruments work (Rakhmanina & Kusumaningrum, 2017) Mutmainna (2016) added that people could do many things through internet, such as text, chat, browse, call, video call, and through the internet also, people may share their own stories in their own site The sharing activity names Blogging Type of technology that allows writing personal journals online published and viewed over the web is

“Weblogs” or “Blogs” or “Blogging” This Blogging may help students writing in education field To develop the sharing activity that supports speaking competency is through video and it is uploaded to their own channel This is called as Vlog or Video Blogging Since the platform is video, the students might have challenges to be able to speak correctly and confidently

Vlog is a simple video which a person faces a camera and addresses a public viewership briefly, informally, and more or less intimately (Werner, 2012) According to Johnson (2005), the Vlog is seen a powerful potential instructional medium by many educationalists as it is suitable to be teaching tool for the generation who grew up during the emergence of the World Wide Web and other digital technologies This

is supported by Gale and Kung (2009) stated that Vlog assignments provide opportunities for the students to learn receptive and expressive skills of a language comfortably and increase language used during the teaching and learning process The used of Vlog to the Generation Z is the right choice that can be decided by the teacher in order to improve the students’ speaking competencies Vlog itself is suitable with the students today as they grew up during the emergence of technology According to Ivorycon (2015), Zoe Sugg or best known as Zoella is the international YouTubers with 6 million followers on her YouTube channel and reported average of 2 million viewers per clip To prove it, she was published her debut novel, Girl Online, and it became the fastest-selling book on record, beating J.K Rowling with over 78k sales in its first week Even though Vlog is suitable media for learning, there are also challenges that should be faced in making a Vlog

This Vlog can be used as a media for learning with the framework of TPACK TPACK stand for Technological Pedagogical Content Knowledge TPACK has a purpose of integrating ICT or education technology into the classroom teaching and learning process by

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synthesized the form of the knowledge (Mishra & Koehler, 2006) There are three core constituents of TPACK, Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK) These three core can be extended and collaborated to each other (Chai, Koh, & Tsai, 2013) According to Cox and Graham (2009), TPACK framework has more specifies of what teachers need to integrate to the technology than how the process can be improved Table 1 shows the definition and examples of each dimension of TPACK regarding to review literatures

Table 1 Definition and Examples of TPACK Dimensions

As TPACK supports students’ need toward technology in teaching and learning process in the classroom, this study focused on the improvement

of students’ speaking competencies through Vlog within TPACK framework This study also aimed at the students’ perception toward TPACK when it was implemented in teaching and learning process in the classroom The Vlogs were the results of students’ projects in determining students’ speaking competencies with TPACK framework

2 Methodology

This study was designed in the form of classroom action research This research employs both quantitative and qualitative methods in collecting

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data and it is conducted to solve educational problem as it provides an opportunity for educators to reflect on their teaching practices (Creswell, 2012) The purpose of this study was to improve students’ speaking competencies, therefore the study was appropriate with this design

In this study, the data of the students’ perception on TPACK was conducted quantitatively by distributing TPACK survey The students’ improvement on their speaking competency was seen on the classroom action research that was implemented in one semester to the students as the samples Moreover, focused group interview was conducted in the end of the classroom action research This had purpose to get deeper data from the samples Those were analyzed qualitatively Since this study was suitable with the characteristics of mixed methods research, therefore this study was conducted in mixed methods research This was appropriate for analyzing the improvement in speaking competencies of Gen Z using Vlog within TPACK framework among students in vocational school in North Bali

The subjects of this study were students in vocational school in North Bali The researcher is interested in conducting the study in vocational school because based on pre-observation, the teachers in vocational school expected their students to be able to speak English well as they took focus on tourism class This meant that the students’ speaking competencies in vocational school had to be improved to help them in achieving the standards of the school The amount of the students were

30 students which 11 boys and 19 girls with the range ages 16 – 17 years old There was also one teacher participating in this study

The main purpose of this study was to improve students speaking competencies using Vlog in the secondary level EFL context within TPACK framework The procedures that were done by the researchers such as developed the survey and done classroom action research The samples were selected from the population, the samples were taught as classroom action research and they were distributed the TPACK survey after they had finished evaluate the Vlogs The classroom action research was conducted in one semester, started from July 2017 until December

2017

There were two cycles that were conducted The first cycle was in the beginning of the semester The first cycle was implemented with a custom activity in the classroom, which was role play For the second cycle was modified with the technology as the students were Gen Z The modification was using Vlog Besides, there was a TPACK survey that

The survey was made on a five-point Likert scale, ranging from 1 (very low competency) to 5 (very high competency) The questionnaire had some part of dimensions The first was accessibility to the internet, the second was attitude and interest of the usage of technology, the third was the usage of software, and last one was about TPACK that were divided into some components with 50 statements The components were Technology Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge

There were several processes that were taken to analyze the data, such as classified the data, analyzed the students’ responses in the questionnaire, displayed in the form of table to ease the researcher in analyzing the data, and determined the category of mean score of speaking competencies

3 Findings and Discussion

After implementing the first cycle of classroom action research, the students showed their speaking competency by performing role play The score that the students got for their role play, here it was analyzed as their pretest as most of the students could not reach the minimum standard The results of the students’ score after performing role play is presented

in Table 2

As the standard of minimum score was 75, Table 2 showed that only 5 students who passed the standard score The 25 students left were not passed that standard score Therefore, a second cycle was conducted in order to reach that standard of minimum score This cycle was modified with the usage of technology as the students’ daily life that is close with technology The technology that used was Vlog The Vlog was used because it is supported with the research that had been done by Hung (2011) which stated that Vlogs offer visual representation, relief from time constraints, self-evaluation, wider audience, peer learning and technical capability to the students as a set of advantages Moreover,

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based on Bilbao, Bravo, García, Varela, González, Baro and Rodríguez (2009), some advantages of using Vlog in teaching and learning process are developing students’ opportunity to read, watch, and listen to the information, collaborate with others to enlarge and deepen their knowledge, and use technology to create new knowledge as well as organize and present knowledge From the students’ side, they became highly motivated and engaged in active metacognitive learning involving team work and communication understandings

Table 2 Students’ Score in Cycle 1 Number of Students Score Number of Students Score

In implementing this second cycle, the Vlog was introduced to the students to make them understand deeper about the usage of this media When the students have understood about Vlog, the task was given to the students to make a Vlog with their group The task was given in the form

of group to make the students did not think that the task was very difficult for them The theme of the Vlog that was given to the students was “The Effect of Agung Mountain’s Eruption towards Tourism Field” This theme was chosen as the topic of the material was explanation text Since the task was given, the students seem enthusiastic Their enthusiasm was shown in their final score after making their Vlog which had improvement in their speaking competencies The competencies that

Table 3 Students’ Score in Cycle 2 Number of Students Score Number of Students Score

This finding was supported with the result of the TPACK survey that was distributed to the students after they finished their Vlog task From the data that was gathered, there were some results found The first was about the percentage of the students’ perception on their accessibility to the internet The second was about the percentage of the students’ perception on their attitude and interest of the technology usage The third was about the percentage of the students’ ability of the usage of

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supporting technological tools The last was about the mean category of the TPACK survey which shown the students’ perception in each component of TPACK, they were Technology Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge

The result of the percentage of students’ perception on accessibility to the internet is presented in Table 4

Table 4 Percentage of Students’ Perception on Accessibility to the

Internet

Number of students (%)

The result of the percentage of the students’ perception on their attitude and interest of the technology usage is presented in Table 5 and 6

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Table 5 Percentage of Students’ Perception on their Attitude and Interest

of the Technology Usage

No Statement

Number of students (%) Neve

Table 6 Percentage of Students’ Perception on their Attitude and Interest

of the Technology Usage

No Statement

Number of Students (%)

Strongly agree Agree Disagree

Strongly disagree

to prevent the misusage of the smartphone, such as take a record of their friends or teachers which might conduct bullying

3 Microsoft Office (Word, Excel) 81.0%

4 Online Stickies (e.g Linoit, padlet) 35.0%

5 Online discussion forum 45.7%

6 Concept mapping (e.g iMindMap, Mindomo,

7 Social media (e.g Facebook, Twitter, Instagram) 92.0%

8 Cartoon creator (e.g Cartoon story maker,

9 Online quizzes (e.g kahoot, quizlet, quipper) 46.0%

10 Virtual class (e.g Edmodo, Schoology) 63.7%

11 Google Apps (e.g Doc, Slides, Form) 73.0%

12 Website builder (e.g Google site, weebly) 82.0%

13 Blog (e.g Blogger) 52.0%

The percentage above showed how the ability of the students in using those tools To make it simpler, the comparison of the percentage can be seen in Figure 1

Figure 1 Percentage of Students’ Ability in Using Technological Tools

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The final result was about the mean category of the TPACK survey There were 50 statements which divided into some components There were 11 statements for Technology Knowledge, 6 statements for Content Knowledge, 12 statements for Pedagogical Content Knowledge, 7 statements for each Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge

In order to determine the category of mean score of students’ perception

on the TPACK survey, Mean Ideal (Mi) and Standard Deviation Ideal (SDi) were counted Those could be formulated as below:

Mi = ½ (ideal Max Score + ideal Min Score)

Table 8 Categorization of Mean Score of Students’ Perception on TPACK

No Criteria Interval Categorization Qualification

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average category, since the mean score was 160.9 and it was in interval 133.3 ≤< 166.6 Thus, because the mean score was average, it corresponded to neutral perception This showed that the students did not have perception that TPACK was important or not important in improving their speaking competencies Therefore, it might still be good for them with TPACK or without TPACK

Besides the general perception that was found, this study also analyzed the perception for each component of the TPACK survey Here is the Mean Ideal (Mi) and Standard Deviation Ideal (SDi) were counted to determine the category of mean score for Technology Knowledge component

Mi = ½ (ideal Max Score + ideal Min Score)

Table 9 Categorization of Mean Score of Students’ Perception on

Technology Knowledge (TK) Component

No Criteria Interval Categorization Qualification

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The interval given in Table 9 showed that the students’ perception on TPACK survey for Technology Knowledge (TK) component was in high category since the mean score for this component was 39.5 and it was in interval 36.6 ≤< 43.9 As the mean score was in high category, it meant that the students had positive perception They had good knowledge on the technology that could support their speaking competencies

The Mean Ideal (Mi) and Standard Deviation Ideal (SDi) were counted to determine the category of mean score in the TPACK survey for Content Knowledge component

Mi = ½ (ideal Max Score + ideal Min Score)

Table 10 Categorization of Mean Score of Students’ Perception on

Content Knowledge (CK) Component

No Criteria Interval Categorization Qualification

Since the mean score for Content Knowledge component was 15.9, it was

in interval 12 << 16 which categorized as low and had negative qualification This meant that the students were had low knowledge on

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the content and thus, supporting the previous finding in the score of the students’ content in their Vlog if the students had not spoken related topic to their speaking

Another component that was analyzed was Pedagogical Content Knowledge The determination of the Mean Ideal (Mi) and Standard Deviation Ideal (SDi) as shown below

Mi = ½ (ideal Max Score + ideal Min Score)

Table 11 Categorization of Mean Score of Students’ Perception on

Pedagogical Content Knowledge (PCK) Component

No Criteria Interval Categorization Qualification

Mi = ½ (ideal Max Score + ideal Min Score)

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components which meant that those three components could be implemented on their teaching and learning process or not in improving their speaking competencies

Based on all components of TPACK survey, the only positive perception given by the students in vocational school in North Bali was in Technology Knowledge The negative perception was in Content Knowledge component The rest of the components were neutral Those were interesting finding that the students in vocational school at the context still needed to consider about the content of their speaking and technology was successfully influenced students in improving their speaking competencies Therefore, the teacher had to emphasize the materials given to the students so that the students would understand the content of their competency products

In order to get information about the Vlog and TPACK perception deeper, there was interview that had been done to the 5 students as the samples The questions were what was their opinion about the usage of technology in learning, what was their opinion about Vlog that was used

as tool in learning English, did they think the content of the Vlog they made was relevant with the theme, and what was the challenges they faced in making the Vlog and how was they solve it (there were advantages or disadvantages) From those questions, the students’ answers mostly answer that technology is really important for them to support their learning process This is because the students feel easier to get the information that they needed through the internet By this, the learning process becomes simpler But, there was few students who also thought that with technology, students became lazier to read a book and made them depending on the technology

In their opinion, the used of Vlog for their assignment was appropriate They thought that they became more confident in speaking and they could express about their feelings Moreover, they argued that by Vlog, they could add their knowledge and practice their English much better because they could learn English not only at school but also outside of school Therefore, the students learned to use English as their daily life About the content of their Vlog, most of the students gave opinion that they had tried to make their Vlog relevant with the theme given, but they had some problems, such as they forgot what they should talk, they just spoke what was in their mind at that time, etc For the challenges that they faced, they mostly said about the limitation of their vocabulary in English, their voice was small, they felt shy because they were seen by

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others at the venue they took the Vlog This is in line with Belek (2013), who stated that the challenges in making Vlog included technical challenges – adequate lighting and sound, performance challenges – uncomfortable feeling talking to the camera, and content challenges – desire to make sure the viewers will get the message of the Vlog Although they faced those problems, they felt enjoy and challenged to learn English more, so that they could speak fluently in their Vlog

4 Conclusion

It can be concluded that Vlog with TPACK framework can improve students’ speaking competencies Therefore, teacher can use Vlog with TPACK framework as students’ assignment Moreover, Gen Z needs technology approach to their learning process at school By this, teacher cannot teach their students now with the old method like what they got or taught from their teachers in the past In addition, related with TPACK, Gen Z in average has high perception on Technology Knowledge but low perception on Content Knowledge Therefore, teacher should make sure that the students understand about the material of their study to make the learning meaningful

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Dr Made Hery Santosa is a lecturer at Ganesha State University of

Education, Bali, Indonesia He completed his PhD in La Trobe University, Australia He is the Head of Collaboration Affairs and Information System in Postgraduate Program, an Advisory Board Member of Rectorate and the Chief-in-Editor of Social Science and Humanities Journal at the University He currently serves as the Director

of Program Development at the Indonesia Technology Enhanced Language Learning Association (iTELL), the International Advisory Editorial Board of Journal on English as a Foreign Language at IAIN Palangkaraya, and the Core Skills Leading Trainer at British Council His

works have been published in several publications, including Nova

Science Publishers, Journal on English as a Foreign Language,

and Information Technology Application Journal His main research

interests are Education, Learning Approaches, TESOL, Teacher-Student Learning, Thinking Skills, Gen X, Y, and Z, E-Learning, Blended Learning, Flipped Learning, Learner Autonomy, Educational Technology, Virtual and Augmented Reality, Cyberbullying, CALL, MALL, TELL, and Academic Writing