Bill Wullur | Universitas Klabat (original) (raw)

Papers by Bill Wullur

This study constructed, developed and validated an English Performance test designed to provide a... more This study constructed, developed and validated an English Performance test designed to provide a valid criterion-based measurement within the placement programs in Indonesian universities. The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory. The test was validated in several ways: (1) face validation, (2) content validation, (3) concurrent validation, and (4) construct validation. The reliability of the test was established using the internal consistency index, and the practicality of the test was established by distribution of scores of the pilot tests. In general, the proposed performance test is found valid, reliable and practical. The output of the study is a valid English Performance Test for Incoming Indonesian College Students. The test is named: Academic English Performance Test or AccEPT. Keyword: Performance test, Altern...

2020 2nd International Conference on Cybernetics and Intelligent System (ICORIS), 2020

Geometry is the lesson we have learned from the elementary school level, which is divided into tw... more Geometry is the lesson we have learned from the elementary school level, which is divided into two categories: plane geometry and solid geometry. The shapes of geometrical objects can be around us in our everyday life, such as dice with cuboid shape, door with rectangular shape, plates with circular shapes, etc. Even so, the apparatus used for introducing these shapes are many still in the form of books or static media or objects. In this research, innovation is made by creating an application that will show geometry planes and objects using Augmented Reality technology and the 3D Cuboid Tracking method. This method uses a cuboid-shaped marker that has six sides and can be tracked all at once. By using this method, the geometry objects can be seen in 3D, where users can see every object at a different angle and gives better haptic feedback as the cube can be held. In this research, we use ten geometry objects that consist of six solid geometry objects (cube, rectangular prism, trian...

Thesis (PhD) Curtin University, 2021

The study investigates the relationship between task engagement and lexical language learning. T... more The study investigates the relationship between task engagement and lexical language learning. Task engagement was examined in several ways, namely cognitively—or the mental effort invested in clarifying meaning, behaviourally—the persistence demonstrated in completing the task, socially—the responsiveness and willingness to be involved with others, and affectively—the emotional response toward the task. Lexical learning was determined using a comparison of vocabulary test results pre- and post- the task-based instruction.

The participants were 72 Indonesian university freshmen of different, but generally low proficiency levels who completed 12 tasks over a six-week period. They were paired in all-male, male-female, and female-female dyads. Using a mixed-methods approach their engagement was ascertained based on an analysis of transcripts of their task interactions in the first and last week of instruction, and by way of a questionnaire and an interview. The analysis of transcripts involved the use of nine coding schemes to measure engagement in different dimensions. Parametric statistical correlational analysis was used to examine the relationship between lexical learning and engagement.

The findings of the study suggest that the students were highly engaged in the task as indicated by the coding of their interactions and in their responses in the questionnaires and interviews. However, this study also showed that for these Indonesian students, some interactional strategies, especially those representing cognitive and social engagement, were used less often. This appeared to be due to limited English speaking capacity of the students and because of the influence of local culture (e.g., refraining from completing partner's utterances and from showing open disagreement). In addition, the participants’ engagement in the task meetings, were influenced by such factors as the dyad’s familiarity with each other and the chemistry they shared, their familiarity and interest in the topic of the task, and because of gender differences. Overall, the learners’ qualitative responses can be interpreted in three ways: specifically, input-based learning, output-based learning and interaction-based learning.

Next, the results of vocabulary tests indicated that lexical learning occurred and was maintained over time. In the case of lexical learning, this study suggests that female students learned and maintained the new words better than their male counterparts, and that the differences in proficiency levels prior to the task were maintained after task lessons. The item analysis showed that the majority of the target words were learned, but some were learned better than others. Acquisition of the most highly learned words was also maintained over time.

The study found three ways that lexical learning occurred as perceived by the participants, first by noticing new words, second by using the new words in the conversation and third by talking about the new words, sometimes in L1. It is also suggested that the evidence of lexical learning can be traced to a discourse analysis of language related episodes (LREs) particularly those episodes related to learning. There were four types of LREs of this kind, namely: 1) Introducing new words to the partner, which demonstrated how noticing (input-based learning) took place; 2) Self-correcting mistakes of new words, which demonstrated pushed output (output-based learning); 3) Correcting peer mistakes; and 4) Using first language to explain the word which together indicated how negotiation moves came to pass (interaction-based learning).

Furthermore, although the findings suggest a relationship between task engagement and the development of learner lexis, only seven out of nine indicators of task engagement are positively correlated to the vocabulary scores, which are: negotiation moves, disagreements, recasts, back-channellings, turn counts, word counts and time on task. The relationship ranges from weak to strong. Despite this, the relationship is supported by the learners’ perception in terms of four emerging themes. Different aspects of interaction contributed toward lexical learning. In particular, lexical learning appeared related to some interaction strategies connected to 1) attention and mental effort, 2) involvement, 3) connection and attachment, and collaboration.

There are further implications from the findings of this research toward EFL lesson and program management. Using a task-based lesson was found effective for facilitating lexical learning and, therefore, the use of tasks should be encouraged in EFL lessons more generally. Moreover, this finding also endorses the use of highlighting input in communication to assist noticing. In order to make input more observable, context clues, change of tone and even repetition could be used. This is particularly important in an EFL context such as Indonesia, where students’ access to more noticeable input-friendly listening materials are limited, and where teachers are the main source for oral input. Lastly, it has implications for teachers to use teaching strategies which encourage students to speak. Lexis is learnt by using it in meaningful ways during speaking practice and, therefore, speaking practice should be included in English lessons to allow students to use words stored in their lexicon and develop their speaking fluency.

Another implication for pedagogy is based on the relationship between multidimensional engagement and lexical learning. In order for lessons to be effective, they should be interesting and engaging for students, for example through the use of brainstorming to encourage participation and to activate schematic learning. The lessons could also be connected to students by selecting appropriate topics with are highly relevant to them and more likely pique their interest.

Penelitian Pendidikan, 2011

Indonesian Journal of Applied Linguistics, 2011

This study constructed, developed and validated an English Performance test designed to provide a... more This study constructed, developed and validated an English Performance test designed to provide a valid criterion-based measurement within the placement programs in Indonesian universities. The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory. The test was validated in several ways: (1) face validation, (2) content validation, (3) concurrent validation, and (4) construct validation. The reliability of the test was established using the internal consistency index, and the practicality of the test was established by distribution of scores of the pilot tests. In general, the proposed performance test is found valid, reliable and practical. The output of the study is a valid English Performance Test for Incoming Indonesian College Students. The test is named: Academic English Performance Test or AccEPT.

Thesis Chapters by Bill Wullur

PhD Thesis, Curtin University, 2022

Multidimensional Task Engagement and Second Language Lexical Learning ABSTRACT The study inves... more Multidimensional Task Engagement and Second Language
Lexical Learning

ABSTRACT

The study investigates the relationship between task engagement and lexical language learning. Task engagement was examined in several ways, namely cognitively—or the mental effort invested in clarifying meaning, behaviourally—the persistence demonstrated in completing the task, socially—the responsiveness and willingness to be involved with others, and affectively—the emotional response toward the task. Lexical learning was determined using a comparison of vocabulary test results pre- and post- the task-based instruction.

The participants were 72 Indonesian university freshmen of different, but generally low proficiency levels who completed 12 tasks over a six-week period. They were paired in all-male, male-female, and female-female dyads. Using a mixed-methods approach their engagement was ascertained based on an analysis of transcripts of their task interactions in the first and last week of instruction, and by way of a questionnaire and an interview. The analysis of transcripts involved the use of nine coding schemes to measure engagement in different dimensions. Parametric statistical correlational analysis was used to examine the relationship between lexical learning and engagement.

The findings of the study suggest that the students were highly engaged in the task as indicated by the coding of their interactions and in their responses in the questionnaires and interviews. However, this study also showed that for these Indonesian students, some interactional strategies, especially those representing cognitive and social engagement, were used less often. This appeared to be due to limited English speaking capacity of the students and because of the influence of local culture (e.g., refraining from completing partner's utterances and from showing open disagreement). In addition, the participants’ engagement in the task meetings, were influenced by such factors as the dyad’s familiarity with each other and the chemistry they shared, their familiarity and interest in the topic of the task, and because of gender differences. Overall, the learners’ qualitative responses can be interpreted in three ways: specifically, input-based learning, output-based learning and interaction-based learning.

Next, the results of vocabulary tests indicated that lexical learning occurred and was maintained over time. In the case of lexical learning, this study suggests that female students learned and maintained the new words better than their male counterparts, and that the differences in proficiency levels prior to the task were maintained after task lessons. The item analysis showed that the majority of the target words were learned, but some were learned better than others. Acquisition of the most highly learned words was also maintained over time.

The study found three ways that lexical learning occurred as perceived by the participants, first by noticing new words, second by using the new words in the conversation and third by talking about the new words, sometimes in L1. It is also suggested that the evidence of lexical learning can be traced to a discourse analysis of language related episodes (LREs) particularly those episodes related to learning. There were four types of LREs of this kind, namely: 1) Introducing new words to the partner, which demonstrated how noticing (input-based learning) took place; 2) Self-correcting mistakes of new words, which demonstrated pushed output (output-based learning); 3) Correcting peer mistakes; and 4) Using first language to explain the word which together indicated how negotiation moves came to pass (interaction-based learning).

Furthermore, although the findings suggest a relationship between task engagement and the development of learner lexis, only seven out of nine indicators of task engagement are positively correlated to the vocabulary scores, which are: negotiation moves, disagreements, recasts, back-channellings, turn counts, word counts and time on task. The relationship ranges from weak to strong. Despite this, the relationship is supported by the learners’ perception in terms of four emerging themes. Different aspects of interaction contributed toward lexical learning. In particular, lexical learning appeared related to some interaction strategies connected to 1) attention and mental effort, 2) involvement, 3) connection and attachment, and collaboration.

There are further implications from the findings of this research toward EFL lesson and program management. Using a task-based lesson was found effective for facilitating lexical learning and, therefore, the use of tasks should be encouraged in EFL lessons more generally. Moreover, this finding also endorses the use of highlighting input in communication to assist noticing. In order to make input more observable, context clues, change of tone and even repetition could be used. This is particularly important in an EFL context such as Indonesia, where students’ access to more noticeable input-friendly listening materials are limited, and where teachers are the main source for oral input. Lastly, it has implications for teachers to use teaching strategies which encourage students to speak. Lexis is learnt by using it in meaningful ways during speaking practice and, therefore, speaking practice should be included in English lessons to allow students to use words stored in their lexicon and develop their speaking fluency.

Another implication for pedagogy is based on the relationship between multidimensional engagement and lexical learning. In order for lessons to be effective, they should be interesting and engaging for students, for example through the use of brainstorming to encourage participation and to activate schematic learning. The lessons could also be connected to students by selecting appropriate topics with are highly relevant to them and more likely pique their interest.

This study constructed, developed and validated an English Performance test designed to provide a... more This study constructed, developed and validated an English Performance test designed to provide a valid criterion-based measurement within the placement programs in Indonesian universities. The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory. The test was validated in several ways: (1) face validation, (2) content validation, (3) concurrent validation, and (4) construct validation. The reliability of the test was established using the internal consistency index, and the practicality of the test was established by distribution of scores of the pilot tests. In general, the proposed performance test is found valid, reliable and practical. The output of the study is a valid English Performance Test for Incoming Indonesian College Students. The test is named: Academic English Performance Test or AccEPT. Keyword: Performance test, Altern...

2020 2nd International Conference on Cybernetics and Intelligent System (ICORIS), 2020

Geometry is the lesson we have learned from the elementary school level, which is divided into tw... more Geometry is the lesson we have learned from the elementary school level, which is divided into two categories: plane geometry and solid geometry. The shapes of geometrical objects can be around us in our everyday life, such as dice with cuboid shape, door with rectangular shape, plates with circular shapes, etc. Even so, the apparatus used for introducing these shapes are many still in the form of books or static media or objects. In this research, innovation is made by creating an application that will show geometry planes and objects using Augmented Reality technology and the 3D Cuboid Tracking method. This method uses a cuboid-shaped marker that has six sides and can be tracked all at once. By using this method, the geometry objects can be seen in 3D, where users can see every object at a different angle and gives better haptic feedback as the cube can be held. In this research, we use ten geometry objects that consist of six solid geometry objects (cube, rectangular prism, trian...

Thesis (PhD) Curtin University, 2021

The study investigates the relationship between task engagement and lexical language learning. T... more The study investigates the relationship between task engagement and lexical language learning. Task engagement was examined in several ways, namely cognitively—or the mental effort invested in clarifying meaning, behaviourally—the persistence demonstrated in completing the task, socially—the responsiveness and willingness to be involved with others, and affectively—the emotional response toward the task. Lexical learning was determined using a comparison of vocabulary test results pre- and post- the task-based instruction.

The participants were 72 Indonesian university freshmen of different, but generally low proficiency levels who completed 12 tasks over a six-week period. They were paired in all-male, male-female, and female-female dyads. Using a mixed-methods approach their engagement was ascertained based on an analysis of transcripts of their task interactions in the first and last week of instruction, and by way of a questionnaire and an interview. The analysis of transcripts involved the use of nine coding schemes to measure engagement in different dimensions. Parametric statistical correlational analysis was used to examine the relationship between lexical learning and engagement.

The findings of the study suggest that the students were highly engaged in the task as indicated by the coding of their interactions and in their responses in the questionnaires and interviews. However, this study also showed that for these Indonesian students, some interactional strategies, especially those representing cognitive and social engagement, were used less often. This appeared to be due to limited English speaking capacity of the students and because of the influence of local culture (e.g., refraining from completing partner's utterances and from showing open disagreement). In addition, the participants’ engagement in the task meetings, were influenced by such factors as the dyad’s familiarity with each other and the chemistry they shared, their familiarity and interest in the topic of the task, and because of gender differences. Overall, the learners’ qualitative responses can be interpreted in three ways: specifically, input-based learning, output-based learning and interaction-based learning.

Next, the results of vocabulary tests indicated that lexical learning occurred and was maintained over time. In the case of lexical learning, this study suggests that female students learned and maintained the new words better than their male counterparts, and that the differences in proficiency levels prior to the task were maintained after task lessons. The item analysis showed that the majority of the target words were learned, but some were learned better than others. Acquisition of the most highly learned words was also maintained over time.

The study found three ways that lexical learning occurred as perceived by the participants, first by noticing new words, second by using the new words in the conversation and third by talking about the new words, sometimes in L1. It is also suggested that the evidence of lexical learning can be traced to a discourse analysis of language related episodes (LREs) particularly those episodes related to learning. There were four types of LREs of this kind, namely: 1) Introducing new words to the partner, which demonstrated how noticing (input-based learning) took place; 2) Self-correcting mistakes of new words, which demonstrated pushed output (output-based learning); 3) Correcting peer mistakes; and 4) Using first language to explain the word which together indicated how negotiation moves came to pass (interaction-based learning).

Furthermore, although the findings suggest a relationship between task engagement and the development of learner lexis, only seven out of nine indicators of task engagement are positively correlated to the vocabulary scores, which are: negotiation moves, disagreements, recasts, back-channellings, turn counts, word counts and time on task. The relationship ranges from weak to strong. Despite this, the relationship is supported by the learners’ perception in terms of four emerging themes. Different aspects of interaction contributed toward lexical learning. In particular, lexical learning appeared related to some interaction strategies connected to 1) attention and mental effort, 2) involvement, 3) connection and attachment, and collaboration.

There are further implications from the findings of this research toward EFL lesson and program management. Using a task-based lesson was found effective for facilitating lexical learning and, therefore, the use of tasks should be encouraged in EFL lessons more generally. Moreover, this finding also endorses the use of highlighting input in communication to assist noticing. In order to make input more observable, context clues, change of tone and even repetition could be used. This is particularly important in an EFL context such as Indonesia, where students’ access to more noticeable input-friendly listening materials are limited, and where teachers are the main source for oral input. Lastly, it has implications for teachers to use teaching strategies which encourage students to speak. Lexis is learnt by using it in meaningful ways during speaking practice and, therefore, speaking practice should be included in English lessons to allow students to use words stored in their lexicon and develop their speaking fluency.

Another implication for pedagogy is based on the relationship between multidimensional engagement and lexical learning. In order for lessons to be effective, they should be interesting and engaging for students, for example through the use of brainstorming to encourage participation and to activate schematic learning. The lessons could also be connected to students by selecting appropriate topics with are highly relevant to them and more likely pique their interest.

Penelitian Pendidikan, 2011

Indonesian Journal of Applied Linguistics, 2011

This study constructed, developed and validated an English Performance test designed to provide a... more This study constructed, developed and validated an English Performance test designed to provide a valid criterion-based measurement within the placement programs in Indonesian universities. The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory. The test was validated in several ways: (1) face validation, (2) content validation, (3) concurrent validation, and (4) construct validation. The reliability of the test was established using the internal consistency index, and the practicality of the test was established by distribution of scores of the pilot tests. In general, the proposed performance test is found valid, reliable and practical. The output of the study is a valid English Performance Test for Incoming Indonesian College Students. The test is named: Academic English Performance Test or AccEPT.

PhD Thesis, Curtin University, 2022

Multidimensional Task Engagement and Second Language Lexical Learning ABSTRACT The study inves... more Multidimensional Task Engagement and Second Language
Lexical Learning

ABSTRACT

The study investigates the relationship between task engagement and lexical language learning. Task engagement was examined in several ways, namely cognitively—or the mental effort invested in clarifying meaning, behaviourally—the persistence demonstrated in completing the task, socially—the responsiveness and willingness to be involved with others, and affectively—the emotional response toward the task. Lexical learning was determined using a comparison of vocabulary test results pre- and post- the task-based instruction.

The participants were 72 Indonesian university freshmen of different, but generally low proficiency levels who completed 12 tasks over a six-week period. They were paired in all-male, male-female, and female-female dyads. Using a mixed-methods approach their engagement was ascertained based on an analysis of transcripts of their task interactions in the first and last week of instruction, and by way of a questionnaire and an interview. The analysis of transcripts involved the use of nine coding schemes to measure engagement in different dimensions. Parametric statistical correlational analysis was used to examine the relationship between lexical learning and engagement.

The findings of the study suggest that the students were highly engaged in the task as indicated by the coding of their interactions and in their responses in the questionnaires and interviews. However, this study also showed that for these Indonesian students, some interactional strategies, especially those representing cognitive and social engagement, were used less often. This appeared to be due to limited English speaking capacity of the students and because of the influence of local culture (e.g., refraining from completing partner's utterances and from showing open disagreement). In addition, the participants’ engagement in the task meetings, were influenced by such factors as the dyad’s familiarity with each other and the chemistry they shared, their familiarity and interest in the topic of the task, and because of gender differences. Overall, the learners’ qualitative responses can be interpreted in three ways: specifically, input-based learning, output-based learning and interaction-based learning.

Next, the results of vocabulary tests indicated that lexical learning occurred and was maintained over time. In the case of lexical learning, this study suggests that female students learned and maintained the new words better than their male counterparts, and that the differences in proficiency levels prior to the task were maintained after task lessons. The item analysis showed that the majority of the target words were learned, but some were learned better than others. Acquisition of the most highly learned words was also maintained over time.

The study found three ways that lexical learning occurred as perceived by the participants, first by noticing new words, second by using the new words in the conversation and third by talking about the new words, sometimes in L1. It is also suggested that the evidence of lexical learning can be traced to a discourse analysis of language related episodes (LREs) particularly those episodes related to learning. There were four types of LREs of this kind, namely: 1) Introducing new words to the partner, which demonstrated how noticing (input-based learning) took place; 2) Self-correcting mistakes of new words, which demonstrated pushed output (output-based learning); 3) Correcting peer mistakes; and 4) Using first language to explain the word which together indicated how negotiation moves came to pass (interaction-based learning).

Furthermore, although the findings suggest a relationship between task engagement and the development of learner lexis, only seven out of nine indicators of task engagement are positively correlated to the vocabulary scores, which are: negotiation moves, disagreements, recasts, back-channellings, turn counts, word counts and time on task. The relationship ranges from weak to strong. Despite this, the relationship is supported by the learners’ perception in terms of four emerging themes. Different aspects of interaction contributed toward lexical learning. In particular, lexical learning appeared related to some interaction strategies connected to 1) attention and mental effort, 2) involvement, 3) connection and attachment, and collaboration.

There are further implications from the findings of this research toward EFL lesson and program management. Using a task-based lesson was found effective for facilitating lexical learning and, therefore, the use of tasks should be encouraged in EFL lessons more generally. Moreover, this finding also endorses the use of highlighting input in communication to assist noticing. In order to make input more observable, context clues, change of tone and even repetition could be used. This is particularly important in an EFL context such as Indonesia, where students’ access to more noticeable input-friendly listening materials are limited, and where teachers are the main source for oral input. Lastly, it has implications for teachers to use teaching strategies which encourage students to speak. Lexis is learnt by using it in meaningful ways during speaking practice and, therefore, speaking practice should be included in English lessons to allow students to use words stored in their lexicon and develop their speaking fluency.

Another implication for pedagogy is based on the relationship between multidimensional engagement and lexical learning. In order for lessons to be effective, they should be interesting and engaging for students, for example through the use of brainstorming to encourage participation and to activate schematic learning. The lessons could also be connected to students by selecting appropriate topics with are highly relevant to them and more likely pique their interest.