Presented at the 62nd TEFLIN International Conference on 15 September 2015 in Denpasar, Bali

3. 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

4. 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)

5. 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.

6. 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

7. Proceedings 99
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ISBN: 970-602-294-066-1
USING VIDEO GAMES TO IMPROVE STUDENTS’ WRITING
ABILITY
YulianiKusumaPutri
youlee.kape@yahoo.com
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.

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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;

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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

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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

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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

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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

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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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