using video games to improve students' writing ability

ii

FOREWORD

These proceedings are a collection of papers presented at the 62nd TEFLIN

International Conference held in conjunction with the celebration of the 53rd Dies

Natalis of Udayana University held in Sanur Paradise Hotel from 14th through 16th

September 2015. The theme of this year’s conference is Teaching and Assessing L2

Learners in the 21st Century. The papers were selected out of 503 papers presented

covering issues of English-language teaching from the perspectives of (1)

Language Policy and Planning in Assessment, (2) Quality Assurance in ELT, (3) 21st

Century Language and Communication skills, (4) Assessment in Character Education,

(5) Rotes of ICT in Teaching and Assessing L2 Learners, (6) English for Young

Learners, (7) Innovations in Teaching and Assessing, (8) Best Practices in L2 Teaching

and Research, (9) School-based Assessments, (10) English for Specific Purposes, (11)

Standardized Tests of English Proficiency (e.g. KLTS, TOEFL), (12) English for

General Purposes, (13) The National Examinations and their Impact on L2 Learning,

(14) Translation in Language Teaching, (15) Teacher’s Professional Development, and

(16) Literature-Based in Language Teaching.

We would like to express our sincere thankfulness to those who presented

their papers at the conference. We also wish to thank the students at the English

Department, Faculty of Letters and Culture, Udayana University who have assisted

us with the typesetting for the format of the proceedings. More importantly, we

express our gratitude to the board of reviewers who have worked hard in reviewing

the submitted papers selected for the proceedings.

Denpasar, September 2015

The Committee

iii

LIST OF INTERNAL AND EXTERNAL REVIEWERS

INTERNAL REVIEWERS

1. Ni Luh Ketut Mas Indrawati (Udayana University)

2. I Gusti Ayu Gde Sosiowati (Udayana University)

3. Ni Luh Nyoman Seri Malini (Udayana University)

4. Ni Wayan Sukarini (Udayana University)

5. Ni Made Ayu Widiastuti (Udayana University)

6. I Made Rajeg (Udayana University)

7. A A Sagung Shanti Sari Dewi (Udayana University)

8. Putu Ayu Asty Senja Pratiwi (Udayana University)

9. I Gusti Agung Istri Aryani (Udayana University)

10. Ni Ketut Sri Rahayuni (Udayana University)

11. Yana Qomariana (Udayana University)

12. Ni Ketut Alit Ida Setianingsih (Udayana University)

13. Sang Ayu Isnu Maharani (Udayana University)

14. Ni Putu Lirishati Soethama (Udayana University)

15. I Nyoman Tri Ediwan (Udayana University)

16. I Komang Sumaryana Putra (Udayana University)

17. I Wayan Mulyawan (Udayana University)

18. Ida Ayu Made Puspani (Udayana University)

19. Putu Weddha Savitri (Udayana University)

20. Made Sena Darmasetiyawan (Udayana University)

21. I Gusti Ngurah Parthama (Udayana University)

22. I Nyoman Udayana (Udayana University)

23. I Ketut Wandia (Udayana University)

24. I Gede Budiasa (Udayana University)

25. I Made Netra (Udayana University)

26. I Gede Putu Sudana (Udayana University)

27. I Ketut Tika (Udayana University)

28. I Nyoman Aryawibawa (Udayana University)

29. I Nengah Sudipa (Udayana University)

30. Ni Luh Putu Laksminy (Udayana University)

EXTERNAL REVIEWERS 1. Benedictus B. Dwijatmoko (Universitas Sanata Dharma)

2. Chuzaimah Dahlan Diem (Universitas Sriwijaya)

3. Diemroh Ihsan (Universitas Sriwijaya)

4. Gusti Astika (Universitas Kristen Satya Wacana)

5. Emi Emilia (Universitas Pendidikan Indonesia)

6. Cayandrawati Setiono (Universitas Lambung Mangkurat)

7. Oikurema Purwati (Universitas Negeri Surabaya)

iv

8. Setyadi Setyapranata (Universitas Negeri Malang)

9. Yazid Basthomi (Universitas Negeri Malang)

10. Lis Amien Lestari (Universitas Negeri Surabaya)

11. Fuad Abdul Hamied (Universitas Pendidikan Indonesia)

12. Handoyo Puji Widodo (Politeknik Negeri Jember)

13. Nur Arifah Drajati (SMA Labschool Jakarta)

14. I Made Hery Santoso (Universitas Pendidikan Ganesha)

SETTING AND TYPESET 1. Gede Primahadi Wijaya

2. Made Artadi Gunawan

3. Artika Putri

4. Gusti Agung Ngurah Dwi Suryawan

5. Moh. Noval Ashari

6. I Wayan Gede Agus Wirawan

7. Ni Wayan Manik Septianiari Putri

8. I Made Yoga Dwi Angga

9. Ni Luh Putu Sisiana Dewi

COVER

I Gede Juniasta Datah

ISBN 970-602-294-066-1

UDAYANA UNIVERSITY PRESS

All rights reserved. No part of this book may be reproduced or transmitted in any form or

by any means: electronic or mechanical, including photocopying, recording, or by any

information storage and retrieval system, without prior written permission from the

writers.

vi

WHAT MOTIVATES INDONESIAN HIGH SCHOOL STUDENTS TO

LEARN ENGLISH? ............................................................................................ 77

Sri Puji Astuti ................................................................................................................ 77

THE JAVA ISLAND’S FOLKLORE CLASSIFICATION FOR

DEVELOPING THE CHARACTER BUILDING (AN ANALYSIS OF

IMPLICATURE) ................................................................................................. 88

Wiruma Titian Adi, S.S., M.M. ...................................................................................... 88

Andika Hendra Mustaqim, S.S, M.Hum ........................................................................ 88

USING VIDEO GAMES TO IMPROVE STUDENTS’ WRITING ABILITY

............................................................................................................................... 99

YulianiKusumaPutri ...................................................................................................... 99

LANGUAGE OF COMPLAINTS (DIRECT AND INDIRECT HOTEL

GUEST COMPLAINT) .................................................................................... 107

Faisal F. Puksi ............................................................................................................ 107

Retno Budi Wahyuni ................................................................................................... 107

WHAT AND HOW DO THE ATTRIBUTES OF L1SOCCUR IN A TESOL

PROGRAM ........................................................................................................ 116

Lalu Ari Irawan(Co) ................................................................................................... 116

Susanto ........................................................................................................................ 116

Suharsono ................................................................................................................... 116

TEACHING EXTENSIVE READING WITH ICT ....................................... 125

I Gusti Ngurah Parthama ........................................................................................... 125

Ni Ketut Alit Ida Setianingsih. .................................................................................... 125

I Nyoman Tri Ediwan .................................................................................................. 125

ENGLISH LANGUAGE NEEDS OFCOMPUTER AND NETWORKING

TECHNOLOGY STUDENTS:VOICES AT ONEVOCATIONAL HIGH

SCHOOL ............................................................................................................ 131

PebrinaPirmani .......................................................................................................... 131

AretaPuspa .................................................................................................................. 131

THE ROLE OF NEEDS ANALYSIS IN EFL CLASS .................................. 139

Fahriany ...................................................................................................................... 139

PREFERENCE OF EYL MIXED CLASS STUDENTS’ INTERCULTURAL

COMPETENCE ASSESSMENT TOOL, TEXTBOOK EXERCISES OR

ANIMATION VIDEO: WHAT DO WE LEARN? ........................................ 147

Emalia IragiliatiSukarni ............................................................................................. 147

Novika Purnama Sari .................................................................................................. 147

Proceedings 99

The 62nd TEFLIN International Conference 2015

ISBN: 970-602-294-066-1

USING VIDEO GAMES TO IMPROVE STUDENTS’ WRITING

ABILITY

YulianiKusumaPutri [email protected]

STBA Yapari-ABA

Jln. Cihampelas No. 194 Bandung

ABSTRACT

Teaching EFL writing today is not the same as teaching EFLwriting in the

previous decades. Students today were/are born in the era of digitalisation,

where everything, including societies and communities, is going digital. The

conventional “I lecture, you listen” teaching method is not quite appropriate

to use. What students need is to learn instantly, practically, and applicably.

This paper proposes a non-conventional teaching method in EFL writing that

is suitable for today’s students. By using video games, one media students

have been familiar with, teachers can encourage students to improve their

writing abilities. This media can be used both in and out of classroom.

Teaching writing using this media can also help students enhance their 21st

century skills so that they are able to compete in both the 21st century and the

upcoming Asean Economic Community (AEC). This paper is beneficial for

EFL teachers, especially new EFL teachers who dislike the out-of-date

teaching methods, to make the class more exciting and challenging.

Keywords: Writing, Video games, 21st century

1 INTRODUCTION

It has been 14 years since we lived in the 21st century, and there are still several months

before Asean Economic Community is announced. Teachers all over the Southeast Asia,

including Indonesia, have been preparing themselves to prepare their students to be able

to compete in the AEC. However, a big question mark arises. Have teachers been using

appropriate teaching methods for their students, the digital natives who were born during

the digital age, to learn?

There have been a lot of opinions on teaching students of the 21st century. Some

say that in order that the students understand what they learn from their teachers, they

should be directed to learn both in and out of the classroom(Putri, 2014b; Reinders,

2009). Moreover, the Teacher Centred Learning (TCL) method has long been considered

inappropriate to use in this century. There are, however, some teachers who still use such

method. In order to achieve a great success in preparing our students to compete in the

AEC and the 21st century, teachers should first understand how today’s students learn,

absorb information, and implement their knowledge.

100|The 62nd TEFLIN International Conference 2015

2 HOW STUDENTS LEARN IN THE 21ST CENTURY

Students today are very much different from students in the last decades. They rarely go

to the library or bookstores to find references, they simply connect to the Internet and

with one click away, they get what they need. They hardly study materials in advance;

instead, they prefer to brush up on them instantly. It is not impossible that they can learn

in a short time, because they are used to living in a fast world where information can

easily be gained and updated. It is supported by Prenskywho says that students’ lives

have been surrounded by digital technology ever since they were born, and that leads to

their brain structures(2006, p.28).

In line with their different brain structures, students’ ways of learning and

absorbing information are so much different compared to their predecessors. Firstly, they

prefer to receive information fast from various multimedia resources whilst their

predecessors still believe it is better to gain information slowly from limited sources.

Secondly, they choose to do multitasking, i.e. doing different things at the same time; on

the other hand, their predecessors would rather to do one thing at a time. Thirdly, they

prefer to learn from pictures, sounds, and videos prior to texts; on the contrary, their

predecessors had better learn from texts prior to pictures, sounds, and videos. Moreover,

what distinguishes them more from their predecessors when it comes to learning is that

they favour learning in network or groups (collaborative learning) instead of learning

individually. The ways of learning mentioned previously are in proportion to what

Palfrey & Gasser(2008) explain:

“For Digital Natives, “research” is more likely to mean a Google search

than a trip to the library. They are more likely to check in with the

Wikipedia community, or to turn to another online friend, than they are

to ask a reference librarian for help. They rarely, if ever, buy the

newspaper in hard copy; instead, they graze through copious amounts of

news and other information online” (p. 239).

To add up, students today also prefer to learn what is relevant, applicable, and

fun. These characteristics are not really integrated in some parts of conventional school

curricula. This is due to the difference between how teachers think and how students

think (Prensky, 2010). It is therefore the duty of teachers and educators to maximise their

roles in educating digital native students.

2.1 Role of the Teachers

Teachers and educators therefore play an important role for the success of their students’

learning, so that they can survive in the 21st century competition. Educators have a

responsibility to familiarise themselves with the fast changing learning process that their

digital native students are doing (Palfrey & Gasser, 2008, p. 239). It is believed that the

conventional “I lecture, you listen” teaching method is inappropriate to use for today’s

students because they will easily get uninterested with this one-way kind of learning.

Teachers may find it hard to believe that students today are able to focus on different

things at a time, unlike how they used to learn. However, we cannot simply put the blame

on the teachers. “Most of our teachers need neither punishment nor replacement, but

rather new perspectives and ideas that work. Our educational context has changed, and a

new context demands new thinking” (Prensky, 2012). Hence, not only the school

curricula and syllabi which need changing, but also the teaching method.

Digital native students will appreciate it if they are invited to get involved in the

learning process. Thus, teachers need to make students participate in learning activities;

The 62nd TEFLIN International Conference 2015 |101

they need to partner up with their students. One of the ways is by using their digital native

students’ language, a learning tool that students have been familiar with, i.e. technology.

Teachers do not need to adapt themselves with all the so-called eye-hurting and head-

spinning technology; what teachers need to do is know how technology will help students

improve their learning. That being said, teachers only need to guide students into the

using of technology to be effective for their learning (Prensky, 2010, p. 21).

Teachers may afterwards question if they should prepare the technology for their

students, what kind of technology the students should use to improve their skills, and how

technology will enhance students’ learning. Teachers need not prepare the technology

themselves. They can simply make students utilise their already possessed technology,

i.e. their gadgets, for learning. Children today have been facilitated with mobile phones

(smartphones), tablets, and notebooks or personal computer (PC), so teachers do not have

to worry about not being able to facilitate their students with gadgets, because students

have been living with their gadgets even before they met their teachers. Today, every

student must have at least a smartphone, since the price of smartphones is now more

affordable than in the previous decades. State-of-the-art smartphones have already

offered many features such as document viewer and editor so they can function as a

document reader and editor/maker. Therefore, teachers can encourage students to utilise

their own smartphones for learning instead of forbidding them to use the smartphones

during learning process. Moreover, there are also several third-party applications which

can be downloaded straightforwardly from the smartphones. Some of the applications are

learning-aid applications, so teachers can instruct students to download such application

relevant to what subject they are learning. However, teachers need to remind themselves

of not losing the essence of learning and straying away from the curricula and the course

syllabi. For that matter, teachers are expected to be their students’ supervisors along the

learning process.

3 EFL LEARNING IN THE 21ST CENTURY

EFL teachers do not have to start from scratch in teaching English to their digital native

students, for the students may have been gotten used to English ever since they were

infants. As what Prensky (2006, p. 27) states that “today’s students have spent their entire

lives surrounded by and using computers, video games, DVD players, videocams, eBay,

cell phones, iPods, and all the other toys and tools of the digital age”, students have been

familiarised themselves with English, because almost all instructions of the toys and tools

of the digital age are in English. As a result, what teachers need to do is improvise their

ways of teaching by incorporating students’ interests in their method.

Students’ digital world can be an effective way to make English learning more

alive. Not only because technology has been a part of students’ everyday lives, but also

because it offers many ways to develop students’ skills to compete in the 21st century.

This is supported by the report written by Saavedra & Opfer(2012) that says:

“Technology offers the potential to provide students with new ways to

develop their problem solving, critical thinking, and communication

skills; transfer them to different contexts; reflect on their thinking and

that of their peers; practice addressing their misunderstandings; and

collaborate with peers—all on topics relevant to their lives and using

engaging tools” (p. 16).

Consequently, teachers ought to listen to what students want. Students do not

want to be lectured; instead, they want to participate in their own learning to develop


themselves. Students need to collaborate with other students, their teachers, and even

with everyone around the world because a part of what today’s students want is to

connect with their peers to express and share their opinions, in class and around the

world(Prensky, 2010, p. 19). In addition, EFL learning environment should be changed

from serious and full of classroom exercises into something fun, attractive, and

interactive so that they can not only learn, but also play (Putri, 2014a).

EFL teachers have been even more blessed ever since the English learning

method, Computer Assisted Language Learning (CALL), penetrated the world of EFL

teaching and learning. CALL is a process in which students improve their language skills

by means of using computers and many kinds of computer-based technology (Beatty,

2003 in Eskelinen, 2012, p. 4). Using CALL, students can learn, collaborate with other

students and/or teachers, and share, while their teachers can still supervise their activity.

Those, however, are not the only benefits of CALL technology.

With technology, teachers can also make students their own researchers.

Teachers may instruct students to find out anything regarding EFL by themselves using

their own technology devices or gadgets. As previously mentioned that students did not

want to be lectured, instead of preaching, teachers can encourage students to find out for

themselves what they need to know. This automatically changes the role of teachers from

information giver to supervisor; and the role of students from information receiver to

researcher. For this matter, students can be their own self-teachers in learning different

kinds of English skills such as listening, speaking, reading, and writing.

3.1 EFL Writing

English writing is said to be the most challenging part of the four skills because it

requires note-taking, identifying a central idea, outlining, drafting and editing(Wallace,

Stariha, & Walberg, 2004). Similarly, English writing is considered the most advanced

level of EFL learning because it requires students to understand the writing rules such as

punctuation and grammar. Writing is similar to reading in that they both involve texts

(Nessel & Dixon, 2008); the difference is that writing is a productive process in which

students are required to create products.

However, as challenging as it may be, digital native students will not find it too

difficult as their lives have been involving texts; they are accustomed to writing text

messages, instant messages, emails etc. on their mobile phones as tools for

communication. Furthermore, they spend most of their time texting instead of speaking.

Nevertheless, the kind of writing students are accustomed to is different from the one that

they are going to learn in EFL learning. For these reasons, teachers should observe and

guide students to better writing, i.e. English writing with all the rules and requirements. In

order to do so, teachers may adapt the principles of teaching writing; they are meaning-

focus input, meaning-focus output, language-focused learning, and fluency development

(Nation, 2009, p. 93).

Nation (2009, p. 93-95) further explains about the four principles. In meaning-

focus input, studentsought to take experience and knowledge along to their writing. This

means that students need to know what they are going to write. Next, in meaning-focus

output, students need to write different kinds of writing with a message in each writing.

They also need to attract others’ interest. In addition, they also need to improve their

language and computer skills from writing. After that, students must pay attention to the

parts of writing process and the strategies to deal with the process, clarity, fluency,

spelling, and ethical issues in writing in the language-focus principle. To add up, teachers

need to review their students’ writing so that students will be more aware of their

mistakes and improve their knowledge. In the fluency development principle, students


should develop their speed of writing in order to be able to write simple material at a

sensible speed. In brief, teachers need to implement these principles of teaching writing

into their teaching using different writing styles.

There are four major forms of writing styles: descriptive, narrative, persuasive,

and expository. Descriptive writing is used when we want to describe something. Its main

focus is to describe characters, events, or places thoroughly. When the writers take time

to be more specific in their descriptions, it may be poetic(Meer, 2015). Some examples of

descriptive writing are journal/diary, poetry, and a gadget’s specification. Narrative

writing, on the other hand, is a writing style that focuses on telling stories. Writers create

characters involved in the story. It has beginnings, intervals, endings, and sometimes

conflicts. Products of narrative writing are mostly, but not limited to fictions such as

novels, biographies, and short stories. Both descriptive and narrative writing styles are the

most common styles taught in EFL beginner class.

Next, there is persuasive writing. As the name implies, this style of writing

focuses on persuading readers. Writers try to convince readers that their opinions are

acceptable with this style of writing. There are times that writers ask readers to do

something in their writing. This style of writing consists of reasons, arguments, and

justifications (Meer, 2015). Several forms of persuasive writing may be advertisements,

reviews, letter or complaint, letter of recommendation, and opinion article on newspapers

or blogs. EFL students may find writing English with this style a little bit tricky because

they have to be able to argue whilst giving facts about what they argue. Finally,

expository writing style has a main purpose to explain. Writers emphasise on telling

readers the facts and figures without speaking up their opinions. It is written in a

chronological order and accompanied by facts and figures. When writing in English with

this style, students need to pay attention to the logical order. We can find this style of

writing in textbooks, news stories (but not opinion or editorial pieces), recipes, how-to

articles, and business, technical, or scientific writing. All in all, different types of writing

styles play different roles and purposes. Nonetheless, writers may combine some writing

styles into one writing such as descriptive and narrative in a synopsis, or narrative and

persuasive in a movie review.

To summarise, teaching writing to digital native students may have its own

challenge. In order to get students’ attention, teachers must have certain method in

teaching writing that is fun, enjoyable, and interactive for their students by using some

media students are familiar with such as computer, mobile phones, movies, and video

games.

4 VIDEO GAMES FOR WRITING

There are some practitioners in education who see video games from another point of

view, namely, from the positive side (Gee, 2003; Gibson, Aldrich, & Prensky, 2007;

Hutchison, 2007; Mitchell & Savill-smith, 2004; Prensky, 2006; Shaffer, Squire,

Halverson, & Gee, 2004). They believe that video games can be beneficial for today’s

education which students are digital natives because video games are one of today’s

students’ interests. In addition, there are also several EFL/ESL practitioners who support

the idea that video games are useful for enhancing students’ 21st century skills and play a

role in education, especially for EFL/ESL learning (Campos & Brawerman, 2013; Chang,

2012; Eskelinen, 2012; Heick, 2012; Putri, 2014b; Reinders, 2009).

Video games can be played from computers (PC); consoles such as Xbox, Sony

PlayStation, and Nintendo Wii; and mobile phones or tablets. There are two types of

video games: offline and online. We do not need Internet connection to play offline video


games. On the contrary, Internet or Local Area Network (LAN) is needed if we want to

play online video games. Most students who possess a PC at their home must have at

least one game installed in their PC. There are also some students who may own a

console at home. Moreover, students must have tried playing video games on their

handheld devices, namely mobile phones and/or tablets. When students play online video

games, for instance from their mobile phones, often times they share their progress online

(e.g. to their social media account). This shows that students do not mind sharing what

they have, do, or will do. Teachers can take advantage of this attitude of their students.

Teachers can encourage students to expand their video gaming to the next level

using students’ writing skills. Not to mention, supervised by their teachers, students can

also develop their writing using different styles of writing, i.e. descriptive, narrative,

persuasive, and expository. What is even better, this activity does not need to take place

in classroom.

Teachers may first start by asking students what kind of video games they like

and/or play the most. Teachers can then brainstorm students about the story lines of the

video games, characters, how to finish the games, and perhaps students’ thoughts about

what is good and not good about the video games. From this brainstorming activity,

teachers can also expand more thorough ideas such as students’ favourite characters from

the video games and their reasons why they favour the characters. In case that students

forget about the ideas, teachers may note down the ideas using mind-maps or conceptual

maps. Figure 1 below is an example of a mind-map about video games.

Figure 1 Student’s mind-map about her favourite video game

After jotting down ideas into a mind-map, students may be encouraged to write

about their favourite video games. Students may write about the characters in the video

games and the scenes using descriptive writing style. Other than descriptive style,

students may also write the story line using narrative writing style. Similarly, expository

writing style may also be used to write a walkthrough or a strategy guides on how to

finish the games. Students may write the strategy guides for a full video game or one

single mission (Hutchison, 2007, p. 166). It will be even better if students write a review


about the games using persuasive writing style. All in all, any kind of writing styles can

be developed through writing using video games.

When students have finished writing about their favourite video games, teachers

can even take it to a higher phase. Students can post their writing online after revised by

teachers or their peers. There are many websites about video gaming. One example is

GameFAQs (www.gamefaqs.com) on which gamers can share their thoughts about their

favourite video games including strategy guides. On the website, they can even discuss

with other gamers who may have similar favourites. This way, students’ writings will not

be read by not only their teachers and peers, but also worldwide. Alternatively, students

may create their own blogs and start sharing on their blogs about what they have written.

To sum up, video games can not only help students improve their writing

skills, but also give challenges students may like. Teachers need to continuously

monitor their students along the process in order for the learning objectives to be

achieved.

5 CONCLUSION

Today’s technology that has been integrated in digital native students’ lives may come in

handy to support EFL teaching and learning. English writing skills which are desperately

needed by our students to survive in the 21st century and to prepare to compete in the

Asean Economic Community (AEC) at the end of this year can be developed with the aid

of video games, means of technology students have been acquainted ever since they were

children.

With video games in English writing teaching and learning, teachers are expected

to be creative and innovative in teaching writing to their students so that students can be

even more creative and innovative. Teachers and students are both expected to

collaborate well in English writing teaching and learning in order to accomplish students’

EFL competence and performance.

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